**REVISED 3/15/05**

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

*U.S. Department of Education*

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

Name of Principal [Mr. Thomas A. Vandervest]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [2100 Bristol Street]{.underline}

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

[Middleton WI 53562-2746]{.underline}

City State Zip Code+4 (9 digits total)

County [Dane]{.underline} School Code Number\* [0060]{.underline}

Telephone [(608 ) 829-9923]{.underline} Fax [( 608 )
831-1995]{.underline}

Website/URL [www.mcpasd.k12.us/mhs/]{.underline} E-mail
[Tomv@mcpasd.k12.wi.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Bill Reis]{.underline}

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

District Name [Middleton-Cross Plains Area School District]{.underline}
Tel. [( 608 ) 829-9004]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Felix Richgels

(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: [6]{.underline} Elementary
schools

[2]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other -- Middleton Alternative Senior High

(Charter high school)

\_\_[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,227.00]{.underline}

Average State Per Pupil Expenditure: [\$ 9,628.00]{.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\. \_\_[8]{.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**       243       230         473

  **2**                                                     **10**      247       237         484

  **3**                                                     **11**      245       240         485

  **4**                                                     **12**      247       223         470

  **5**                                                     **Other**                         

  **6**                                                                                       1912

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

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

6\. Racial/ethnic composition of [89 %]{.underline} White

the students in the school: [3 %]{.underline} Black or African American

[4 %]{.underline} Hispanic or Latino

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

[1 %]{.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:
[7.7]{.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***  55
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           87
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   142
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 1836
            October 1 (2003-2004)                        

  **(5)**   Subtotal in row (3) divided by total in row  0.077
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          7.7
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [3.7]{.underline}
%

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

Number of languages represented: [19]{.underline}

Specify languages: Spanish, Chinese, Punjabi, Amharic, Korean,
Vietnamese, Indonesian, Albanian,

Twi, Hmong, Swahili, Urdu, Bosnian, Farsi, Arabic, Phillipino, Russian,
Greek, Khmer

9\. Students eligible for free/reduced-priced meals: [8.4]{.underline} %

Total number students who qualify: [160]{.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: [12.2]{.underline} %

[233]{.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.

[12]{.underline} Autism [6]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [41]{.underline} Other Health Impaired

[2]{.underline} Deaf-Blindness [115]{.underline} Specific Learning
Disability

[40]{.underline} Emotional Disturbance [94]{.underline} Speech or
Language Impairment

[6]{.underline} Hearing Impairment [1]{.underline} Traumatic Brain
Injury

> [16]{.underline} Mental Retardation [2]{.underline} Visual Impairment
> Including Blindness

[0]{.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) [5]{.underline} [0]{.underline}

Classroom teachers [107]{.underline} [29]{.underline}

Special resource teachers/specialists [9]{.underline} [4]{.underline}

Paraprofessionals [23]{.underline} [4]{.underline}

> Support staff [26]{.underline} [7]{.underline}
>
> Total number [170]{.underline} [44]{.underline}

12\. Average school student-"classroom teacher" ratio:
[24.6]{.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  96 %        97 %        98 %        97 %        98 %

  Daily teacher attendance  96 %        \* %        \* %        \* %        \* %

  Teacher turnover rate     9 %         5 %         9 %         8 %         7 %

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

  Student drop-off rate     0 %         0 %         0 %         0 %         0 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\* Data not available

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [403]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [64]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [4]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [12]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | > [9]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Military service                                        | > [6]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [4]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [1]{.    |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III -- SUMMARY**

The Middleton-Cross Plains School District (MCPASD), located in south
central Wisconsin on the western shore of Lake Mendota, is the 25^th^
largest school district in the state and one of the fastest growing
communities in Dane County. It enrolls approximately 5500 students in
six elementary schools, two middle schools, one high school and one
Charter high school. MCPASD consists of nine jurisdictions and covers 70
square miles.

Although final decision-making power rests with the principal, the
involvement of teams of people creates and facilitates cohesion,
consensus and ownership in the learning community. The school operates
with all of the traditional groups such as an administrative team,
departments based on curricular areas, a student council and a parent
organization called, "Parent Connections." However, it is how these
teams conduct business that makes MHS unique.

One of Middleton High School's (MHS) strong assets is the physical
building. A 25 million dollar renovation/addition was recently
completed. The building is well equipped with technology that enhances
our curricular offerings and helps our programs keep pace with the
demands of the times. An excellent example is in our art department
where we offer computer art courses. Another is our system of resource
areas including eight computer labs where students sign in during their
study halls and receive one-on-one or small group tutoring from
certified teachers or access computers to do their homework.

MHS has become a large school that has managed to maintain personal
connections with its students. Student services staff report that the
vast majority of our students feel connected with a staff member or
small group somewhere in our building or in our program offerings. MHS
staff thoughtfully cultivates these connections with a freshmen advisory
program. For students requiring a unique educational experience, we also
have Middleton Alternative Senior High (MASH). Although MHS and MASH are
physically separate buildings, they are not isolated, making it possible
for MASH students to study in specialty areas such as music and art.

Our greatest strength is, **"**our diversity of opportunity.**"** This
opportunity comes not only in curricular areas but also in our athletics
and activities. MHS has many talented students who strive to achieve
academically, athletically, musically, artistically, and dramatically.
Students are exposed to many different experiences and their
achievements in these areas are accepted, respected, and rewarded beyond
the traditional athletic banquets. Special recognitions include such
events as a yearly breakfast with the principals focused on academic
achievements and our very own Oscars for thespians.

Since MHS prides itself on providing diverse experiences it is also
accepting of students' strengths and maintains an atmosphere that allows
others to be different. We are respectful and tolerant and we value
exploring different points of view. To demonstrate this commitment MHS
actively sponsors students groups such as the Alliance to End
Homophobia, AHANA to address minority student success, and Imagine to
end gender inequities. MHS student council held a school wide assembly
that helped students examine political issues during last year's
elections.

In summary, our learning community operates under the principle that
students need to be self-managing learners that develop the capacity to
think and reason by being challenged intellectually. MHS staff believes
that every student can and will learn if presented with the right
opportunity to do so and that goals and expectations should apply to all
students, but the means to these goals will vary. The tone of our school
explicitly stresses the values of integrity, trust, and decency. Family
and community participation and support is essential. Each individual
must accept personal and community responsibility. The mission statement
of MHS emphasizes these fundamental values and beliefs and the needs and
achievements of the individual learner.

Middleton High School is a learning community that fosters intellectual
growth and habits of commitment, reflection, wellness and wonderment;
developing citizens who make a living, a life, a difference.

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

**SECTION 1: MEANING OF SCHOOL ASSESSMENT RESULTS**

Middleton High school (MHS) staff members echo State Superintendent
Elizabeth Burmaster's belief that, "fundamental to every student's
success is a clear set of expectations of academic achievement." As a
result, the state of Wisconsin and the Middleton-Cross Plains Area
School District (MCPASD) has adopted a set of academic standards. Each
year, tenth grade students complete the Wisconsin Knowledge and Concepts
Exam (WKCE) to determine what standard material they have mastered in
the areas of reading, language arts, mathematics, science, and social
studies.

WKCE results are compiled for individual students and for each school
district in the state. Results are reported using four categories of
proficiency ratings. A student who performs at the *minimal* level
demonstrates limited academic knowledge and skills. A *basic* level
indicates some knowledge and skills. *Proficient* means the student is
competent and an *advanced* rating demonstrates an in-depth
understanding of the standard material being tested.

The percentage of Middleton High School sophomores scoring in the
proficient and advanced category for reading, language, and mathematics
is compared yearly to all high schools in Dane County, the schools in
and immediately surrounding the state's capital. MHS student performance
is also compared to other students and districts statewide.

When the average for six years is computed for *reading*, 83% of MHS
sophomores score proficient or advanced which is first among the 14 high
schools in Dane County. The state average for the same period is 68%
scoring proficient or advanced. *In language arts* the six year average
is 79% proficient or advanced for MHS, which again ranks first in Dane
County. The state average for sophomores in language arts is 64%
proficient or advanced. In *mathematics* the six year average is 76%
proficient or advanced for MHS which ranks first in Dane County and
compares to 51% average for sophomores throughout the state. Information
on the results of the WKCE for Middleton High School can be found at:
<http://www.dpi.state.wi.us/sig/index.html>.

The only data for MCPASD subgroups that is available is related to
students with disabilities. All other subgroups cannot be addressed
because the disaggregated data cannot be considered statistically valid.
The needs of students performing at minimal or basic proficiency levels
are addressed through their Individual Education Plans (IEP).

MHS students also consistently perform above their peers not only
statewide but also nationally on other standardized college entrance
tests such as the ACT and SAT. The chart below provides the *ACT*
results for MHS students in comparison to the state and national
averages *for the past 5 school years*. Our students out performed their
peers in reading, English and Mathematics.

Average ACT score in Reading: [23.4]{.underline} MHS [21.2]{.underline}
State [19.7]{.underline} National

Average ACT score in English: [22.4]{.underline} MHS [20.6]{.underline}
State [18.6]{.underline} National

Average ACT score in Mathematics: [23.9]{.underline} MHS
[20.8]{.underline} State [19.0]{.underline} National

The chart below indicates the SAT results for MHS students in comparison
to the state and national averages *for the past 5 school years*. Again,
MHS students score higher than their peers both statewide and
nationally.

Average SAT Verbal score: [591]{.underline} MHS [585]{.underline} State
[522]{.underline} National

Average SAT Mathematics score: [626]{.underline} MHS [600]{.underline}
State [535]{.underline} National

Using results from the WKCE, ACT and SAT as indicators of academic
success demonstrates that Middleton High School students consistently
excel when compared to their peer group not only locally but also on the
state and national levels.

**SECTION 2: SCHOOL USE OF ASSESSMENT DATA**

Data from the Wisconsin Knowledge and Concepts Exam (WKCE) is shared not
only with district administration but also with the teaching faculty.
Academic department coordinators, along with other department members,
analyze problem areas. A confidential report is also generated
consisting of all students who have scored in the minimal or basic
category in Reading, Language Arts, Mathematics, Science and Social
Studies. The list identifies if the student is in ELL-English Language
Learners or SPED-Special Education. Examples from the list are included
below (M = minimal, B = basic, P = proficient, A = advanced).

[Name]{.underline} [Reading]{.underline} [Language Arts]{.underline}
[Math]{.underline} [Science]{.underline} [Social Studies]{.underline}
[ELL]{.underline} [SPED]{.underline}

Student 1 P B B P P no LD

Student 2 M B P M B yes no

The item analysis for each subtest of the WKCE is shared with the
teachers. Instructional activities are evaluated to determine if the
concepts are being presented to the students. This analysis identifies
how students are performing on the tested items. Adjustments in
curriculum and teaching methodology are made to meet the needs of the
students.

The list is also used preventively. It is reviewed to identify "gray
area" students and evaluate their educational program so that we do not
wait until they fail to make adjustments in course selections or special
programming. Individualized student reports are available from the
students' guidance counselors. This information is not only used for
educational programming to identify strengths and areas for remediation
but it is also used by student services for assistance in pre-referral
interventions, in special education evaluations, and in setting learning
goals for students already receiving special education services.

**SECTION 3: SCHOOL COMMUNICATION OF STUDENT PERFORMANCE**

Communication of student performance data occurs on several levels
including the information provided directly to students and their
parents, parent groups, community stake holders, the surrounding
communities, and the Department of Public Instruction.

The traditional methods for students and parents include progress
reports and quarterly report cards. In November of the first semester
parent-teacher conferences are held. Later, individual sophomore student
results and a booklet of explanation from the WKCE state test are mailed
to the parents. These reports and activities facilitate communication
among students, parents, and school staff and serve to motivate student
improvement.

In the near future, MHS will be providing parents with access to
on-line, real-time data on their students' progress. Parents will be
able to monitor attendance, assignments, grades, and standardized test
results by accessing MHS student management systems via a parent portal
and pass code. Ultimately, this will empower parents to help their
children achieve.

As for parent groups and other community stakeholders, the data is
compiled and shared and discussed during meetings. A school profile is
produced each year sharing assessment information for the graduating
class including composite scores on ACT and SAT tests. The district
annually produces a booklet entitled *Middleton-Cross Plains Area
Schools School Performance Report*. This report is mailed to every
household in the district and an annual meeting is hosted by the school
board to present and discuss information in a community forum.

The district also employs a publicist whose role is to share district
results with community stake holders and the surrounding communities.
School results of the WKCE are posted on the district website, published
in the local newspaper and in the Madison newspapers. Complete data
comparison of all Dane County high schools is compiled by the district
office and shared on the district website and in area newspapers.

**SECTION 4: SHARING SUCCESSES WITH OTHER SCHOOLS**

The Middleton-Cross Plains Area School District (MCPASD), including
Middleton High School (MHS), staff regularly communicate with the media,
publish articles, and more importantly, utilize important affiliations
with other schools and their staff about unique and successful programs.
These affiliations assist us in developing new and creative ways of
fostering student achievement. Some of these affiliations are described
below.

First is statewide agencies such as the Wisconsin Department of Public
Instruction (DPI) and Cooperative Education Service Agency for region
two (CESA 2). DPI provides training workshops for administering the WKCE
and for data interpretation. It also publishes test results for all
districts in the state. CESA 2 provides workshops on data collection,
processing, and dissemination. They also provide in-service programs,
curriculum development assistance, and many other services. MCPASD and
other districts throughout the state have participated in these
activities and assisted each other in developing, implementing and
sharing best practices.

Second is the connections made with other Dane County school districts
in which area superintendents, special education directors, and social
workers, to mention a few, meet regularly and discuss successes as part
of their regular agenda items.

Third is the Big-8 Conference or a group of schools that have organized
to form an Interscholastic Athletic Association. The high school
principals in the Big-8 conference meet monthly and share strategies for
improving student performance in their schools. Guidance counselors in
the Big-8 conference also meet on a regular basis to share information,
ideas, and strategies. Our high school principal is currently the
chairperson of the Big-8 Conference.

Finally, MCPASD staff belongs to a variety of professional
organizations. Successes are shared through interactions of staff at
meetings throughout the area and the state. For example, principals
attend the Association of Wisconsin School Administrators Conference
held each fall and share strategies with colleagues as well as get new
ideas and updates on current literature. Our principal was recognized as
the Principal of the Year last year for region 5 of the Wisconsin
Association of School Councils and he was also recognized by Governor
James Doyle with a certificate of commendation for his leadership in
education.

**PART V -- CURRICULUM AND INSTRUCTION**

**SECTION 1: SCHOOL CURRICULUM**

Each curricular area offers courses that are aligned with district and
state standards. They are designed to reach a wide range of student
abilities, talents, and interests. English and Science are described in
sections 2B and 3. The rest of the curricular areas are described below.

All Social Studies courses offer the opportunity for differentiated
learning as students are grouped heterogeneously so that students of
diverse ability and background learn with one another. To ensure equal
opportunity for all students, appropriate support in provided. All
students are required to complete World History and US
History/Government. Students may choose to take these required courses
integrated with English or team-taught over a two-period block.
Electives include Modern Affairs, Diversity, Sociology, Psychology,
Contemporary Social Problems and Advanced Placement (AP) Psychology, AP
US History, and AP European History.

The mathematics curriculum is based on state and national (NCTM)
standards. Students are involved with real-world applications,
technology use, and connections with other disciplines. Students become
flexible problem solvers in a broad spectrum of mathematical concepts.

The Art Department offers fourteen different art courses that include
four levels of studio art and four levels of computer art. There are
also specialized courses offered in Web-site Design, Photography,
Yearbook, Commercial Art and AP Studio Art (credit based on portfolio).

In the Foreign Language Department, students can study up to five years
of French, German, or Spanish. Skills in listening, speaking, reading
and writing are developed at each level. Students begin by learning to
communicate about topics from daily life and progress to being able to
narrate, ask for information, give opinions, and discuss literature,
history, culture and/or current events. Upper level classes are
conducted entirely in the target language.

The Music Department core curriculum performance groups include four
concert bands, three choirs, and two orchestras. These groups follow
carefully designed curricula that teach music fundamentals, content
understanding, and the importance of human communication through music
performance. Students receive small group instruction weekly and can
participate in co-curricular groups to enrich their experience.
Nonperformance classes include the History of Popular Music, and an
Advanced Music course on theory, history, and composition. The overall
goal is to create independent musicians who will continue to make music
part of their lives.

Our Physical Education program encourages a holistic approach to
wellness by promoting physical activity, improving nutritional habits,
and increasing cooperative social behavior in an attempt to foster
lifelong healthier lifestyles. A variety of courses are offered to meet
the interests of all students including Ropes Challenge, Social Fitness,
Lifeguarding and Outdoor Pursuits.

Business, Marketing, and Information Technology Department provides
instruction relating to business and industry and develops knowledge,
marketable skills, and experience. The goal is to provide a strong
business foundation and marketing attitudes/skills applicable in a
constantly changing world so that students are competent, productive and
successful workers.

Family and Consumer Education (FCE) emphasizes the reciprocal roles of
society and the family. FCE empowers individuals and families to manage
the challenges of living and working in a diverse global society. Its
unique focus is on families, work, and their interrelationships.
Students develop the knowledge, attitudes, and skills needed to be
contributing members of families and to deal critically and creatively
with family-related concerns. Students are prepared for the world of
work through state certified courses in Child Care, Nursing Assistant,
and Work Cooperative. An advanced standing Medical Terminology class is
also offered.

The Technology Education program offers the traditional hands-on
learning experiences of woods, metals, and powers laboratory classes and
higher-order thinking, high-tech classes such as Computer-Aided Design
and Engineering Problem Solving. All classes focus on technology in
society that encourages appreciation and understanding of living in an
ever-changing world.

**SECTION 2B: SECONDARY SCHOOL ENGLISH LANGUAGE CURRICULUM**

The English department educates nearly all of its nineteen hundred
students on a daily basis in fourteen classrooms with eighteen dedicated
teachers. The students select a variety of twenty-three different
courses during their four years at MHS. While approximately
three-fourths of our students prefer the college-preparatory courses, we
also offer courses aimed at students who will finish their formal
education by grade twelve.

We offer four courses that students can select from in grade nine,
including one advanced and one remedial level. Each of these courses
includes reading, writing, speaking, and grammar, and students are
assisted in electing which course would best fit their needs. While
advanced tenth-grade students are allowed into the elective selections
in their sophomore year, all other students are offered three choices
for their second year of high school, again exposed to reading, writing,
speaking, and grammar.

Beginning in eleventh grade, students can select from the sixteen
remaining courses that our department offers. These classes range from a
reading course aimed at increasing efficiency to Advanced Placement (AP)
courses that prepare students for success in AP tests. We also offer
literature courses of various interest levels, composition courses,
poetry and drama classes, and even a film class.

Our reading specialist tests and remediates students who struggle. Our
school also includes an English Language Learners department for
students whose native language is not English.

**SECTION 3: SECONDARY SCHOOL SCIENCE CURRICULUM**

The science experience at MHS is characterized by a progressive sequence
that extends from grades nine through graduation. The majority of MHS
students begin science with Biology and go on to take both Chemistry and
Physics. Many students take a fourth and fifth full year of science that
might include Advanced Biology, AP Chemistry, AP Environmental Science,
or a split year of Advanced Physics and Biotechnology.

The science offerings for almost every course have options for students
whose abilities and interests are strongly directed towards science and
for those students who recognize the importance of science and
technology but for who science is a secondary interest or whose math
proficiency and comfort is not strong. These classes are General
Biology, Chemistry in the Community, General Physics, Environmental
Studies, Astronomy and Principles of Technology. On a daily basis
students work to complete an individual class but do so by utilizing the
abilities gained in the previous courses and simultaneously developing
the skills and knowledge needed to be successful in another area of
science.

The science teachers provide a learning environment that is safe both
with respect to the student's personal needs and encouragement of the
student's desire to extend their own understanding. The science faculty
models their own personal commitment to learning through continuing
education; as well as their personal interest in science as a means of
explaining the world. The science staff understands that the abilities
of individuals are enhanced by collaboration. No science courses are
taught by a single individual; teams of teachers work together to plan
and implement any given class on a daily basis.

Students build a conceptual framework and develop problem-solving
abilities within the science curriculum that they will be able to
utilize within the greater community. The primary source of this
framework is an extension of the scientific process of objective
observation and analysis of relevant information utilized in almost
every science class at MHS. Most importantly science facts are related
to students' daily lives to stimulate continuing interest in learning,
and an understanding of the impact science has on them.

**SECTION 4: INSTRUCTIONAL METHODS TO IMPROVE STUDENT LEARNING**

Although specific strategies of instruction vary from curriculum area to
curriculum area, common goals exists in the use of technology to enhance
the education experience and in personalizing the educational experience
for each and every student. MHS believes these goals are important for
improving learning opportunities for students. Technology is a goal
because it is an ever increasing reality of our world and students are
highly motivated to learn new things when it is incorporated.
Personalizing is a goal because we have grown into a large school over
the past few years. Maintaining connections helps students feel valued
and respected. Risks or barriers to learning, such as violence and drug
abuse are minimized, and students perform better.

Curriculum is differentiated for students through course design in all
curricular areas. Within the classes a wide range of strategies are
employed to foster student learning. Projects, small group work, peer
partnering, and large group instruction are examples of strategies that
are utilized. In addition, many courses utilize laboratory type
facilities to help students build their skills in a progressive manner.
The factual base, skill sets, and analysis abilities needed to
understand and problem solve in an increasingly complex society are
expanding. MHS staff feels it is critical that we keep pace with society
by helping our students address these needs.

Beyond the traditional strategies found in our basic units or required
coursework, students are empowered through choices. We have a wide
variety of courses to choose from so that students can take courses that
appeal to their interests. However, within that interest area students
are challenged to the next level of performance ability. We also take
very seriously the need to address the total well-being of the student
by offering the same menu of options through our visual arts, performing
arts, practical arts, and physical education.

Student learning is also improved through the variety of support we have
incorporated into our learning community. Freshmen students can take a
Student Support course which is modified study hall time in which study
skills, and student advocacy skills are developed. Students can use an
elaborate system of resource rooms in which certified teachers tutor, as
part of their school service hours, students in individual or small
group setting. Individual students or classes may also spend time in the
LMC (Library Media Center) for research and/or group presentations by
the Library Media Specialists. Students can also have access to the LMC
throughout the day for research, quiet study, casual reading and
browsing. Independent study with a teacher-mentor is available for
juniors and seniors interested in pursuing topics in depth. The total
well-being of the student is addressed through the opportunities offered
in the visual and performing arts as well as the practical arts.

**SECTION 5: PROFESSIONAL DEVELOPMENT PROGRAM**

Professional development options are district programs embedded and
created to support teachers in their daily instruction in the classroom.
Two strands of professional development exist. The first strand is based
on school goals and district initiatives. In-service for staff on the
framework of poverty and the 6 + 1 writing traits are examples of
district initiatives to help all teachers grow in skill development and
sensitivity to unique student need. The second strand is opportunities
based on individual teacher needs. A professional growth plan is
developed and elective course options are offered that provide
day-to-day activities that help teachers develop skills in the
classroom. The courses are aligned with goals and objectives of the
district, the school, and the individual teachers, and graduate credit
can be obtained through Viterbo. Examples of these courses include:
strategies for dealing with students experiencing alcohol and drug
issues; strategies for addressing barriers to student learning;
strategies for dealing with student characteristics of generational
poverty; techniques for differentiating curriculum; integrating
technology in the classroom. Because the staff development is aligned
with teacher goals, there is a direct benefit to student learning in the
classroom.

**PART VI - PRIVATE SCHOOL ADDENDUM**

**Not applicable.**

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

**State of Wisconsin 2005 Blue Ribbon School Nominee Proficiency
Information**

School Name and District: Middleton High School, Middleton

Test Grade Level, Subjects, and Years of Data: Grade 10 Reading and
Mathematics, 2001-02 through 2003-04

School Percent Free and Reduced Price Lunches, 2003-04: 8%

Test Name and Publisher: Wisconsin Knowledge and Concepts Examinations
(WKCE), CTB/McGraw-Hill

  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------
                                  **Reading**                               **Math**                    

                                  **2003-04**   **2002-03**   **2001-02**   **2003-04**   **2002-03**   **2001-02**

  Month of Test Administration    February      November      November      February      November      November

  **School Information and                                                                              
  Scores:**                                                                                             

  \# FAY\* in school students     418           423           375           411           416           375
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   98%           98%           100%          98%           98%           100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 95%           95%           94%           95%           94%           86%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 86%           86%           76%           90%           88%           68%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 71%           67%           38%           61%           49%           35%
  above Advanced                                                                                        

  Number of students alternately  1             2             2             1             2             2
  assessed\*\*                                                                                          

  \% of all students alternately  0.2%          0.5%          0.5%          0.2%          0.5%          0.5%
  assessed                                                                                              

  **School Scores by Student                                                                            
  Subgroup:\*\*\***                                                                                     

  *American Indian/Alaskan                                                                              
  Native*                                                                                               

  \# FAY\* in school students     1             1             0             1             1             0
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   \*            \*                          \*            \*            

  \% tested on WKCE scoring at or \*            \*                          \*            \*            
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            \*                          \*            \*            
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            \*                          \*            \*            
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            \*                          \*            \*            
  above Advanced                                                                                        

  Number of students alternately  \*            \*                          \*            \*            
  assessed\*\*                                                                                          

  \% of all students alternately  \*            \*                          \*            \*            
  assessed                                                                                              

  *Asian/Pacific Islander*                                                                              

  \# FAY\* in school students     4             14            10            4             14            10
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   \*            100%          100%          \*            100%          100%

  \% tested on WKCE scoring at or \*            100%          100%          \*            100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            86%           100%          \*            93%           80%
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            79%           50%           \*            79%           60%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            71%           20%           \*            64%           20%
  above Advanced                                                                                        

  Number of students alternately  \*            0             0             \*            0             0
  assessed\*\*                                                                                          

  \% of all students alternately  \*            0%            0%            \*            0%            0%
  assessed                                                                                              

  *Black, non-Hispanic*                                                                                 

  \# FAY\* in school students     5             7             5             5             7             5
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   \*            100%          \*            \*            100%          \*

  \% tested on WKCE scoring at or \*            100%          \*            \*            100%          \*
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            86%           \*            \*            86%           \*
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            86%           \*            \*            86%           \*
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            57%           \*            \*            29%           \*
  above Advanced                                                                                        

  Number of students alternately  \*            0             \*            \*            0             \*
  assessed\*\*                                                                                          

  \% of all students alternately  \*            0%            \*            \*            0%            \*
  assessed                                                                                              

  *Hispanic*                                                                                            

  \# FAY\* in school students     7             13            4             7             13            4
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   71%           100%          \*            71%           100%          \*

  \% tested on WKCE scoring at or \*            100%          \*            \*            100%          \*
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            64%           \*            \*            64%           \*
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            55%           \*            \*            55%           \*
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            36%           \*            \*            9%            \*
  above Advanced                                                                                        

  Number of students alternately  \*            2             \*            \*            2             \*
  assessed\*\*                                                                                          

  \% of all students alternately  \*            15%           \*            \*            15%           \*
  assessed                                                                                              

  *White, non-Hispanic*                                                                                 

  \# FAY\* in school students     401           387           356           396           380           356
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   99%           98%           100%          99%           98%           100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 95%           96%           94%           96%           95%           87%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 86%           87%           78%           91%           89%           70%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 72%           68%           39%           62%           49%           36%
  above Advanced                                                                                        

  Number of students alternately  0             0             1             0             0             1
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            0.3%          0%            0%            0.3%
  assessed                                                                                              

  *Limited English Proficient*                                                                          

  \# FAY\* in school students     5             9             6             5             9             6
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   \*            100%          100%          \*            100%          100%

  \% tested on WKCE scoring at or \*            100%          \*            \*            100%          \*
  above Minimal                                                                                         

  \% tested on WKCE scoring at or \*            57%           \*            \*            71%           \*
  above Basic                                                                                           

  \% tested on WKCE scoring at or \*            29%           \*            \*            43%           \*
  above Proficient                                                                                      

  \% tested on WKCE scoring at or \*            14%           \*            \*            0%            \*
  above Advanced                                                                                        

  Number of students alternately  \*            2             1             \*            2             1
  assessed\*\*                                                                                          

  \% of all students alternately  \*            22%           17%           \*            22%           17%
  assessed                                                                                              

  *Economically Disadvantaged*                                                                          

  \# FAY\* in school students     30            20            15            30            20            15
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   90%           100%          100%          90%           100%          100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 96%           79%           57%           85%           84%           50%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 70%           68%           21%           70%           79%           0%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 44%           58%           0%            33%           26%           0%
  above Advanced                                                                                        

  Number of students alternately  0             1             1             0             1             1
  assessed\*\*                                                                                          

  \% of all students alternately  0%            5%            7%            0%            5%            7%
  assessed                                                                                              

  *Students with Disabilities*                                                                          

  \# FAY\* in school students     52            48            57            49            46            56
  tested (WKCE [or]{.underline}                                                                         
  alternate )                                                                                           

  \% of all FAY students tested   94%           96%           100%          94%           96%           100%

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 73%           70%           68%           73%           63%           46%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 41%           41%           34%           51%           41%           23%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 24%           13%           9%            18%           2%            5%
  above Advanced                                                                                        

  Number of students alternately  0             0             1             0             0             1
  assessed\*\*                                                                                          

  \% of all students alternately  0%            0%            2%            0%            0%            2%
  assessed                                                                                              

  **State Scores**                                                                                      

  \# FAY\* in district students   66,505        67,689        67,659        66,505        67,689        67,659
  tested (WKCE [or]{.underline}                                                                         
  alternate)                                                                                            

  \% of all FAY in district       99%           97%           96%           99%           97%           96%
  students tested                                                                                       

  \% tested on WKCE scoring at or 100%          100%          100%          100%          100%          100%
  above Minimal                                                                                         

  \% tested on WKCE scoring at or 86%           87%           85%           84%           83%           66%
  above Basic                                                                                           

  \% tested on WKCE scoring at or 71%           73%           62%           71%           71%           44%
  above Proficient                                                                                      

  \% tested on WKCE scoring at or 51%           53%           24%           26%           25%           16%
  above Advanced                                                                                        

  \% of all students alternately  1%            1%            1%            1%            1%            1%
  assessed\*\*                                                                                          
  ------------------------------- ------------- ------------- ------------- ------------- ------------- -------------

\*FAY = Full Academic Year

\*\*Alternate assessments approved under the Wisconsin accountability
system are administered to qualified students with disabilities and
Limited English Proficient (LEP) students.

\*\*\*Per Wisconsin policy, test results for individual student
subgroups with fewer than six students are not released for public
consumption in order to protect student privacy. In addition, some test
results for other student subgroups are suppressed because their
performance of students can be inferred indirectly. Suppressed data are
noted within the table with an asterisk (\*).