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

***U.S. Department of Education***

**Cover Sheet Type of School: \[ X \] High School**

**Name of Principal: [Edward R. Story, Ed.D. ]{.underline}**

**Official School Name: [Edmond North High School]{.underline}**

**School Mailing Address: [215 West Danforth]{.underline}**

**[Edmond, Oklahoma 73003-5206]{.underline}**

**County: Oklahoma State School Code Number: [715]{.underline}**

**Telephone [( 405 ) 340-2875]{.underline} Fax [( 405 ) 330-7349
]{.underline}**

**Web site/URL: [edmondschools.net/north/]{.underline} E-mail:
<ed.story@edmondschools.net>**

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

**Date: [February 5, 2007]{.underline}**

**(Principal's Signature)**

**Name of Superintendent: [Dr. David Goin]{.underline}**

**District Name[: Edmond Public Schools]{.underline} Telephone: [( 405 )
340-2800]{.underline}**

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

**Date: [February 5, 2007]{.underline} (Superintendent's Signature)**

**Name of School Board**

**President/Chairperson: [Mrs. Kathleen Duncan]{.underline}**

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

**Date: [February 5, 2007]{.underline}**

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**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: [15]{.underline} Elementary
schools**

**[5]{.underline} Middle schools**

**[3]{.underline} High schools**

**Boulevard Academy Alternative School [1]{.underline} Other**

**(Grades 7-12)**

**[24]{.underline} TOTAL**

**2. District Per Pupil Expenditure (2004-05): [\$5058]{.underline}**

**Average State Per Pupil Expenditure (2004-05): [\$6269 ]{.underline}**

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

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

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

**4. [10]{.underline} Number of years the principal has been in her/his
position at this school.**

**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**                 **2**       **2**

  **K**                                                     **8**       **10**    **3**       **13**

  **1**                                                     **9**       **337**   **253**     **590**

  **2**                                                     **10**      **266**   **248**     **514**

  **3**                                                     **11**      **266**   **302**     **568**

  **4**                                                     **12**      **267**   **230**     **497**

  **5**                                                     **Other**                         

                                    **TOTAL                                                   **2184**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL **                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

**6. Racial/ethnic composition of [82]{.underline} % White**

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

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

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

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

**100% Total**

**7. Student turnover, or mobility rate, during the past year:
[9]{.underline}%**

  ---------------------- ------------------------- -----------------------
  **(1)**                **Number of students who  **80**
                         transferred *to* the      
                         school after October 1    
                         until the end of the      
                         year**                    

  **(2)**                **Number of students who  **108**
                         transferred *from* the    
                         school after October 1    
                         until the end of the      
                         year**                    

  **(3)**                **Total of all            **188**
                         transferred students      
                         \[sum of rows (1) and     
                         (2)\]**                   

  **(4)**                **Total number of         **2175**
                         students in the school as 
                         of October 1**            

  **(5)**                **Total transferred       **0.086**
                         students in row (3)       
                         divided by total students 
                         in row (4)**              

  **(6)**                **Amount in row (5)       **8.64**
                         multiplied by 100**       
  ---------------------- ------------------------- -----------------------

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

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

**Number of languages represented: [10]{.underline}**

**Specify languages: [Spanish, Farsi, Chinese, Korean, Russian, Tagalog,
Persian, Albanian, Urdu, Nepali]{.underline}**

**9. Students eligible for free/reduced-priced meals:
[14%]{.underline}**

**Total number students who qualify: [294 ]{.underline}**

**10. Students receiving special education services: [13]{.underline}
%**

**[287]{.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.**

**[4]{.underline} Autism [0]{.underline} Orthopedic Impairment**

**[0]{.underline} Deafness [53]{.underline} Other Health Impaired**

**[0]{.underline} Deaf-Blindness [182]{.underline} Specific Learning
Disability**

**[19]{.underline} Emotional Disturbance [7]{.underline} Speech or
Language Impairment**

**[3]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury**

> **[19]{.underline} Mental Retardation [0]{.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} \_\_\_\_\_\_\_**

**Classroom teachers [103]{.underline} [6]{.underline}**

**Special resource teachers/specialists [16]{.underline}
\_\_\_\_\_\_\_**

**Paraprofessionals [12]{.underline} \_\_\_\_\_\_\_**

> **Support staff [\_\_ 30]{.underline} \_\_\_\_\_\_\_ (15 clerical, 15
> custodial)**
>
> **Total number [166]{.underline} [6]{.underline}**

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 [21:1]{.underline}**

**13. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. \[Oklahoma
reports this rate to the tenth.\]**

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

  **Daily student           **96%**         **96%**         **95%**         **96%**         **95%**
  attendance**                                                                              

  **Daily teacher           **92%**         **91%**         **93%**         **94%**         **93%**
  attendance**                                                                              

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

  **Student dropout rate    **1%**          **2%**          **2%**          **2%**          **3%**
  (middle/high)**                                                                           

  **Student drop-off rate   **7%**          **5%**          **11%**         **22%**         **12%**
  (high school)**                                                                           
  ------------------------- --------------- --------------- --------------- --------------- ---------------

> **With the full implementation of a transition freshman program by
> 2003-04, a decrease in the drop out rate and the drop-off rate has
> been seen. An additional credit recovery pro­gram for seniors has also
> contributed to students completing high school graduation. The school
> year 2002-03 was a particularly high mobility year for students moving
> within district or state, causing a higher than normal drop-off
> rate.**

14. **High Schools:**

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

+---------------------------------------------------------+------------+
| **Graduating class size**                               | > *        |
|                                                         | *[478]{.un |
|                                                         | derline}** |
+---------------------------------------------------------+------------+
| **Enrolled in a 4-year college or university**          | > **[76]{. |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Enrolled in a community college**                     | > **[11]{. |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Enrolled in vocational training**                     | > **[4]{.  |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Found employment**                                    | > **[3]{.  |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Military service**                                    | > **[4]{.  |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Other (travel, staying home, etc.)**                  | > **[1]{.  |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Unknown**                                             | > **[1]{.  |
|                                                         | underline} |
|                                                         | > %**      |
+---------------------------------------------------------+------------+
| **Total**                                               | > **100    |
|                                                         | > %**      |
+---------------------------------------------------------+------------+

**[PART III ‑ SUMMARY]{.underline}**

**As students make their way to the gym, the basketball team, fresh from
a big win over a cross-town rival, mingles with the cast of the upcoming
Peter Pan production, and the debate team fields con­gratula­tions for
their latest honor. Today is the opening assembly for BALTO week --
Bring A Light To Others. Edmond North High School students are excited
about the annual fundraising event where they will strive to top last
year's total of \$136,000 for the Jim Thorpe Rehabilitation Center. A
new student is overheard telling her friend how every day is a new day
at North. The seasoned North husky replied, "Yes, it's because there is
a place for everyone here at North." The shared vision at Edmond North
is to provide a well-rounded, highly rigorous program that focuses on
learning.**

**Teachers and staff at Edmond North have been relentless in identifying
and addressing individual student needs. Model programs such as the
transitional freshman program, flexible scheduling, and an inclusive,
open enrollment Advanced Placement program showcase the beliefs of the
North community. Recent initiatives to meet other student needs include
same gender courses, freshman advisory with a senior mentors,
school-wide tutorial period, after school Guided Study tutoring to
assist struggling students, teen leader­ship course, and a
cross-curriculum intervention and credit recovery program. These
programs have contributed to promoting a culture of learning and of
genuine care and dedication to students. The North belief system
espouses that given opportunity, all students can exceed, and this
philosophy is actively reinforced throughout the school's academic and
extra-curricular programs.**

**Edmond North High School is located in Edmond, Oklahoma, an Oklahoma
City suburb with a population of over 85,000. Edmond has evolved into a
mid-sized city with an increasingly diverse population. At the core of
its existence, Edmond is a favorite choice for families with its
reputation of high achieving schools. As a school district, Edmond has
experienced a significant growth over the last fifteen years, expanding
in 1993 from one high school to a multiple high school district with
three large comprehensive high schools. The student population at Edmond
North has grown from 1792 in 2002 to 2184 today for a 22% increase.
North students are rich in ethnic and socio-economic diversity, creating
both a challenge and a blessing for the staff to identify and address
the needs of all students.**

**The inclusive, open enrollment practice has been instrumental in
creating growth within the Advanced Placement program, which has in turn
improved student performance on state-mandated tests. The program has
increased from seven AP courses over eleven sections in 1997 to 23 AP
courses over 49 sections in 2007. With 54% of the current student
population in Pre-AP or AP classes, the increased enrollment has led to
subsequent increase in AP exams taken, exams passed, and college credit
awarded. Over the last five years, the number of AP exams taken
increased from 172 to 938, and the number of exams passed improved from
136 to 625. In 2006, *Newsweek* ranked Edmond North High School number
one public school in the state of Oklahoma and one of the top high
schools in America in this region. Forty-nine percent of the class of
2007 are enrolled in at least one Advanced Placement course.**

**The state of Oklahoma uses the Academic Performance Index (API) as its
No Child Left Behind measurement instrument. This year the North API
rose to 1380, up from last year's score of 1331. Student participation
on the ACT exam has increased to 88% of graduating seniors while the
composite score has increased from a 22 composite score to a 24 over a
five-year span. While 36.1% of Okla­homa high school seniors must be
remediated in math, science, and/or reading, only 9% of North students
face this obstacle upon entering college. The dramatic improvement since
2001 from an original 27.3% for North seniors needing college
remediation is directly related to the enhanced regular and Advanced
Placement academic program. Record-breaking numbers are also seen in the
number of Oklahoma Academic Scholars (up 145%) and National Merit
Semi-finalists (up 267%). While National Merit Scholars represent the
top 2% of the seniors in the nation, 3% of North seniors (11 in 2005-06
and 10 in 2006-07) have been named as National Merit Scholars.
Scholarship opportunities for North gradu­ates have grown to \$13.8
million, up from \$4.5 million over a seven-year period.**

**Led by an empowered faculty, parents who care deeply about their
children, and students who have embraced excellence, Edmond North is
recognized as a top school of excellence in the state of Oklahoma and
stands as a destination for other high schools to model.**

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

> ![](media/image1.png){width="0.825in" height="0.8138888888888889in"}

1.  **Assessment Results:**

**In Oklahoma, the Academic Performance Index (API) measures performance
and progress of a school based on several factors that contribute to
overall educational success. Statewide targets for performance on
reading/language arts and mathematics state tests have been set and
increase incrementally to promote continued improvement of education. In
2006, Edmond North High School had an Academic Performance Index of
1380, the highest for any large high school in the state, and second
highest high school among all size schools, with 1180 as the 2006 state
average. Over the last five years, North's API has steadily increased,
scoring 1254, 1264, 1277, and 1331. Several key initiatives have
contributed to the continuing success in school improvement, including
professional learning community approach, EOI team collaboration led by
empowered teacher-leaders, common subject professional development
devoted to teachers collaboration, benchmark exams, data-driven analysis
of student results, and the addition of an assistant principal for
curriculum and instruction to facilitate school improvement. North's
emphasis on excellence has had a positive impact on student achievement.
The seven legislative mandated indicators are divided into three
categories to measure Adequate Yearly Progress (AYP), as defined in the
federal No Child Left Behind regulations.**

**(1) Oklahoma School Testing Program -- End-of-Instruction high school
tests (EOI) are criterion-referenced tests that are aligned with the
Oklahoma's Priority Academic Student Skills (PASS). These are
administered to all students at the completion of Algebra I, English II,
U.S. History, and Biology coursework. Scores of "Satisfactory" and
"Advanced" meet the minimum standards on the EOI tests, with additional
scoring at "Limited Knowledge" and "Unsatisfactory." For accountability
purposes, scores are reported for all regular students. Edmond North
High School results in English have been con­sistently high with 87%
passing in 2002 to 93% passing in 2006. Significant increase in the
English pass rate of several subgroups is also seen, with Black students
(about 4% of the population) going from 46% passing in 2003 to 90% pass
rate in 2006. In EOI Algebra I testing, North led the state in 2006 with
a 63% pass rate, up from 28% in 2003, the first year for that EOI test.
While pass rate is less for minority students, poor students, and
special education students, a steady increase in passing has been
observed.**

**Though not reported for accountability, North students demonstrate
mastery in U.S. History EOI testing, with a pass rate of over 90% over
the last four years. In Biology EOI testing, North students' pass rate
has consistently been among the highest in the state. Efforts to involve
more special education students in regular college preparatory classes
with a certified special education co-teacher will help to increase pass
rate of students with learning differences. In addition, a Guided Study
Program assists struggling students in a free after school tutoring
program, led by certified English and math teachers, with bus
transportation provided home afterward. A new, required homework
program, assigned during the first half of lunch, has proved effective
in helping students stay current and successful with daily class work.**

**(2) School Completion -- Student attendance, dropout rate, and
graduation rates contribute 10% of the total API. Edmond North
consistently graduates over 96% of its senior class and has a low
dropout rate of 1.7% in 2006. Attendance rates are consistently above
the state average.**

**(3) Academic Excellence -- ACT scores and percent of students
participating, Advanced Placement (AP)**

**credit, and college remediation rates in reading and math contribute
10% of the total API. Edmond North High School rated a state-high 1392
in 2006 and a 1411 in 2005. The AP program credit has scored a perfect
1500 API for the last four years. With nearly 89% of North seniors
taking the ACT, the average ACT score was 23 in 2006, compared to the
state average of 21 and the national average at 21. Additionally, North
has led the state in the area of college remediation. While 36% of
Oklahoma high school seniors must be remediated in math, science, and/or
reading, only 9% of North students face this obstacle upon entering
college.**

**(See state assessment website:
title3.sde.state.ok.us/studentassessment/api.htm)**

2.  **Using Assessment Results:**

**Edmond North High School utilizes data-driven decision-making in
teaching, assessment, leadership, and organizational effectiveness.
Leadership is strongly committed to high achievement for all students,
and administrators work with teachers to actively analyze and interpret
assessment results for school improvement. The bottom line to every
decision is: "How is this going to positively impact student learning?"
The Advanced Placement teachers annually examine student results and
instructional planning reports from CollegeBoard, and each teacher sets
goals to increase student par­ticipation and success. Core regular
classroom teachers collaborate in common subject teams to focus on
improved student learning. At the beginning of the school year, EOI
Teacher Teams carefully analyze the results from Oklahoma
End-of-Instruction tests by subject, by standard and by teacher. The
empowered EOI Teacher-Leader facilitates bi-monthly meetings to set and
attain SMART goals for improving student learning. These goals are
Strategic and Specific, Measurable, Attainable, Results-oriented, and
Time-bound. The master schedule is set so that EOI Team teachers have
the same planning periods where they collaborate on instructional
strategies, create common assessments, analyze chapter and benchmark
results, and share materials prepa­ration duties. For example, math teams
evaluate the results of a chapter test, identify any weaknesses, and
spiral back in instruction and practice on weak concepts through the
next chapter. Common benchmark exams that measure cumulative subject
knowledge and process skills are administered in all required social
studies, math, and science courses. Freshman principal, counselor and
teacher teams use eighth grade criterion-referenced state test results
to identify any entering ninth grade students who lack grade-level
mastery in reading and math. If reading skills are deficient, the
stu­dent is enrolled in the Academy of Reading program, where reading
typically increases one to two grade levels. All students are expected
to master Algebra I by the end of the ninth grade, so those students
lacking math skills are placed in a math support class that combines
tutoring for Algebra I with a computer-based program *Cognitive Tutor*
that identifies and remediates any weaknesses in basic math skills. PLAN
results are used to identify students who have reading skills that are
not commensurate with other scores and are enrolled in a Speed Reading
course to boost their overall achievement through improved reading.**

3.  **Communicating Assessment Results:**

**On the morning announcements, North students listen for the most
passionate Husky fan, principal Ed Story, to tell of a recent
achievement by a North activity or team. Students appreciate the
personalization shown by their principal, as he ends daily announcements
with the enthusiastic "Go Huskies!" heard echoing throughout the
building. Celebrations of success have taken on various forms at Edmond
North, including newsletters mailed or e-mailed home to parents, power
point presentations to North Parent Support Group, assembly programs,
school-wide video presentations, and local and state newspapers. As this
relatively young high school began to assert itself academically, it was
important to develop the proper mind-set. The journey to carry out the
mission that Edmond North would symbolize academic excellence began at
the grass roots among students, teachers, and parents, and in time,
spread to the community at large. Every opportunity and informational
vehicle was utilized to communi­cate this message. This sense of
expectation for achievement became the norm for all students.**

**As the North mission was shared, the message became pervasive, with
each student under­stand­ing the expectation of furthering the ENHS
academic reputation. As the communication of this process became more
apparent, students, teachers, and parents became major stakeholders with
tremen­dous pride and enthusiasm. As the academic reputation of the
school became more apparent, the communication trail became more
wide­spread, taking on a life of its own. ACT, SAT and PSAT scores,
National Merit, college remediation rates, EOI Exam scores, state
academic performance scores (API), all became part of the vernacular
used by school staff to point to positive academic results. These
various test results are utilized to measure and substantiate progress
and to set future goals. Seniors look with anticipation at the
com­mencement exercise to hear the principal announce scholarship totals,
and this has become a source of pride for each succeeding class. Class
academic competition serves as a healthy source of school sprit and
pride. North Accomplishments is published at the end of each school year
to celebrate the achieve­ment of students and the school at large. This
publication serves as a reminder of the spirit of excellence of this
graduating class, but also as a road map for future classes.**

4.  **Sharing Success:**

**Critical to the success of any organization is the constant assessment
of current strategies, the refine­ment of those strategies in terms of
what is working and not working, and the sharing of these strategies
with others. This is particularly true in public education. The
opportunities to be on the cut­ting edge of programs that support
students and to share successes with other professionals have been an
incredible experience for the staff at Edmond North. North teachers
believe that we are producing the next genera­tion of life-long learners.
Consequently, failure or mediocrity is not an option. Programs at North
shared with colleagues during recent years include:**

-   **Highly functional professional learning communities of teachers
    who regularly collaborate to improve student learning,**

-   **A school within a school Freshman Academy Program with emphasis on
    smaller learning com­munities and advisory program,**

-   **An open-enrollment/inclusive Advanced Placement program,**

-   **Same-gender course offerings,**

-   **After-school Guided Study tutoring program by subject-specific
    certified teachers with late bus transportation provided,**

-   **School-wide intervention plans,**

-   **Credit recovery programs, such as Project SOAR and Algebra I and
    Geometry classes where first semester curriculum is repeated and
    mastered before the student moves on to second semester
    curriculum,**

-   **Flexible and expanded school day scheduling to fit the needs of
    all students.**

**Sharing success from all of these student-centered/teacher-driven
programs has come in a variety of forms, particularly to high schools
that likewise share our sense of urgency and passion. School to school
sharing has occurred in a variety of ways including e-mail, in-house
visits by teams of teachers, publication of articles presenting evidence
and data that demonstrate the success of these programs, and
presentations of pro­grams at various at conferences and conventions.
Over the past three years, North has become a model destination for
teams of teachers, counselors, and administrators from other districts.
The staff has come to expect and welcome these visitors. Schools from as
far away as California have scheduled visits to North to witness first
hand our various student-centered programs. These visits have been not
only an opportunity to share successful programs with colleagues, they
have also developed a sense of pride and excitement within the
organization itself. Heightened expectations have become a belief system
that feeds off itself in a healthy way. Students come to school with a
sense that each day will be an excep­tional instructional day that will
further not only their academic success, but will also create a sense of
longing for learning at the highest level. Sharing Edmond North's
success and its subsequent effect on the school's culture have
posi­tively impacted test scores.**

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

**Edmond North High School is committed to achieving excellence in
education by ensuring that *all* students have opportunities for high
achievement in academics and co-curricular activities.  Many schools
write this goal into a mission statement, but North takes pride in
achieving it. A college preparatory cur­riculum insures that all students
receive a strong foundation in core curriculum areas and world language
as well as a wide variety of electives courses. Site and district
vertical teams system­atically review and update the curriculum offerings
to ensure high standards and that the needs of all students are being
met.  Because research shows that students who take one Advanced
Placement class are twice as likely to graduate from college, North
students are encouraged to pursue more chal­leng­ing AP coursework in at
least one subject area of interest through their high school years.
Enrollment in Pre-AP and AP classes is "inclusive," meaning that it is
open to all students who want to take the challenge, and the growth of
the AP program is evidence of its success. In 1997, there were seven AP
courses over eleven sections. This has grown to 23 AP courses over 49
sections. In 2006-07, 54% of the total student body has chosen to take
the chal­lenge and are enrolled in the more rigorous Pre-AP or AP
courses. Of the 1179 seats in Advanced Placement classes this year, 672
students, or 43%, are enrolled in AP coursework. Forty-nine percent of
the class of 2007 are enrolled in at least one Advanced Placement course
this year.**

**The gradua­tion requirements meet and exceed state standards as well as
college entrance require­ments, evidenced by the fact that Edmond North
for the past five years has had fewer students than any comprehensive
high school in the state that need remediation as they enter Oklahoma
colleges. Gradua­tion requirements are set to provide students with a
college prep curriculum, and parents must sign a waiver if their child
does not take this coursework. Pre-AP or AP courses are available for
all core classes and some additional elective classes. Required and
elective college preparatory courses include:**

-   **4 units of English, integrating grammar, composition, and
    literature with elective options in Mytho-logy/Poetry, Shakespeare,
    Creative Writing, Journalism, Newspaper**

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```
-   **3 units of Mathematics earned during high school, limited to
    Algebra I, Geometry, Algebra II, Trigonometry/PreCalculus, Calculus,
    Statistics or other college approved math**

```{=html}
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```
-   **3 units of laboratory Science, including Biology and at least one
    physical science chosen from Astronomy, Botany, Chemistry, Earth
    Science, Environmental Science, Forensic Science, Physical Science,
    Physics, Physiology, or Zoology**

-   **3 units of Social Studies, including Oklahoma History, World or
    European History, U.S. History, and Government; elective options
    include World Geography, Civil and Criminal Law, Sociology,
    Psychology I and II, and Economics**

-   **2 units in the same world language, chosen from Spanish, French,
    Latin, or German (Chinese, 2007)**

**OR 2 units computer technology approved for college admission
requirements**

-   **1 additional unit from above courses OR 1 unit college approved
    Career or Technology Center course**

-   **2 sets of competencies in Arts which may include, but are not
    limited to, courses in visual arts,**

**general music, humanities, or performing arts**

-   **1 unit of Physical Education**

-   **½ unit of Health, Healthy Life Choices, or Health Careers**

-   **Additional electives to total 24 units of credit**

**The exceptional Fine Arts department provides vocal and instrumental
music courses, with additional opportunities that allow students to
showcase their talents. Auditions are held for such activities as the
annual musical and drama, show choir "Northern Lights," jazz band,
debate team, and orchestra ensem­bles. The performing arts department is
currently presenting *Peter Pan*, using the Cathy Rigby set and flying
apparatus. North Orchestra will be performing by invitation in New York
at Carnegie Hall in April 2007. Visual Art courses at Edmond North High
School include three levels of Art, Painting, Drawing and Design,
Sculpture, Pottery I and II, Photography, and AP Studio Art. Students
are encour­aged to be creative problem solvers with each assignment they
attempt, as effort and creativity are highly valued and taught.**

**Additional courses that provide students with a well-rounded education
include Teen Leadership, Student Council, and Professional Internship.
North JROTC has been designated the HQ Air Force Distinguished Unit
annually for the past 27 years. This program has been number one in the
nation for Air Force ROTC college scholarship recipients for six
consecutive years, and number one in the state for ser­vice academy
appointments, with 30 students offered scholarships over the past five
years. Other elective courses include Business and Computer Technology
classes such as accounting, business law, web design and computer
science, Family and Consumer Science courses such as Foods and Nutrition
and Marriage and Family, and Industrial Arts courses featuring wood
technology and CAD. State of the art Agriculture facilities offer
students the opportunity to learn production agriculture, agricultural
mechanics, leadership, turf grass management, horticulture, and
entrepreneurial development. These elective courses teach students
skills that relate to everyday life and train students in practical arts
that they can apply to other courses of study and future careers. North
strives to meet the mission to establish a community of life-long
learners who teach, demonstrate, and inspire academic excellence,
service, and citizenship.**

**2b. English:**

**Through the study of literature, teachers focus on appreciation,
comprehension, analysis and synthesis. Edmond North English teachers
create a seamless approach to the various elements of language study
through vertical and horizontal team planning. Each grade level 9-12
English course teaches specific grammar, usage, and sentence strategies
to ensure correctness and efficiency in student writing. Through
in-class timed essays, students practice the various discourses and
learn to organize and effectively articulate their thoughts under time
constraints. With longer papers, teachers conference with individual
students to discuss needed revisions. Also with these papers, students
have the opportu­nity to engage in peer editing and revision; plus, they
may submit their longer essays to The League of Extraor­dinary Editors,
junior and senior advanced placement students who edit the papers and
suggest improvements. Vocabulary study and research are integral to
every level. The English department works closely with the Special
Education department to meet the needs of our students on IEP's. North
cur­rently provides co-teaching at the freshman level with plans to
incorporate co-teaching also in grades 10-12. Co-teaching classes give
all students who are college-bound the opportunity to learn in a
rigorous college preparatory curriculum yet still have the benefit of
individualized instruction, as needed. The North English department has
a strong 9-12 vertical team in Pre-AP and Advanced Placement classes and
offer both AP Literature and AP Language. Our English II and Pre-AP
English II teachers meet twice a month to develop the most effective
strategies to prepare students for the End of Instruction tests and to
provide quality instruction for all of our classes. A certified reading
specialist provides Academy of Reading for students with below-level
reading skills and Speed Reading for more advanced students. Reading
Improvement is a course designed to enhance reading level and rate,
improve vocabulary, and increase the student\'s ability to focus when
reading.  Speed Reading is a course designed to greatly enhance reading
speed, improve reading comprehension, advance vocabulary skills, and
increase the ability to focus when reading. The English department also
offers courses in Shakespeare, Mythology/ Poetry, Creative Writing,
Advanced Creative Writing, and Basic Journalism, a class which prepares
students to write for our award-winning school newspaper, The Ruff
Draft.**

> **3. Additional Curriculum Area: Social Studies**
>
> **So often social studies is presented to students as a series of
> disconnected courses. To counter this and facilitate greater student
> understanding, the North social studies department seeks to illustrate
> connections between the disparate subjects that are taught. Always,
> students are instructed to draw connections between what is taught and
> what students encounter in other courses, in their own lives and what
> they see in the media. This focus on drawing both inter- and
> intra-disciplinary connections has increased student performance on a
> number of tests, including the state\'s End of Instruction test,
> benchmark assessments, and numerous Advanced Placement Examinations.
> The department uses the data from various measures of student
> performance to ensure that high levels of achievement are reached.
> Significant time is placed on reviewing the results of standardized
> tests (EOI and AP), district developed benchmark tests, and common
> unit assessments that are developed \"in house.\" This data serves as
> a common frame of reference that allows the members of the department
> to seek out and validate best practices in the teaching of social
> studies content.**

**The department is also very proud of its Advanced Placement offerings.
The Social Studies Department at Edmond North boasts the largest and
most successful AP social studies program in the state. Beginning with
Pre-AP Oklahoma History in ninth grade, students can then choose AP
European or World History, AP U.S. History, and AP U.S. Government and
Politics to meet and exceed gradua­tion requirements. Currently offering
six different AP courses, including options in AP Compara­tive Government
and Politics and AP Psychology, the department plans to add three new
courses in the 2007-08 school year. Last year, students at Edmond north
scored a three or better on 344 AP social studies exams. This success
has been achieved by having an open enrollment policy, where any student
who wishes to accept the challenge is encouraged to enroll. Alumnae
avidly endorse the AP program for the study skills, time management, and
analytical thinking that better prepared them for college.**

1.  **Instructional Methods:**

**With the focus on learning, teachers at Edmond North High School take
the best of what is known about teaching and learning and apply it daily
in the class­room. Edmond North's academic program is based on the
expectation that all students can perform at rigor­ous academic levels
and on the belief that all students will benefit from the development of
advanced skills and acquisition of knowledge as early as possible.
Academics are built on a rigorous curriculum that promotes learning for
all students, incorporating skills, concepts, and assessment methods to
prepare students for future suc­cess. All students are expected to
complete frequent, challenging homework that includes independent
reading outside of class, to demonstrate higher-level thinking, reading,
writing and communication skills, and to manage time wisely by
prioritizing academic and extra curricular activities.**

**By aligning curriculum horizontally, teachers ensure that each student
within a course is given the same content material. Additionally
curriculum align vertically in order to build upon that which has been
mastered and take it to new levels of understanding and ability.
Teachers incorporate proven strategies such as depth of knowledge levels
of questioning, critical reading, or dialectical journals. The
integration of a variety of method­ologies allows for optimum learning
for all students. For example, English teachers engage in a variety of
instructional methods: lecture, small group collaboration, large group
discussion, peer editing, writing conferences, reading conferences.
Students are evaluated through testing, essay evaluation, evaluation of
group projects and presentations. In social studies classes, the
"SOAPSTone" process is used to analyze primary documents and reaches all
types of learners. These kinds of instructional strategies encourage
depth of meaning, provide a higher knowledge retention rate, and give
students more effective tools for inter­preting information. Whole class
activities, such as Inner-Outer Circle or "Clicker Quiz" using the
latest tech­nology to give immediate feedback, encourage the free and
open exchange of ideas in a comfortable classroom environment.
Instructional methods used in science to improve student learning
include stimulating all of the students senses, lecture, classroom
demonstrations, cooperative learning activities, laboratory activities,
peer teaching, assessments, oral questioning, game activities, and
corrective teaching.  With the addition of collaboration time for common
subject teaching teams, teachers insure consistently high standards
across all classes. Teachers within a particular subject area create
common assessments for students so that results are comparable in
evaluating mastery of content. Co-teachers enable students with learning
differences to be successful in the college preparatory classroom. The
North professional staff take their jobs seriously, keeping the
standards high and differentiating instruc­tion as needed to advance
students' content mastery.**

**5. Professional Development:**

**In the professional learning community (PLC) atmosphere at Edmond
North High School, teachers work as if every day is a day for learning
for both students and teachers. Formal professional development is
provided over five days each year to encourage teachers to build a
culture of learning, but at Edmond North, educators collaborate
professionally daily, weekly, and monthly in a variety of ways to
increase their knowledge and to improve student learning. Nationally
recognized con­sultants such as Dr. Mark Forget on Reading and Writing
Across the Curriculum and Eric Anderson from Teen Leadership have been
scheduled for professional development at Edmond North. District
Curriculum Content Specialists regularly provide teachers with
research-based in-service training, such as Laying the Foundation, and
follow-up on site to facilitate implementation. With the PLC initiative
in place, time is preserved for the profes­sional teaching staff to work
in collaboration horizontally and vertically with other teachers in the
department and with common subject teachers across the district.**

**Teachers attend various local, regional and national workshops to
learn or refine instructional strategies and to recharge and sharpen
existing skills. Teams of teachers over the last three years have
attended the Professional Learning Communities conference, and many of
the practices are already in place at Edmond North. Biology teachers
attend the National Association of Biology Teachers convention yearly to
attend workshops designed to increase their knowledge and obtain new
ways of teaching difficult concepts. One hundred percent of the core
teachers at Edmond North have attended CollegeBoard training so that
they can incorporate the best instructional strategies in their
classrooms. Freshman Academy teachers have attended The Flippen Group's
summer training in Teen Leadership, "Captivating Kid's Hearts," as a
means of helping students focus on their responsibilities as learners.**

**PART VII - ASSESSMENT RESULTS**

## 

## **OKLAHOMA STATE CRITERION-REFERENCED TESTS**

**Subject [English]{.underline} Grade [10]{.underline} Test
[End-of-Instruction English II /Writing Test ]{.underline}**

**Edition/Publication Year [2006 (updated annually)]{.underline}
Publisher [CTB / McGraw-Hill ]{.underline}**

**Significant changes were made to the tests in 2003, so only the past
four years give comparable results.**

+---------------------------------------+------+------+------+------+
|                                       | *    | *    | *    | *    |
|                                       | *200 | *200 | *200 | *200 |
|                                       | 5-20 | 4-20 | 3-20 | 2-20 |
|                                       | 06** | 05** | 04** | 03** |
+---------------------------------------+------+------+------+------+
| **Testing month**                     | # *  | *    | *    | *    |
|                                       | *Apr | *Apr | *Apr | *Apr |
|                                       | il** | il** | il** | il** |
+---------------------------------------+------+------+------+------+
| **SCHOOL SCORES\***                   |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 93** | 90** | 81** | 87** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 74** | 71** | 58** | 58** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **5  | **5  | **4  | **4  |
|                                       | 30** | 18** | 78** | 28** |
+---------------------------------------+------+------+------+------+
| **Percent of total students tested**  | **   | **   | **   | **   |
|                                       | 99** | 99** | 99** | 97** |
+---------------------------------------+------+------+------+------+
| **Number of students alternatively    | *    | *    | *    | *    |
| assessed**                            | *1** | *2** | *2** | *0** |
+---------------------------------------+------+------+------+------+
| **Percent of students alternatively   | **0  | **0  | **0  | *    |
| assessed**                            | .2** | .3** | .4** | *0** |
+---------------------------------------+------+------+------+------+
|                                       |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **SUBGROUP SCORES**                   |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **1. [Special                         |      |      |      |      |
| Education]{.underline}**              |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 35** | 41** | 32** | 32** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | *    |
|                                       | 19** | 19** | 16** | *2** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | **   | **   | **   |
|                                       | 57** | 67** | 63** | 44** |
+---------------------------------------+------+------+------+------+
| **2. [Economically Disadvantaged      |      |      |      |      |
| (Free & Reduced Lunch)                |      |      |      |      |
| ]{.underline}**                       |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 78** | 84** | 58** | 59** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 40** | 65** | 32** | 13** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | **   | **   | **   |
|                                       | 42** | 26** | 31** | 24** |
+---------------------------------------+------+------+------+------+
| **3. [American Indian]{.underline}**  |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **1  |
| State Standards**                     | 89** | 89** | 85** | 00** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 50** | 78** | 71** | 75** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | *    | **   | *    |
|                                       | 18** | *9** | 14** | *8** |
+---------------------------------------+------+------+------+------+
| **4. [Asian/Pacific                   |      |      |      |      |
| Islander]{.underline}**               |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **1  | **1  | **   |
| State Standards**                     | 92** | 00** | 00** | 90** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 71** | 73** | 79** | 50** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | **   | **   | **   |
|                                       | 14** | 11** | 28** | 10** |
+---------------------------------------+------+------+------+------+
| **5. [Black or                        |      |      |      |      |
| African-American]{.underline}**       |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 90** | 80** | 65** | 46** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 57** | 73** | 12** | 13** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | **   | **   | **   |
|                                       | 21** | 15** | 17** | 24** |
+---------------------------------------+------+------+------+------+
| **6. [Hispanic or                     |      |      |      |      |
| Latino]{.underline}**                 |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 82** | 91** | 66** | 80** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 55** | 73** | 33** | 40** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **   | **   | **   | **   |
|                                       | 22** | 11** | 12** | 10** |
+---------------------------------------+------+------+------+------+
| **7. [White]{.underline}**            |      |      |      |      |
+---------------------------------------+------+------+------+------+
| **% Satisfactory plus Advanced -      | **   | **   | **   | **   |
| State Standards**                     | 94** | 90** | 81** | 90** |
+---------------------------------------+------+------+------+------+
| **% Advanced - State Standards**      | **   | **   | **   | **   |
|                                       | 77** | 71** | 59** | 63** |
+---------------------------------------+------+------+------+------+
| **Number of students tested**         | **3  | **3  | **3  | **3  |
|                                       | 97** | 96** | 39** | 09** |
+---------------------------------------+------+------+------+------+

**In 2005, all special education students in grades 10-12 were tested in
English II in order to meet gradua­tion requirements, increasing the
number of reported special education students to more than 10^th^ grade.
In 2006, North increased the number of special education students in the
regular classroom setting with co-teachers -- one certified English
teacher and one certified English/ Special Education teacher, so that
all students have the opportunity to learn in a college preparatory
curriculum within a supportive learning environment. In 2005-06, a
certified Reading Specialist was added to the staff to provide a
remedial Academy of Reading program and a college preparatory Speed
Reading class.**

**OKLAHOMA STATE CRITERION-REFERENCED TESTS**

**Subject [Algebra I]{.underline} Grade [9-10]{.underline} Test
[End-of-Instruction Algebra I Test ]{.underline}**

**Edition/Publication Year [2006 (updated annually)]{.underline}
Publisher [CTB / McGraw-Hill ]{.underline}**

  ---------------------------------------- --------------- --------------- --------------- ---------------
                                           **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  **Testing month**                        **April**       **April**       **April**       **April**

  **SCHOOL SCORES\***                                                                      

  **% Satisfactory plus Advanced - State   **63**          **46**          **37**          **28**
  Standards**                                                                              

  **% Advanced - State Standards**         **36**          **23**          **14**          **10**

  **Number of students tested**            **286**         **404**         **309**         **325**

  **Percent of total students tested**     **99**          **99**          **99**          **97**

  **Number of students alternatively       **1**           **2**           **2**           **0**
  assessed**                                                                               

  **Percent of students alternatively      **0.2**         **0.3**         **0.4**         **0**
  assessed**                                                                               

                                                                                           

  **SUBGROUP SCORES**                                                                      

  **1. [Special Education]{.underline}**                                                   

  **% Satisfactory plus Advanced - State   **14**          **15**          **16**          **3**
  Standards**                                                                              

  **% Advanced - State Standards**         **6**           **6**           **8**           **3**

  **Number of students tested**            **63**          **64**          **39**          **31**

  **2. [Economically Disadvantaged (Free &                                                 
  Reduced Lunch)]{.underline}**                                                            

  **% Satisfactory plus Advanced - State   **38**          **30**          **19**          **24**
  Standards**                                                                              

  **% Advanced - State Standards**         **23**          **15**          **4**           **5**

  **Number of students tested**            **39**          **40**          **27**          **21**

  **3. [Black or                                                                           
  African-American]{.underline}**                                                          

  **% Satisfactory plus Advanced - State   **36**          **18**          **8**           **0**
  Standards**                                                                              

  **% Advanced - State Standards**         **18**          **6**           **0**           **0**

  **Number of students tested**            **17**          **17**          **12**          **17**

  **4. [Hispanic or Latino]{.underline}**                                                  

  **% Satisfactory plus Advanced - State   **40**          **25**          **44**          **27**
  Standards**                                                                              

  **% Advanced - State Standards**         **20**          **6**           **22**          **9**

  **Number of students tested**            **15**          **16**          **9**           **11**

  **5. [White]{.underline}**                                                               

  **% Satisfactory plus Advanced - State   **67**          **49**          **36**          **29**
  Standards**                                                                              

  **% Advanced - State Standards**         **39**          **25**          **13**          **10**

  **Number of students tested**            **236**         **291**         **234**         **220**
  ---------------------------------------- --------------- --------------- --------------- ---------------

**Ethnic groups of less than 10 students are not represented here.**

> **\*22% of 9^th^ grade students took this EOI test in 8^th^ grade,
> with a 98% pass rate in 2005.**
>
> **About 22-25% of all eighth graders take Algebra I and EOI in 8^th^
> grade. These scores are not part of the high school accountability
> scores reported here.**

**Beginning in 2005, students with low scores on eighth grade math
testing are enrolled in Algebra I plus a support class period where
students receive remediation in basic math skills as well as additional
instruction and tutoring on current Algebra I curriculum. Steady
increase of success is seen due to this double block math program as
well as to the collaborative team approach by Algebra I teachers.
Students in all sub­groups who have been in Edmond schools less than
three years are more likely to fail Algebra I testing.**

**Explain any alternative assessments.**

**The purpose of the Oklahoma Alternate Assessment Program (OAAP) is to
provide accountability data for program improvement, instructional
direction, and identifiable improvement of programs for students with
significant cognitive disabilities in accordance with the federal
regulations of the No Child Left Behind Act (NCLB) and the Individuals
with Dis­abilities Education Act (IDEA). The OAAP is part of the Oklahoma
School Testing Program (OSTP) and becomes part of an inclusive
accountability system for school sites and school dis­tricts. This will
ensure that all school programs are included to determine the
effectiveness of programs for all students. As provided by NCLB and
IDEA, the OAAP ensures participation of students with disabilities who
cannot otherwise participate in the regular assessment even with
appropriate accommodations and modifications. The OAAP is provided in
the least restrictive environment continuum. Through the OAAP, high
expectations are provided for students within an alternate curriculum
that includes rigorous long-range outcomes, standards, and benchmarks.
(See <http://se.sde.state.ok.us/ses/assessment/OAAPManual2006.pdf>)**

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

**The use of national tests has played an important part in the total
program and curriculum at Edmond North High School. The ACT, the PSAT,
the SAT, and the Advanced Placement (AP) Exams have been used to help
determine a student\'s preparedness for college and to assess abilities
generally associated with academic performance in college.**

> **Subject [English, Math, Reading, Science Reasoning w/ Composite
> Score]{.underline}**
>
> **Grade [9-12 - Annual Report on 12^th^ Grade Class]{.underline} Test
> [ACT -- American College Test]{.underline}**
>
> **Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
> [X]{.underline} Percentiles\_\_\_\_**

**The ACT is widely accepted for college admission and is the standard
entrance test in Oklahoma colleges. At Edmond North High School over
*79%* of the class of 2006 took the ACT. The ACT is curriculum-based.
The ACT is not an aptitude or an IQ test. Instead, the questions on the
ACT are directly related to what students have learned in high school
courses in English, mathematics, and science. The ACT is more than a
test. The ACT also provides test takers with a unique interest inventory
that provides valuable information for career and educational planning
and a student profile section that provides a comprehen­sive profile of a
student\'s work in high school and his or her future plans.**

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| **Testing month -- Given 6      |      |      |      |      |      |
| times per year, reporting the   |      |      |      |      |      |
| senior class' best scores**     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **English**                   | **23 | **23 | **23 | **22 | **23 |
|                                 | .4** | .1** | .5** | .9** | .1** |
+---------------------------------+------+------+------+------+------+
| > **Mathematics**               | **22 | **22 | **23 | **22 | **22 |
|                                 | .6** | .6** | .0** | .2** | .6** |
+---------------------------------+------+------+------+------+------+
| > **Reading**                   | **23 | **23 | **23 | **23 | **23 |
|                                 | .8** | .5** | .7** | .4** | .6** |
+---------------------------------+------+------+------+------+------+
| > **Science Reasoning**         | **23 | **22 | **22 | **22 | **22 |
|                                 | .1** | .8** | .9** | .5** | .5** |
+---------------------------------+------+------+------+------+------+
| > **Composite**                 | **23 | **23 | **23 | **22 | **23 |
|                                 | .4** | .2** | .4** | .9** | .1** |
+---------------------------------+------+------+------+------+------+
| > **Number of students tested** | **3  | **3  | **3  | **3  | **3  |
|                                 | 78** | 57** | 28** | 37** | 71** |
+---------------------------------+------+------+------+------+------+
| > **Percent of total students   | **   | **   | **   | **   | **   |
| > tested**                      | 79** | 80** | 80** | 77** | 84** |
+---------------------------------+------+------+------+------+------+
| > **Number of students          | *    | *    | *    | *    | *    |
| > alternatively assessed**      | *0** | *0** | *0** | *0** | *0** |
+---------------------------------+------+------+------+------+------+
| > **Percent of students         | *    | *    | *    | *    | *    |
| > alternatively assessed**      | *0** | *0** | *0** | *0** | *0** |
+---------------------------------+------+------+------+------+------+

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 005-2 | *200 | *200 | *200 | *200 |
|                                | 006** | 4-20 | 3-20 | 2-20 | 1-20 |
|                                |       | 05** | 04** | 03** | 02** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORES**       |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| > **English**                  | **2   | **20 | **20 | **20 | **20 |
|                                | 0.6** | .4** | .4** | .3** | .2** |
+--------------------------------+-------+------+------+------+------+
| > **Mathematics**              | **2   | **20 | **20 | **20 | **20 |
|                                | 0.8** | .7** | .7** | .6** | .6** |
+--------------------------------+-------+------+------+------+------+
| > **Reading**                  | **2   | **21 | **21 | **21 | **21 |
|                                | 1.4** | .3** | .3** | .2** | .1** |
+--------------------------------+-------+------+------+------+------+
| > **Science Reasoning**        | **2   | **20 | **20 | **20 | **20 |
|                                | 0.9** | .9** | .9** | .8** | .8** |
+--------------------------------+-------+------+------+------+------+
| > **Composite**                | **2   | **20 | **20 | **20 | **20 |
|                                | 1.1** | .9** | .9** | .8** | .8** |
+--------------------------------+-------+------+------+------+------+

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

> **Subject [English, Math, Reading, Science w/ Composite
> Score]{.underline} Grade [10]{.underline}**
>
> **Test [PLAN (from ACT)]{.underline} Scores are reported here as:
> Scaled scores [X]{.underline}**

+---------------------------------+------+------+------+------+------+
|                                 | *    | *    | *    | *    | *    |
|                                 | *200 | *200 | *200 | *200 | *200 |
|                                 | 5-20 | 4-20 | 3-20 | 2-20 | 1-20 |
|                                 | 06** | 05** | 04** | 03** | 02** |
+---------------------------------+------+------+------+------+------+
| **Testing month -- Administered |      |      |      |      |      |
| annually to sophomores in       |      |      |      |      |      |
| October**                       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **English**                   | **18 | **19 | **18 | **18 | **18 |
|                                 | .1** | .0** | .4** | .5** | .9** |
+---------------------------------+------+------+------+------+------+
| > **Mathematics**               | **19 | **19 | **19 | **18 | **19 |
|                                 | .0** | .7** | .0** | .7** | .0** |
+---------------------------------+------+------+------+------+------+
| > **Reading**                   | **18 | **18 | **18 | **18 | **18 |
|                                 | .5** | .8** | .1** | .0** | .8** |
+---------------------------------+------+------+------+------+------+
| > **Science Reasoning**         | **19 | **19 | **18 | **18 | **19 |
|                                 | .3** | .5** | .8** | .9** | .1** |
+---------------------------------+------+------+------+------+------+
| > **Composite**                 | **18 | **19 | **18 | **18 | **19 |
|                                 | .8** | .4** | .7** | .6** | .1** |
+---------------------------------+------+------+------+------+------+
| > **Number of students tested** | **4  | **5  | **4  | **4  | **4  |
|                                 | 40** | 24** | 71** | 27** | 06** |
+---------------------------------+------+------+------+------+------+
| > **Percent of total students   | **   | **   | **   | **   | **   |
| > tested**                      | 98** | 99** | 99** | 98** | 98** |
+---------------------------------+------+------+------+------+------+
| > **Number of students          | *    | *    | *    | *    | *    |
| > alternatively assessed**      | *0** | *0** | *0** | *0** | *0** |
+---------------------------------+------+------+------+------+------+
| > **Percent of students         | *    | *    | *    | *    | *    |
| > alternatively assessed**      | *0** | *0** | *0** | *0** | *0** |
+---------------------------------+------+------+------+------+------+

+--------------------------------+-------+------+------+------+------+
|                                | **2   | *    | *    | *    | *    |
|                                | 005-2 | *200 | *200 | *200 | *200 |
|                                | 006** | 4-20 | 3-20 | 2-20 | 1-20 |
|                                |       | 05** | 04** | 03** | 02** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL MEAN SCORES**       |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| > **English**                  | **1   | **16 | **16 | **16 | **16 |
|                                | 6.9** | .1** | .1** | .1** | .1** |
+--------------------------------+-------+------+------+------+------+
| > **Mathematics**              | **1   | **16 | **16 | **16 | **16 |
|                                | 7.4** | .3** | .3** | .3** | .3** |
+--------------------------------+-------+------+------+------+------+
| > **Reading**                  | **1   | **15 | **15 | **15 | **15 |
|                                | 6.9** | .8** | .8** | .8** | .8** |
+--------------------------------+-------+------+------+------+------+
| > **Science Reasoning**        | **1   | **17 | **17 | **17 | **17 |
|                                | 8.2** | .4** | .4** | .4** | .4** |
+--------------------------------+-------+------+------+------+------+
| > **Composite**                | **1   | **16 | **16 | **16 | **16 |
|                                | 7.5** | .5** | .5** | .5** | .5** |
+--------------------------------+-------+------+------+------+------+
| **NATIONAL STANDARD            |       |      |      |      |      |
| DEVIATION**                    |       |      |      |      |      |
+--------------------------------+-------+------+------+------+------+
| > **English**                  | **    | **4  | **4  | **4  | **4  |
|                                | 4.6** | .5** | .5** | .5** | .5** |
+--------------------------------+-------+------+------+------+------+
| > **Mathematics**              | **    | **3  | **3  | **3  | **3  |
|                                | 4.6** | .8** | .8** | .8** | .8** |
+--------------------------------+-------+------+------+------+------+
| > **Reading**                  | **    | **4  | **4  | **4  | **4  |
|                                | 4.6** | .5** | .5** | .5** | .5** |
+--------------------------------+-------+------+------+------+------+
| > **Science Reasoning**        | **    | **3  | **3  | **3  | **3  |
|                                | 3.5** | .0** | .0** | .0** | .0** |
+--------------------------------+-------+------+------+------+------+
| > **Composite**                | **    | **3  | **3  | **3  | **3  |
|                                | 3.8** | .4** | .4** | .4** | .4** |
+--------------------------------+-------+------+------+------+------+

<table>
<colgroup>
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
<col style="width: 4%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="22"><h3
id="total-advanced-placement-tests-given-2002-2006"><strong>TOTAL
ADVANCED PLACEMENT TESTS GIVEN 2002-2006</strong></h3></td>
</tr>
<tr class="even">
<td><strong> </strong></td>
<td><strong>Biology</strong></td>
<td><strong>Calculus AB</strong></td>
<td><strong>Calculus BC</strong></td>
<td><strong>Chemistry</strong></td>
<td><strong>English Language</strong></td>
<td><strong>English Literature</strong></td>
<td><strong>Environmental Sci</strong></td>
<td><strong>European History</strong></td>
<td><strong>French</strong></td>
<td><strong>German</strong></td>
<td><strong>Gov. Comparative</strong></td>
<td><strong>Government U. S.</strong></td>
<td><strong>Physics B</strong></td>
<td><strong>Physics C - E &amp; M</strong></td>
<td><strong>Physics C - Mech.</strong></td>
<td><strong>Psychology</strong></td>
<td><strong>Spanish</strong></td>
<td><strong>Statistics</strong></td>
<td><strong>U. S. History</strong></td>
<td><strong>TOTAL Tests Given</strong></td>
<td><strong>TOTAL # of Students</strong></td>
</tr>
<tr class="odd">
<td><strong>2002</strong></td>
<td><strong>23</strong></td>
<td><strong>45</strong></td>
<td><strong>12</strong></td>
<td><strong>37</strong></td>
<td><strong>63</strong></td>
<td><strong>88</strong></td>
<td><strong>5</strong></td>
<td><strong>115</strong></td>
<td><strong>0</strong></td>
<td><strong>1</strong></td>
<td><strong>108</strong></td>
<td><strong>131</strong></td>
<td><strong>16</strong></td>
<td><strong>1</strong></td>
<td><strong>12</strong></td>
<td><strong>66</strong></td>
<td><strong>7</strong></td>
<td><strong>17</strong></td>
<td><strong>146</strong></td>
<td><strong>929</strong></td>
<td><strong>433</strong></td>
</tr>
<tr class="even">
<td><strong>2003</strong></td>
<td><strong>27</strong></td>
<td><strong>47</strong></td>
<td><strong>15</strong></td>
<td><strong>34</strong></td>
<td><strong>56</strong></td>
<td><strong>87</strong></td>
<td><strong>19</strong></td>
<td><strong>86</strong></td>
<td><strong>1</strong></td>
<td><strong>1</strong></td>
<td><strong>117</strong></td>
<td><strong>132</strong></td>
<td><strong>10</strong></td>
<td><strong>11</strong></td>
<td><strong>11</strong></td>
<td><strong>68</strong></td>
<td><strong>15</strong></td>
<td><strong>11</strong></td>
<td><strong>116</strong></td>
<td><strong>884</strong></td>
<td><strong>379</strong></td>
</tr>
<tr class="odd">
<td><strong>2004</strong></td>
<td><strong>43</strong></td>
<td><strong>33</strong></td>
<td><strong>22</strong></td>
<td><strong>46</strong></td>
<td><strong>87</strong></td>
<td><strong>96</strong></td>
<td><strong>16</strong></td>
<td><strong>100</strong></td>
<td><strong>4</strong></td>
<td><strong>1</strong></td>
<td><strong>101</strong></td>
<td><strong>132</strong></td>
<td><strong>10</strong></td>
<td><strong>14</strong></td>
<td><strong>14</strong></td>
<td><strong>54</strong></td>
<td><strong>12</strong></td>
<td><strong>15</strong></td>
<td><strong>127</strong></td>
<td><strong>939</strong></td>
<td><strong>390</strong></td>
</tr>
<tr class="even">
<td><strong>2005</strong></td>
<td><strong>45</strong></td>
<td><strong>40</strong></td>
<td><strong>8</strong></td>
<td><strong>57</strong></td>
<td><strong>77</strong></td>
<td><strong>97</strong></td>
<td><strong>14</strong></td>
<td><strong>107</strong></td>
<td><strong>2</strong></td>
<td><strong>10</strong></td>
<td><strong>80</strong></td>
<td><strong>127</strong></td>
<td><strong>21</strong></td>
<td><strong>21</strong></td>
<td><strong>24</strong></td>
<td><strong>126</strong></td>
<td><strong>22</strong></td>
<td><strong>19</strong></td>
<td><strong>106</strong></td>
<td><strong>1015</strong></td>
<td><strong>449</strong></td>
</tr>
<tr class="odd">
<td><strong>2006</strong></td>
<td><strong>36</strong></td>
<td><strong>28</strong></td>
<td><strong>23</strong></td>
<td><strong>51</strong></td>
<td><strong>80</strong></td>
<td><strong>88</strong></td>
<td><strong>31</strong></td>
<td><strong>83</strong></td>
<td><strong>7</strong></td>
<td><strong>0</strong></td>
<td><strong>49</strong></td>
<td><strong>128</strong></td>
<td><strong>7</strong></td>
<td><strong>12</strong></td>
<td><strong>13</strong></td>
<td><strong>120</strong></td>
<td><strong>18</strong></td>
<td><strong>20</strong></td>
<td><strong>103</strong></td>
<td><strong>938</strong></td>
<td><strong>423</strong></td>
</tr>
</tbody>
</table>

**Graduating Class ofAP ScholarAP Scholar with HonorsAP Scholar with
DistinctionNational AP
ScholarTOTAL20065918341111120055622303108200456174051132003511323387200249181738420013217211702000161315 44199975131251998134812519971031 14**AP
SCHOLAR: Granted to students who receive grades of 3 or higher on three
or more AP exams on full-year coursesAP SCHOLAR: Granted to students
receive an average grade of at least 3.25 on all AP exams taken, and
grades of 3 or higher on four or more of these exams on full-year
coursesAP SCHOLAR with DISTINCTION: Granted to students receive an
average grade of at least 3.50 on all AP exams taken, and grades of 3 or
higher on five or more of these exams on full-year coursesNATIONAL
SCHOLAR: Granted to students who receive grades of at least 4 on all AP
exams taken, and grades of 4 or higher on eight or more of these exams
on full-year courses