##### REVISED 3/17/05

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_X\_ High
\_\_ K-12

Name of Principal [Mr Barry R.
Cahill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_[134 High
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Ipswich\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[MA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[01938-1295]{.underline}\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Essex]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_[221095]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 978 ) 356-3137]{.underline} Fax [(978 ) 356-3720
\_\_\_\_\_\_]{.underline}

Website/URL [www.ipswichschools.org\_\_]{.underline} E-mail
\_\_\_[bcahill@ipswichschools.org\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* \_\_[\_Mr. Richard Korb]{.underline}

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

District Name [Ipswich]{.underline} Tel. [( 978 )356-2935]{.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 Mrs. Joan Arsenault

President/Chairperson

(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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[2\_\_\_]{.underline}
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_[\$7,314]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$8,273]{.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\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       80        95          175

  **2**                                                     **10**      81        72          153

  **3**                                                     **11**      63        79          142

  **4**                                                     **12**      69        62          131

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   601
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [97]{.underline} % White

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

[1]{.underline}% Hispanic or Latino

[1]{.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:
\_\_\_\_\_[5]{.underline}\_\_\_%

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

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

  **(2)**   Number of students who transferred           29
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   32
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 601
            October 1                                    

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

  **(6)**   Amount in row (5) multiplied by 100          500
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[1]{.underline}\_\_\_\_%

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

Number of languages represented: \_[2\_\_\_\_\_\_\_]{.underline}

Specify languages: Portugese

Amharic

9\. Students eligible for free/reduced-priced meals:
\_\_[11]{.underline}\_\_\_\_\_\_%

Total number students who qualify: \_\_\_[65]{.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:
\_\_\_[16]{.underline}\_\_\_\_\_%

\_\_\_[95]{.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.

\_[6]{.underline}\_\_\_Autism \_\_\_\_\_Orthopedic Impairment

\_[1]{.underline}\_\_\_Deafness \_\_[2]{.underline}\_\_Other Health
Impaired

\_\_\_\_\_Deaf-Blindness \_\_[16]{.underline}\_\_Specific Learning
Disability

\_[16]{.underline}\_\_Emotional Disturbance
\_\_[27]{.underline}\_\_Speech or Language Impairment

\_\_\_\_\_Hearing Impairment \_\_[21]{.underline}\_\_Traumatic Brain
Injury

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

\_\_[5]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_[2]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_[40]{.underline}\_\_\_
\_\_\_[8]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[9]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_\_[57]{.underline}\_\_ \_\_\_[11]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[14:1]{.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.)

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

  Daily student attendance   94%         94%         94%         94%         95%

  Daily teacher attendance   97%         97%         97%         97%         97%

  Teacher turnover rate      12%         6%          14%         7%          2%

  Student dropout rate       1%          2%          0%          2%          2%
  (middle/high)                                                              

  Student drop-off rate      4%          0%          12%         4%          8%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \_[12     |
|                                                        | 1]{.underli |
|                                                        | ne}\_\_\_\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > \_\       |
|                                                        | _[65]{.unde |
|                                                        | rline}\_\_% |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > \_\       |
|                                                        | _[20]{.unde |
|                                                        | rline}\_\_% |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > \_\_      |
|                                                        | \_[0]{.unde |
|                                                        | rline}\_\_% |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_\_[12]{ |
|                                                        | .underline} |
|                                                        | > %         |
+--------------------------------------------------------+-------------+
| Military service                                       | > \_\_      |
|                                                        | \_[1]{.unde |
|                                                        | rline}\_\_% |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > \_\_      |
|                                                        | \_[2]{.unde |
|                                                        | rline}\_\_% |
+--------------------------------------------------------+-------------+
| Unknown                                                | > \_\_\_    |
|                                                        | > \_\_%     |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**PART III ‑ SUMMARY**

Ipswich High School is found in a suburban setting in the town of
Ipswich, Massachusetts, approximately 28 miles north of Boston. The
census figures for 2004 report Ipswich's population as 13,375, while the
high school population is 629. The school incorporates students in
grades 9-12 with demanding graduation requirements and a strong,
required core curriculum. All students must complete 4 years each of
English and Social Studies, a combined minimum of 7 years of Mathematics
and Science, 2 years of Foreign Language as well as requirements in
Health, Physical Education and Technology.

We are a block schedule school using a modified semester based schedule.
Students must take 7 courses per year with three 90-minute block courses
each semester and one 45-minute block that runs all year.

The Class of 2004 sent 85% of its members to two or four year colleges.
The Fine Arts program is exemplary with more than half of the student
body involved in its courses. There is a community service requirement
annually through our Social Studies classes. Ipswich High School
graduates attend some of the top universities in the country. Our
athletic and extra-curricular offerings engage a substantial portion of
the student population.

The mission of Ipswich High School is to create "a community of
collaborative learners motivated to acquire the skills and knowledge
essential to become successful and responsible citizens". This mission
is accomplished through high expectations for every student. On an
academic level, we have four clearly defined expectations which are
assessed through a common rubric. We expect each student to access,
comprehend, analyze and interpret information; organize and effectively
convey ideas through oral and written communication; define problems,
develop strategies, and evaluate, modify and implement solutions; and
utilize technology as an effective learning and instructional tool.

In addition to these expectations, we have established similar
categories for the social and civic aspects of student life. Our social
expectations require that upon graduation all Ipswich High School
students will respect themselves and appreciate the individuality and
diversity of others; accept responsibility for their actions and their
impact on others; and participate in school activities and
decision-making. Our civic expectations expect that upon graduation all
Ipswich High School students will be prepared to participate in society
as informed and responsible citizens; and recognize the value of
contributing to the school and community. In each case, data is
collected to measure the results of these expectations, allowing us to
focus on areas of need when necessary.

Perhaps the strongest aspect of our school in the year 2005 is its very
powerful culture. The faculty is enthusiastic, collegial and truly
interested in providing the best learning environment for our students.
As part of our preparation for an accreditation visit from the New
England Association of Schools and Colleges, the faculty voluntarily
initiated an advisor-advisee program. Every student meets with a member
of the faculty or administration at least six times during the year.
Four of these meetings are one on one sessions focused on selected
topics.

Students are safe, happy and engaged in their learning. Parent support
is strong. An attempt is made to challenge every student at his or her
appropriate level. In many instances, teachers develop honors contracts
or provide independent study opportunities for students. The culture
supports a positive, caring and successful school experience.

Ipswich High School students have been assessed through the MCAS
(Massachusetts Comprehensive Assessment System) testing system with
resulting scores among the very best in the state. All seniors have
received competency determination based on those rigorous standards.
Functioning in a state of the art facility that opened in the year 2000,
Ipswich High School has been recognized for its exceptional approach to
integrating technology into instruction. Technology is used throughout
the curriculum on a daily basis to enhance student learning. A
well-trained faculty works with a motivated student body to provide a
variety of educational, curricular and instructional experiences.

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

1\. Assessment Results

Ipswich High School students in grade 10 participate in the
Massachusetts Comprehensive Assessment System testing program. Students
are tested in English Language Arts and Mathematics during a five-day
testing program each May. Results from the test are reported using four
Performance Levels. Scores of 200-218 are considered Failing; 220-238 is
considered Needs Improvement; 240-258 is labeled Proficient; 260-280 is
considered Advanced. The State of Massachusetts considers "Needs
Improvement" and a score of 220 to be the minimum passing level that
demonstrates meeting the standard (*www.doe.mass.edu*).

The MCAS test in mathematics measures number sense; patterns, relations
and algebra; Geometry; measurement; Data analysis, statistics and
probability. The test uses multiple choice, short answer and
open-response questions. On the Spring 2004 test, Ipswich High School
students in grade 10 scored the following versus state results: 2%
failed versus 15% statewide; 19% received Needs Improvement versus 28%
statewide; 40% received Proficient versus 28% statewide; 40% received
Advanced versus 29% statewide. 80% of our students were considered
Advanced or Proficient in Mathematics against a state average of 57%.
Students classified as regular status or with disabilities had similar
results. All students in the Class of 2005 have passed the Competency
Determination. We have one student in the Class of 2006 who needs to
pass only the Mathematics portion in the March retest. 63% of Special
Education students tested in mathematics are at the Proficient level, a
percentage higher than the state percentage for all students.

In English Language Arts, similar categories are used for reporting.
Ipswich High School students took the May 2004 test with the following
results. 1% failed versus a state average of 10%; 19% Needs Improvement
versus a state score of 27%; 55 % scored Proficient versus a state
average of 44%; 24% are Advanced versus 19% statewide. 79% of our grade
10 students received Advanced/Proficient versus the state percentage of
63%. Our single failing score was moved to passing based on the October
retest. The English Language Arts MCAS measures: language; literature;
composition; topic development and standard English Conventions. The
test uses multiple choice, open-response and a writing prompt.

An analysis of test results comparing similar districts developed by the
organization **Just for the Kids** (*www.just4kids.org*) compared
Ipswich High School to 126 similar Massachusetts districts. They ranked
us #1 in Mathematics and #2 in English Language Arts based on our 2003
test results. Scores over the two years yield consistently high results.
Based on those scores and related data, Ipswich High School was selected
as a "Compass School" during the 2003 school year. This designation by
the Massachusetts Department of Education was awarded to only 4 high
schools in Massachusetts.

A review of the results finds that our emphasis on writing, analysis and
understanding result in high test scores for all students regardless of
subgroups. All MCAS results are available through the Massachusetts
Department of Education website at
([www.doe.mass.edu/](http://www.doe.mass.edu/))

2\. Using Assessment Data

The highly qualified faculty at Ipswich High School use assessment data
to continually refine curriculum and instruction. Teams of teachers in
Mathematics and English Language Arts use Test Wiz, a software package
to disaggregate data from the MCAS each year. The areas that demonstrate
need for improvement are then refocused through the curriculum, thus,
ensuring that students are instructed in those areas. A school-wide
writing rubric has evolved from that assessment process over the last
few years.

We have in place both school wide rubrics and also individual classroom
rubrics to assist all teachers. Using these tools, students have a
better idea of what teachers expect from them while teachers have
consistent devices to properly assess student performance. Using a
department structure, teachers routinely receive the results of
assessment and collaborate to modify curriculum and instruction. Formal
and informal assessment devices assist in this process. Faculty use
tests, quizzes, portfolios, authentic assessment, oral presentation and
a wide variety of written projects to assess student understanding. The
current focus on rubrics has provided a detailed way to move students
towards higher order thinking and meet growing expectations. While MCAS
results provide very detailed information to teachers, the more frequent
classroom assessment devices have been far more influential in modifying
curriculum and instruction.

3\. Communicating Student Performance.

Ipswich High School uses a variety of methods to communicate student
performance to parents, students and the community. Individual
accomplishments are recognized each morning on the public address
system. This report includes student success in athletics, math and
science leagues, music, art, drama and a variety of individual
recognition. Student-athletes are recognized three times per year at
televised school committee meetings for both athletic and academic
success. MCAS results are reported through a direct mailing to parents,
the community newspapers, the school committee, public address system
and individually with students. Our website includes a monthly
newsletter which includes updates on a variety of student performance
indicators including attendance and honor roll recognition. Counselors
meet directly with students to review PSAT results then a report and
letter is mailed to parents. End of the year reward nights celebrate a
wide range of student success.

Four times per year, parents receive academic progress reports from all
teachers. Using a software package called "Grade Machine", teachers
provide a detailed summary of grades and percentages for every
assessment item. Report cards are also issued four times per year. As a
result, parents receive a minimum of eight academic reports per year.
Teachers routinely e-mail updates to parents on a more frequent basis as
needed.

We place a great deal of emphasis on communicating information regarding
our students to the parents and community. We actively use e-mail to
contact parents directly, with over 50% of our parents receiving regular
school communications through that medium. Ipswich High School parents
and the community at large are well-informed with regard to student
performance.

4\. Sharing Success.

Ipswich had the wonderful opportunity to build a new high school which
opened in the year 2000. A combined Middle-High School facility housing
nearly 1200 students was built based on the input of students, parents,
faculty and the community. Embracing a very student-centered philosophy,
the structure provides for clusters of classrooms around common areas.
Technology became a major presence in this new facility.

As a result of the award-winning design of the building, Ipswich High
School hosted visits from over 100 Massachusetts school districts during
the first three years of its operation. A tour of the facility was less
significant than a look at our programs, the integration of technology,
and a student centered approach that is working. Other systems had the
opportunity to learn from us.

Being chosen as a Compass School in 2003 by the Massachusetts Department
of Education continued to provide Ipswich High School faculty with an
opportunity to share our success with others. We presented at a
statewide conference and then hosted visits from other schools on two
occasions. The integration of technology in instruction and learning was
a major focus of those presentations.

On two occasions, the country of Barbados has sent members of their
Ministry of Education to observe our school. Representatives from
various disciplines plus the Minister of Education spent three fall days
observing and interviewing students and teachers. They are in the
process of restructuring their education system and are using Ipswich as
a frame of reference.

We have partnered with other schools hosting numerous programs over the
past few years. We have a faculty that willingly shares our successes
and is eager to continue that process. We will continue to be partners
with other schools as we all grow in being more effective in impacting
student growth and development. Our Ipswich High School websites at
www.ipswichschools.org provides evidence of our willingness to share. Of
our 48 classroom teachers, 21 currently provide their own webpage. Our
teachers are learners, sharers and instructors. We have much to learn
from others and much to provide to others.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Curriculum

Ipswich High School provides a rigorous curriculum for all students. Our
program includes minimum graduation standards of 110 credits with 97.5
coming from required core curriculum areas. We offer courses in four
levels; Standard, College Prep, Honors and Advanced Placement. In both
homogenous and heterogeneous settings, students are challenged to meet
high expectations. All courses are aligned with the Massachusetts
Curriculum Frameworks; thus, curriculum in standard and honors level
courses is designed to meet those expectations.

Every course at Ipswich High School has a curriculum designed around a
common template. For every unit in every course, teachers have designed
a written curriculum that provides the following elements: Unit Title;
MCAS Standards and Strands; Essential Questions; Expectations for
Student Learning; Unit Expectations/Student Outcomes; Assessment;
Instructional Methods; Materials; and Resources. Over a two-year period,
teachers created and modified these documents to provide a clear
curriculum that sets high standards and expectations. We designed
school-wide rubrics aimed at setting standards for student expectations
in four academic areas. Every course assists students in meeting one or
more of these academic expectations. Rubrics used by teachers allow them
to assess student progress on the stated unit and course expectations.

The English Department emphasizes writing, reading and analysis. Summer
reading is required at all levels as are self-assessment portfolios. The
grade nine program emphasizes the writing process and reading skills.
The curriculum in grade 10 emphasizes research methods and literacy
analysis. Grade 11 centers on American Literature, and Grade 12 offers
electives as well as honors and AP English. All students must take and
complete four years of English. Each course sets high standards for
students through the common written curriculum.

The Foreign Language Department provides core courses in French and
Spanish. While Latin is offered, it does not meet our two-year required
core expectation. Courses range from French 1 and Spanish 1 to Advanced
Placement in both languages. All foreign language courses stress the
four language skills of listening comprehension, reading comprehension,
writing (composition) and speaking. Prerequisites for all courses are
stated in terms of proficiency. Each course is offered at a college prep
and honors level. The program is proficiency based, thus, all students
face high expectation standards. More than half of our students take at
least three years of a foreign language.

The mathematics curriculum offers courses aimed at developing an
understanding of mathematics as a powerful "science of patterns and
relationships". The focus is real world problem solving with an emphasis
on cooperative learning and exploration and the appropriate use of
technology. Based on their mathematical ability, students are enrolled
in courses ranging from Algebra I to AP Calculus AB and AP Computer
Science. An honors level is provided at each level with students able to
arrange schedules to move forward at their current ability level.
Classes are all aligned with the Massachusetts Curriculum Frameworks and
emphasize student involvement in the learning process.

Students are required to take either three or four science courses to
graduate. This core area combines with mathematics requiring a combined
minimum of seven courses to graduate. Most students take at least four
science courses. The science program provides for biology in grade nine,
chemistry in grade 10, physics and numerous electives at grades 11 and
12. Advanced Placement courses are offered in biology, chemistry and
physics. In our long block scheduling format, classes are taught in
classrooms that provide lab opportunities on a regular basis. As a
seacoast community, many science courses incorporate field work in our
many estuaries, tide pools and other natural settings. Science
curriculum aims at high standards for all students.

The Social Studies Department provides for a four-year required
curriculum that incorporates a community service component at each grade
level. Grades nine and ten focus on U.S. History, grade eleven provides
for a modern world cultures course. In grade 12, students combine a
half-year course in political science with a variety of interesting yet
challenging electives. Junior & senior courses are heterogeneous with
honors contracts available to students. AP U.S. History is offered to
juniors and seniors. This program challenges students to meet high
expectations in every course.

Our Fine Arts Program provides electives in the Visual and Performing
Arts. 56% of our students take art courses ranging from drawing,
painting and ceramics to studio art, portfolio and digital photography.
Students are recognized annually with several Gold or Silver Keys in the
*Boston* *Globe* Arts Competition. Our Performing Arts program features
band, chorus, orchestra, jazz ensemble and several singing groups. The
Jazz Ensemble routinely receives state recognition for excellence. One
third of our students participate in the program.

In addition to these five core areas, all students must take three years
of physical education, a health course and meet a technology
requirement. Our entire Course of Instruction is available in detail on
the Ipswich Schools website under the high school. The Course of
Instruction descriptions detail all courses and requirements.

2b. English Language Curriculum

Ipswich High offers a strong, four year, required English curriculum.
Our grade nine program emphasizes the writing process with an emphasis
on mastering skills for effective compositions. The course utilizes
exposure to literacy models, including short stories, plays, essays,
poetry and novels, in order to enhance fundamental literacy. The course
focuses on personal writing, creative writing, persuasive writing,
literature analysis and using library and electronic sources.

The program in grade 10 emphasizes grammar and vocabulary; literacy
analysis and criticism in writing; the elements of fiction; elements of
poetry; modern film and stage productions; and medieval legends. The
course integrates grammar, vocabulary and literature with an overall
emphasis on research methods and literacy analysis.

During their junior year, all students take a course in American
Literature. This survey course offers students an enhanced understanding
of the cultural heritage and national identity of the United States.
Language skills are further developed as those skills are woven into
every unit.

Seniors at Ipswich High School choose from a variety of options to
fulfill their core requirement. Offerings include: journalism; creative
writing; speech; theater, and Advanced Placement English.

Courses in the English Department are offered at a college prep and
honors level in all grades. Additionally, students in grades 9 and 10
are offered a transitional program using the same curriculum focus. This
level intends to assist those for whom reading, comprehension or other
skills need direct assistance. We offer courses in English Skills;
Reading; and Writing and Computers to improve reading skills for those
reading below grade level. As a result of this strong core curriculum,
every senior and all but one junior has passed the MCAS graduation
standard in English Language Arts.

Specific instruction programs are in place to assist students who read
below grade level. Teachers are using the Wilson Reading Program,
Project Achievement Reading Program and Kurzweil. A series entitled
Basic Reading Skills For Life and a Comprehensive Skills Series are both
used to improve reading performance.

3\. Science Curriculum

The science curriculum at Ipswich High School provides a strong core
curriculum plus numerous electives for students. Virtually all students
take Biology in grade 9 and Chemistry in grade 10, both offered at
differentiated levels. Juniors and seniors select from physics, anatomy,
earth science, environmental science, marine and coastal, survival
science and three Advanced Placement courses.

Our mission and academic expectations call for skill and knowledge
acquisition. Every science course has a laboratory aspect to it.
Technology is woven through the instruction and the experience. Many
classes integrate the surrounding environment into the curriculum,
providing opportunities for data collection and analysis. Our science
courses embrace a student-centered philosophy in which students are
expected to define problems, develop strategies and implement solutions.
Using Willard Daggett's concept of rigor and relevance, our science
classes work to get students to the Understanding quadrant of learning.

Science classes provide opportunities for students to communicate their
ideas or responses to peers through technology, poster boards and
activities. Students work frequently in small groups to share
information, solve problems and present solutions.

4\. Instructional Methods

Ipswich High School is a community that actively implements its mission
statement. Through instruction we attempt to create a community of
successful and responsible citizens. The faculty uses a broad array of
instructional methods to deliver the curriculum and improve student
learning.

The design of our school promotes student-centered learning experiences.
Five sided rooms eliminate the more routinely expected fixed rows that
divide students. Instruction in this setting incorporates virtually all
methodologies. In addition to some lecture, question and answer, board
work and lab work, teachers routinely incorporate technology into
instruction. Students and teachers use power point or other software to
present ideas or concepts. Students are routinely expected to present to
the class in small groups, peer to peer or in a full class setting.
Following Glasser's approach that "you remember 95% of what you teach to
someone else", students are active learners in the classroom.

As part of our N.E.A.S.C. Self Study process, data was collected through
the Endicott Center for Research and Educational Advancement. Resulting
data indicates that 90% of our faculty reported that they promote
student self-assessment and self-reflection. An astonishing 96% of the
faculty indicates that students are engaged actively and that classes
are student centered. The data further supports that 96% of the faculty
declares that lessons provide opportunities to apply learned concepts in
new situations.

As a result of years of exposure to educational visionaries, it is clear
that Ipswich High School teachers engage students in vigorous and
relevant study.

Science classes often use our rich seacoast setting to enhance
instruction. Field trips to estuaries, marshes and tide pools allow
instruction to be relevant. In many classes, cross curriculum
instruction assists students (e.g. a history class using landscape
portraits to understand westward expansion). Foreign language
instruction emphasizes listening and speaking. The project based
learning style at Ipswich High School encourages students to be active
participants in the learning and instruction process.

5\. Professional Development

Professional Development is a process that assists teachers in being
more prepared to provide a rigorous and beneficial learning program for
all students. Professional Development comes in a variety of fashions;
all focused on helping teachers improve their knowledge and skills.

The Ipswich Public Schools offer three summer programs to faculty at no
cost yet with positive movement on the salary scale. Each year, two full
forty hour weeks are devoted to technology instruction integrated into
the teacher's own courses. K-12 teachers work with our instructors or
consultants to enhance their use of technology for instruction. Symbolic
evidence of the resulting growth is the twenty-one faculty webpages on
the HIS website, or a journalism class that publishes routinely using
on-line resources.

An additional one-week summer program is a Summer Literacy Institute
primarily designed for English teachers K-12. Many of the high school
faculty attended this program.

Teachers of Advanced Placement courses rotate through summer workshops
preparing them to teach those courses. All faculty attend workshops of
their own choosing with support from the high school budget. The entire
K-12 faculty spends one day together in a workshop format featuring a
well-known educational consultant or program they provide for one
another.

During the week immediately following the close of school, teachers work
with colleagues in their departments to write, review, assess and
analyze the curriculum offerings. As a result of this process, every
course at the high school has an approved, up-to-date written curriculum
based on a common template. This template ties the curriculum to state
standards, our mission and expectations and essential questions.

Our entire program has benefited from these staff development workshops
and procedures. A study funded by Boston College found our school to be
exemplary in the integration of technology into teaching and learning.
Student performance on state and national tests have been quite
favorable. Student success is high and is indicative of the appropriate
curriculum and instruction. We have a faculty of learners who share
their enthusiasm and knowledge with every student.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*N/A*

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

**MASSACHUSETTS MCAS RESULTS**

*Data Display Table for Mathematics*

Subject\_\_[\_Math]{.underline}\_\_\_\_\_\_\_\_
Grade\_\_[10]{.underline}\_\_\_
Test\_\_\_\_\_\_\_[MCAS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        5/04        5/03        5/02        5/01        5/00

  **SCHOOL SCORES**                                                                    

  \% At or Above Needs Improvement     99          96          93          91          86

  \% At or Above Proficient            80          82          69          56          62

  \% At Advanced                       40          45          41          26          33

  Number of students tested            144         149         130         135         102

  Percent of total students tested     96          99          96          98          97

  Number of students alternatively     0           0           3           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           2           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     94          85          62          52          N/A

  \% At or Above Proficient            63          39          8           5           N/A

  \% At Advanced                       0           8           0           0           N/A

  Number of students tested            16          13          13          19          N/A

  2\. Free/Reduced Lunch                                                               

  \% At or Above Basic                 99          N/A         N/A         90          N/A

  \% At or Above Proficient            86          N/A         N/A         40          N/A

  \% At Advanced                       13          N/A         N/A         20          N/A

  Number of students tested            15          N/A         N/A         10          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     85          79          75          75          55

  \% At or Above Proficient            57          51          44          45          33

  \% At Advanced                       29          24          20          18          15
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

**MASSACHUSETTS MCAS RESULTS**

*Data Display Table for English*

Subject\_\_[\_English]{.underline}\_\_\_\_\_
Grade\_\_[10]{.underline}\_\_
Test\_\_\_\_\_\_\_\_[MCAS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        5/04        5/03        5/02        5/01        5/00

  **SCHOOL SCORES**                                                                    

  \% At or Above Needs Improvement     99          97          98          91          92

  \% At or Above Proficient            79          84          85          62          53

  \% At Advanced                       24          27          30          15          8

  Number of students tested            144         148         128         134         101

  Percent of total students tested     96          99          95          97          96

  Number of students alternatively     0           0           3           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           2           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     93          100         75          50          N/A

  \% At or Above Proficient            87          38          33          17          N/A

  \% At Advanced                       6           0           0           0           N/A

  Number of students tested            16          13          12          18          N/A

  2\. Free/Reduced Lunch                                                               

  \% At or Above Needs Improvement     93          N/A         N/A         80          N/A

  \% At or Above Proficient            73          N/A         N/A         20          N/A

  \% At Advanced                       20          N/A         N/A         10          N/A

  Number of students tested            15          N/A         N/A         10          N/A

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     90          88          86          82          66

  \% At or Above Proficient            63          61          59          45          36

  \% At Advanced                       19          20          19          15          7
  ------------------------------------ ----------- ----------- ----------- ----------- -----------