![](media/image1.wmf)

**2006-2007**

***NCLB--Blue Ribbon Schools Program***

Introduction 2

Application 8

-   Part I -- Eligibility Certification 9

-   Part II -- Demographic Data 10

-   Part III -- Summary 13

-   Part IV -- Indicators of Academic Success 13

-   Part V -- Curriculum and Instruction 13

-   Part VI -- Private School Addendum 14

-   Part VII -- Assessment Results 15

OMB Control Number: 1860-0506

Expiration Date: December 31, 2008

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

**Introduction**

**A Recognition Program for American Schools**

At the beginning of the 2001-2002 school year, President Bush made an
unequivocal commitment to education:

> *Because I believe every child can learn, I intend to ensure that
> every child does learn. My Administration put forward a plan called*
> No Child Left Behind *based on four principles: accountability for
> results; local control and flexibility; expanded parental choice; and
> effective and successful programs.*

The No Child Left Behind legislation expanded on the notion of
accountability for results:

> *States, school districts, and schools must be accountable for
> ensuring that all students, including disadvantaged students, meet
> high academic standards. States must develop a system of sanctions and
> rewards to hold districts and schools accountable for improving
> academic achievement.*

To reward successful schools, the U.S. Department of Education
(Department) established the No Child Left Behind - Blue Ribbon Schools
Program to honor those elementary and secondary schools in the United
States that make significant progress in closing the achievement gap or
whose students achieve at very high levels. The program recognizes and
presents as models both public and private elementary and secondary
schools that meet either of two assessment criteria.

First, it recognizes schools that have at least 40 percent of their
students from disadvantaged backgrounds and have dramatically improved
student performance to high levels in reading (language arts or English)
and mathematics on state assessments or assessments referenced against
national norms in at least the highest grade tested in the last year
tested. Second, it recognizes schools, regardless of their demographics,
that are in the top 10 percent of schools as measured by state tests in
both reading (language arts or English) and mathematics or that score in
the top 10 percent on assessments referenced against national norms in
at least the highest grade tested in the last year tested.

These Blue Ribbon Schools are honored at a Washington, DC, ceremony. In
addition, the winning applications are posted on the Department's Web
site (http://www.ed.gov/programs/nclbbrs/index.html). The Secretary may
identify educational practices that have been successful in closing the
achievement gap.

**Nomination Process for Public Schools**

For public schools, the Secretary sends a letter of invitation to each
Chief State School Officer (CSSO), including the Department of Defense
(DoDEA) and the Bureau of Indian Affairs (BIA), requesting that the CSSO
send the Department the names of those schools that meet the criteria
for recognition.

The CSSO must ensure that the schools meet the criteria for recognition
before submitting their names. In a letter to the Department
accompanying the list of nominated schools, the CSSO of each state
certifies that the schools have all met the minimum requirements
established by the CSSO for "dramatically improved" and achieving at
"high levels" or for being in the top 10 percent of schools in the state
in both reading and mathematics. The letter from the CSSO explains the
criteria used by the state to nominate the schools. States must rely on
the state accountability system to identify schools for submission to
the Secretary. The nomination criteria, including assessments, must
pertain equally to all schools nominated from the individual state.

Based on state data, the CSSO certifies that the nominated schools meet
one of two criteria:

1)  The school shows dramatic improvement in test scores to high levels
    in at least the past three years in reading (language arts or
    English) and in mathematics for schools that draw at least 40
    percent of their students from disadvantaged backgrounds.

> "*Dramatic improvement*" is defined by the CSSO of each state based on
> the state's definition of adequate yearly progress (AYP). All student
> groups, including disadvantaged students, must show dramatic
> improvement as shown by disaggregated data. "*High levels*" is defined
> by the CSSO of each state, but at a minimum includes student
> achievement at least at the 60th percentile of schools in the school's
> grade category (elementary, middle, high school) on state assessments
> in the highest grade tested in the last year tested even if the school
> makes AYP. A student from a "*disadvantaged background*" is defined as
> one who is eligible for free or reduced-priced meals at the school, is
> limited English proficient, is a migrant student, or is a student
> receiving services under Title I of the Elementary and Secondary
> Education Act, as amended by the No Child Left Behind Act of 2001.

2)  Regardless of the its demographics, the school achieves in the top
    10 percent of schools in the state in the school's grade category as
    measured by state tests of reading (language arts or English) and of
    mathematics in at least the highest grade tested in the last year
    tested.

At least one-third of the schools nominated by each state must have in
the year the school applies 40 percent of the students from
disadvantaged backgrounds, whether the schools show dramatic improvement
in closing the achievement gap or are high performing (in the top 10
percent). For example, if a state nominates seven schools, at least
three must be high poverty schools. States may only submit schools that
have made adequate yearly progress each year for the past two years.

Once the Secretary receives the nominations from the CSSO, the
Department invites the nominated schools to submit applications for
possible recognition as a Blue Ribbon School*.*

The table below demonstrates the type of schools the Secretary wishes
the CSSO to identify. In Table 1, the reading scores of the Blue Ribbon
School (a hypothetical school) show significant improvement in student
achievement scores for all student groups on the state
criterion-referenced tests over five years. The Secretary is eager to
recognize schools that have shown such success in closing the
achievement gap.

In addition to recognizing schools that have shown dramatic improvement,
the Secretary wishes to identify those schools that consistently perform
in the top 10 percent on state tests in their grade level category.
Although schools nominated as high performing do not have to meet the 40
percent disadvantaged requirement, the Secretary is very interested in
recognizing high performing schools with a high percentage of
disadvantaged students.

**Table 1**

***Blue Ribbon School***

**Grade 5 Reading (sample data)**

# State Tests

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

  Testing month                     May         May         May         May         May

  **SCHOOL SCORES**                                                                 

  \% "Meeting" plus "Exceeding"     98          90          83          74          62
  State Standards                                                                   

  \% "Exceeding" State Standards    50          49          44          41          37

                                                                                    

  Number of students tested         110         113         115         111         105

  Percent of total students tested  100         100         100         100         100

  Number of students alternatively  0           0           0           0           0
  assessed                                                                          

  Percent of students alternatively 0           0           0           0           0
  assessed                                                                          

  SUBGROUP SCORES                                                                   

  1\. Economically Disadvantaged                                                    

  \% "Meeting" plus "Exceeding"     90          81          68          55          41
  State Standards                                                                   

  \% "Exceeding" State Standards    44          36          33          22          14

  Number of Students Tested         53          58          56          55          50

  2\. Black                                                                         

  \% "Meeting" plus "Exceeding"     93          87          79          71          60
  State Standards                                                                   

  \% "Exceeding" State Standards    50          47          41          38          29

  Number of Students Tested         30          31          34          32          29

  3\. Hispanic                                                                      

  \% "Meeting" plus "Exceeding"     90          80          69          56          40
  State Standards                                                                   

  \% "Exceeding" State Standards    44          32          29          21          13

  Number of Students Tested         30          31          28          28          26
  --------------------------------- ----------- ----------- ----------- ----------- -----------

**Process for Private Schools:**

For private schools, the Secretary sends a letter of invitation to the
Council for American Private Education (CAPE) requesting that CAPE send
the Department the applications of private schools. In submitting the
applications, CAPE certifies that the schools meet the criteria for
recognition.

A private school may be recognized as a Blue Ribbon School in two ways.

1.  A school has at least 40 percent of its students from disadvantaged
    backgrounds who have dramatically improved their performance in at
    least the past three years in reading (language arts or English) and
    mathematics, and are achieving at high levels.

> A student from a "*disadvantaged background*" is defined as one who is
> eligible for free or reduced-priced meals at the school, is limited
> English proficient, is a migrant student, or is a student receiving
> services under Title I of the Elementary and Secondary Education Act,
> as amended by the No Child Left Behind Act of 2001. "*Dramatically
> improved*" is defined as an increase of at least one-half standard
> deviation over at least three years and includes the disadvantaged
> students as shown by disaggregated data. "*High levels*" is defined as
> student achievement in at least the highest grade tested in the last
> year tested at or above the 60th percentile of schools on assessments
> referenced against national norms at a particular grade, or at or
> above the 60th percentile of schools on state tests. If a private
> school administers state tests and nationally normed tests, the school
> must be at or above the 60th percentile in both.

2.  Regardless of the school's demographics, it may be recognized if its
    students achieve at the highest levels, that is, if the school is in
    the top 10 percent of the schools in the nation in reading (language
    arts or English) and mathematics, as measured by an assessment
    referenced against national norms or in the top 10 percent in its
    state as measured by a state test in at least the highest grade
    tested in the last year tested. If a private school administers
    state tests and nationally normed tests, the school must be in the
    top 10 percent in both.

For information on the CAPE nomination process and timeline, private
schools should consult the CAPE Web site at
\<http://www.capenet.org/brs.html\>.

**Eligibility**

Public and private schools, including schools in the District of
Columbia, Puerto Rico, the Bureau of Indian Affairs Schools (BIA), and
the Department of Defense Education Agency (DoDEA), with some
configuration that includes grades between kindergarten and grade 12 and
that meet the eligibility requirements described in this application,
are eligible to participate in the program each year. Each state is
assigned a number of possible applicants based on the number of K-12
students and the number of schools in the state. The number of possible
state applicants ranges from a minimum of 3 schools to a maximum of 35.
The BIA and DoDEA may nominate one school each. CAPE may nominate 50
private schools. The potential total for all nominations is 413.

Eligible schools, then, are those nominated by the CSSO or CAPE that
meet the eligibility requirements listed on page 9 of this application,
meet the assessment criteria in Part VII -- Assessment Results, and have
completed the entire application.

**The Application Process for Nominated Schools**

Once the Department receives the nominations from the CSSOs, the
Department extends an invitation to the nominated schools to apply. In
keeping with the principles of the No Child Left Behind Act, the
application focuses primarily on results and scientifically based
instructional programs. The completed application will be approximately
10-12 pages, excluding data tables.

Since the Department will usually not conduct site visits of individual
schools, it is very important that the CSSO and CAPE adequately screen
nominees to ensure that they represent the state or CAPE well and will
be excellent models of best practices for the NCLB -- Blue Ribbon
Schools Program*.* The Secretary reserves the right to initiate site
visits to some schools to document their excellent practices as well as
to verify the accuracy of data.

**Timelines 2006-2007**

September: The Secretary sends a letter of invitation to the Chief State
School Officers and CAPE requesting the submission of information for
nominated schools.

November 7: Responses are due from the CSSO to the Department.

November 22: The Department sends letters of invitation with
applications to the schools recommended by the CSSO.

February 9: Completed applications are due to the Department.

September: The Secretary announces the 2007 No Child Left Behind -- Blue
Ribbon Schools*.*

Fall 2007: Two people from each school, the principal and a teacher,
will be invited to a Washington, DC, ceremony where the schools will
receive a plaque and a flag signifying their status.

**Technical Specifications**

Please keep the following requirements in mind when completing the
application. Failure to comply will result in the school\'s application
not being reviewed.

1.  **Eligibility.** To be eligible, the school must completely fill in
    the cover sheet and all sections of the application. For example,
    the school must give a street address even if the mailing address is
    a post office box number and provide the nine-digit zip code, the
    school's Web address, and the e-mail address. Incomplete
    applications, either paper or electronic, will be returned to the
    school.

2.  **Paper, Spacing, and Type Size**. All responses must be typed on
    white paper, single-spaced, with one-inch margins on right, left,
    top, and bottom. Use normal spacing between lines, as in the example
    in the box below.

> Print size must not be reduced smaller than 11-point computer font,
> the same physical size as the Times New Roman font used in this box.
> Do not use condensed or compressed type; the font style used should be
> easily reproducible.

3.  **Copies**. Each school submits one original copy with signatures on
    the completed application. The signed original application must be
    stapled in the upper left-hand corner and should be printed on one
    side. The application should have no additional plastic cover page
    or backing, should not be placed in a folder, and should not have
    attachments other than assessment data.

4.  **Electronic Files**. At the same time the paper copy is submitted,
    the school also submits the entire application electronically in one
    file by sending it as an attachment (including the cover sheet and
    data tables). The electronic version should not contain signatures.
    The file must be written in Microsoft Word in PC format. Word and
    PDF versions of the blank application are on the Department's Web
    site. The electronic copy should be sent to \<nclbbrs@rmcres.com\>
    with the school name and state in the subject line and a copy to the
    school's state liaison. The purpose of this address is solely for
    receiving applications; questions should not be sent there.

5.  **Cover Sheet**. Note that the cover sheet requires the signatures
    of the principal, the district superintendent, and the
    president/chairperson of the local school board. These signatures
    certify that each of the three individuals has reviewed the content
    of the application, including the statement of eligibility, and has
    determined that it is accurate. (Not all of these signatures may
    apply to private schools; write N/A in the space where the position
    or its equivalent is not applicable.)

6.  **Pagination**. Paginate the application and number all pages
    consecutively including the appendices, beginning with the cover
    sheet as page 1, the eligibility requirements as page 2.

7.  **Format**. Narrative answers to questions are generally limited to
    one-half page, approximately 300 words. Do not repeat the
    instructions or include the instructions in the application. Do not
    repeat the question before narrative responses, but include a
    heading that identifies the response, for example, **Reading** or
    **Professional Development**. It is not necessary to begin each
    question on a new page. No attachments to the application are
    allowed except for the school assessment tables. Any other
    attachments will be discarded. Do not use charts or graphs; only
    tables may be submitted. Throughout the document, round numbers to
    the nearest whole number; do not use decimals.

8.  **Public School Submission**. Once they have been invited to apply,
    all public schools send an electronic copy of their applications to
    \<nclbbrs@rmcres.com\> and the original, signed copy to the U.S.
    Department of Education at the following address:

> Stephen O'Brien
>
> NCLB -- Blue Ribbon Schools Program
>
> Office of Communications and Outreach
>
> U.S. Department of Education
>
> 400 Maryland Avenue, SW
>
> Washington, DC 20202-8173
>
> This e-mail address, \<nclbbrs@rmcres.com\>, is a mailbox for copy
> deliveries only and cannot be used for any other purpose.
>
> Due to periodic disruptions to normal mail delivery, the Department
> strongly encourages the use of a delivery method other than first
> class mail (for example, a commercial carrier such as Federal Express
> or United Parcel Service; or a courier service) to transmit
> applications to the Department.

9.  **Private School Submission.**

> Private schools should consult the CAPE Web site at
> \<<http://www.capenet.org/brs.html>\>.

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

**Paperwork Burden Statement**

According to the Paperwork Reduction Act of 1995, no persons are
required to respond to a collection of information unless such
collection displays a valid OMB control number. The valid OMB control
number for this information collection is 1860-0506. The expiration date
is 12/31/2008. The time required to complete this information collection
is estimated to average 39 hours per response, including the time to
review instructions, search existing data resources, gather the data
needed, and complete and review the information collection. If you have
any comments concerning the accuracy of the time estimate(s) or
suggestions for improving this form, please write to: U.S. Department of
Education, Washington, DC 20202-4651. If you have comments or concerns
regarding the status of the individual submission of this form, write
directly to: No Child Left Behind -- Blue Ribbon Schools Program, U.S.
Department of Education, 400 Maryland Avenue SW, Washington DC
20202-8173.

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

*U.S. Department of Education*

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

Name of Principal

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

Official School Name

(As it should appear in the official records)

School Mailing
Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( )]{.underline} Fax [( )]{.underline}

Web site/URL E-mail

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\*

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

District Name Tel. [( )]{.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

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

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

\_\_\_\_\_ High schools

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 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**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

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

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of % White

the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_\_\_\_\_\_\_%

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

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

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

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

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

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

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

8\. Limited English Proficient students in the school: \_\_\_\_\_\_\_%

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_\_\_\_\_%

Total number students who qualify: \_\_\_\_\_\_\_\_

> 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: \_\_\_\_\_\_\_\_%

\_\_\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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) \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_\_\_\_\_\_

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

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

  Daily student attendance   \%          \%          \%          \%          \%

  Daily teacher attendance   \%          \%          \%          \%          \%

  Teacher turnover rate      \%          \%          \%          \%          \%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

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

13. **(*High Schools Only. Delete if not used.*)**

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | >          |
|                                                         | \_\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.

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

1.  **Assessment Results:** Describe in one page the meaning of the
    school's assessment results in reading (language arts or English)
    and mathematics in such a way that someone not intimately familiar
    with the tests can easily understand them. Explain disparities among
    subgroups. If the school participates in the state assessment
    system, briefly explain the state performance levels and the
    performance level that demonstrates meeting the standard. Provide
    the Web site where information on the state assessment system may be
    found.

2.  **Using Assessment Results:** Show in one-half page (approximately
    300 words) how the school uses assessment data to understand and
    improve student and school performance.

3.  **Communicating Assessment Results:** Describe in one-half page how
    the school communicates student performance, including assessment
    data, to parents, students, and the community.

4.  **Sharing Success:** Describe in one-half page how the school has
    shared and will continue to share its successes with other schools.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** Describe in one page the school's curriculum.
    Outline in several sentences the core of each curriculum area, and
    show how all students are engaged with significant content based on
    high standards. Include art and foreign languages in the
    descriptions. Foreign language instruction as a part of the core
    curriculum is an eligibility requirement in grades 7 and higher
    (that is, it begins in grade 7) and must be taught as a whole-year
    subject.

2a. **(Elementary Schools)** **Reading:** Describe in one-half page the
school's reading curriculum, including a description of why the school
chose this particular approach to reading.

2b. **(Secondary Schools)** **English:** Describe in one-half page the
school's English language curriculum, including efforts the school makes
to improve the reading skills of students who read below grade level.

3.  **Additional Curriculum Area:** Describe in one-half page one other
    curriculum area of the school's choice, and show how it relates to
    essential skills and knowledge based on the school's mission.

4.  **Instructional Methods:** Describe in one-half page the different
    instructional methods the school uses to improve student learning.

5.  **Professional Development:** Describe in one-half page the school's
    professional development program and its impact on improving student
    achievement.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables. Delete if not
used.*

1.  Private school association(s):

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_\_\_\_\_ No \_\_\_\_\_\_

3.  What are the 2006-2007 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? \$\_\_\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$\_\_\_\_\_\_

6.  What percentage of the annual budget is devoted to \_\_\_\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_\_\_\_%

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Each nominated school must show comparable results in reading (language
arts or English) and mathematics for at least the last three years
according to the criteria used by the CSSO to nominate the school. The
school must show results beyond the first grade in the school. For
example, ninth grade test results are not sufficient for grades 9-12
high schools. For formatting, use or adapt the tables (no charts or
graphs) at the end of this application.

If the state allows the use of the PSAT, PLAN, SAT, or ACT as part of
its accountability system and at least 90 percent of the students in the
appropriate classes must take the tests, schools must report the
results. For these tests, schools must use national norms. The national
school norms for the 90th and 60th percentiles can be found on the
Department's Web site. If fewer than 90 percent of the students take a
combination of the tests, that is, the ACT and the SAT or the PLAN and
the PSAT, do not report the data.

The school must disaggregate all data for socioeconomic and
ethnic/racial groups that are of sufficient numbers to be a part of the
state's assessment reports or are of sufficient numbers to be
statistically significant. Show how all subgroups of students achieved
at high levels or improved dramatically in achievement for at least
three years. Explain any disparity among subgroups. The school must
specify the number and percentage of students assessed by alternative
methods.

All test data tables should be attached to the end of the application,
with all pages numbered consecutively.

**Private Schools**

Report the school's assessment results in reading (language arts or
English) and mathematics for at least the last three years for all
grades tested on state tests or assessments referenced against national
norms. For formatting, use or adapt the sample tables (no charts or
graphs) at the end of this application. Present data for all grades
tested for all standardized state assessments and for assessments
referenced against national norms administered by the school.

If at least 90 percent of the students take the PSAT, PLAN, SAT, or ACT,
high schools should report the data.

The school must disaggregate the data for students eligible for free or
reduced-priced meals and for ethnic/racial groups if a specific group is
10 percent or more of the student body of the school. The school must
disaggregate the data whether or not the school actually offers the
federal school lunch program. Show how all subgroups of students
achieved at high levels or improved dramatically in achievement for at
least three years. Explain any disparity among subgroups.

The school must specify the number and percentage of students assessed
by alternative methods. Attach all tables that show test data to the end
of this application. Continue to number the pages consecutively.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Reading (language arts or English) and
Mathematics*\]

Subject\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                                                                          

  **SCHOOL SCORES\***                                                                                    

  \% "Meeting" plus "Exceeding" State Standards                                                          

  \% "Exceeding" State Standards                                                                         

  Number of students tested                                                                              

  Percent of total students tested                                                                       

  Number of students alternatively assessed                                                              

  Percent of students alternatively assessed                                                             

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% "Meeting" plus "Exceeding" State Standards                                                          

  \% "Exceeding" State Standards                                                                         

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% "Meeting" plus "Exceeding" State Standards                                                          

  \% "Exceeding" State Standards                                                                         

  Number of students tested                                                                              

                                                                                                         
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

**\*Change the table categories to use the state assessment system's
categories and terminology for "Meeting" and "Exceeding" State
Standards.**

Provide information in a table similar to the one above for all tests in
reading (language arts or English) and mathematics. Present at least
three years of comparable data. Complete a separate table for reading
(language arts or English) and mathematics at each grade. Explain any
alternative assessments. See the sample table on page 4.

Report scores for at least two levels, that is, the percentage of
students tested whose performance was scored at and above the cutpoint
used by the state, for example, 1) proficient and advanced and 2)
advanced (or similar categories as defined by the state). States will
vary in their terminology and cutpoints. Use the state's categories if
they are different from the sample categories in the table. There is no
need to report the percentage of students not meeting state standards.
**Note that the reported percentage of students scoring above the basic
cutpoint should be cumulative** and include students scoring at and
above the "Meeting" State Standards level, that is, the group of
students meeting plus the group of students exceeding the state
standards. For example, 91% are "Meeting" plus "Exceeding" State
Standards, and 42% are "Exceeding" State Standards.

Use the same basic format for subgroup results. Subgroups of 10 students
or more must be reported, if the subgroup is statistically significant.
Do not report any student groups with a number fewer than 10. Present at
least three years of comparable data to show decreasing disparity among
subgroups and the entire class. Some subgroup examples are:
Socioeconomic Status \[e.g., eligible for free and reduced-priced
meals\]; Ethnicity; and Students with Disabilities.

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

\[*Data Display Table for Reading (language arts or English) and
Mathematics*\]

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      |      |      |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

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

  **NATIONAL MEAN SCORE**                                                          

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------