##### *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 \[X\] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. John S. Jacoby]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address 1901 Southeast J Street

(If address is P.O. Box, a

[Bentonville Arkansas]{.underline} 72712-3780

City State Zip Code+4 (9 digits total)

County [Benton]{.underline} State School Code Number\* 04-01-003

Telephone [( 479 ) 254-5140]{.underline} Fax [( 479 )
271-1180]{.underline}

Web site/URL [www.bentonville.k12.ar.us]{.underline} E-mail
[sjacoby@bentonville.k12.ar.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Gary Compton]{.underline}

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

District Name [Bentonville School District]{.underline} Tel. [( 479 )
254-5000]{.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\* [Mrs. Doylene
Fuqua]{.underline}

(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**

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: [8]{.underline} Elementary
schools

[3]{.underline} Middle schools

[2]{.underline} Junior high schools

[1]{.underline} High schools

Other

[14]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,490]{.underline}

Average State Per Pupil Expenditure: [\$7,307]{.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\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       385       406         **791**

  **2**                                                     **10**      401       406         **807**

  **3**                                                     **11**      394       361         **755**

  **4**                                                     **12**      265       315         **580**

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **2,933**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- -----------

6\. Racial/ethnic composition of [84]{.underline} % White

the school: [2]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      60
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      211
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    271
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1942
                            the school as of October 1  

  **(5)**                   Total transferred students  .14
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           14
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3]{.underline} %

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

Number of languages represented: [13]{.underline}

Specify languages: **Chinese, German, Laotian, Mandarin, Marshallese,
Navajo, Portuguese, Punjabi, Russian, Spanish, Tagalog, Urdu,
Vietnamese**

9\. Students eligible for free/reduced-priced meals: [19%]{.underline}

Total number students who qualify: [561]{.underline}

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

10\. Students receiving special education services: [11]{.underline} %

[321]{.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. Do not add additional categories.

[13]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [103]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness 147 Specific Learning Disability

[16]{.underline} Emotional Disturbance [8]{.underline} Speech or
Language Impairment

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

> [24]{.underline} Mental Retardation [1]{.underline} Visual Impairment
> Including Blindness
>
> [11]{.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) [8]{.underline} [0]{.underline}

Classroom teachers [144]{.underline} [6]{.underline}

Special resource teachers/specialists [34]{.underline} [1]{.underline}

Paraprofessionals [12]{.underline} [0]{.underline}

> Support staff [61]{.underline} [2]{.underline}
>
> Total number **[259]{.underline}** **[9]{.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 [20:1]{.underline}

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

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

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

  Daily teacher attendance  96%         94%         94%         \%          \%

  Teacher turnover rate     16%         13%         11%         14%         12%

  Student dropout rate      4%          3%          4%          8%          \%
  (middle/high)                                                             

  Student drop-off rate     10%         20%         23%         \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

> \***See explanation at the bottom of page 12**
>
> **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                                   | > [476]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [80%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [15%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [0%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Found employment                                        | > [2%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Military service                                        | > [3%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [--%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [--%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

The flagship of the district's 14 campuses with over 2,900 students in
grades 9-12, Bentonville High School is a comprehensive high school that
meets the needs and demands of students preparing for the future.
Ninety-five percent of our graduates continue their education after high
school. The school day is based on a modified A/B block schedule with
four 90-minute classes on A days and three 90-minute classes plus a
Seminar period on B days. During Seminar, all the resources of the
campus are open to students.

Bentonville High School is committed to providing students a rigorous,
well-rounded education that prepares them for college and the world of
work in the 21^st^ Century. Because of the engaging academic, career and
technical classes as well as the diverse athletic programs and
extracurricular activities, students have a variety of opportunities for
academic enrichment and leadership. Through all the offerings at BHS,
students have the opportunity to achieve the mission of the campus
"...to provide students with opportunities to obtain the skills needed
to become productive, responsible citizens capable of making a positive
contribution to a changing society."

In addition to a very strong, traditional academic curriculum, honors
and Advanced Placement courses are offered to students who possess the
aptitude, initiative, and drive to meet the challenges these courses
present. BHS has been recognized by NEWSWEEK magazine for two years as
one of the top 4% of high schools in the United States. BHS is awaiting
approval to become an International Baccalaureate World School and
should begin offering the IB Diploma Programme with the start of the
2007-08 school year. Concurrent courses are offered on the BHS campus in
partnership with Northwest Arkansas Community College, thus allowing BHS
students to take college level classes while still enrolled in high
school. Students receive both high school and college credit
simultaneously. Career and technical courses ranging from computer
technology to architectural drawing to pre-engineering to medical
professions as well as the practical family and consumer science and
agriculture are offered to students. Our English as a Second Language
Program serves students from thirteen different countries and serves as
a bridge for students who arrive on campus with limited English speaking
skills.

BHS believes that technologically proficient individuals are integral to
post secondary success for students. There are four computer labs with
excellent hardware and software for training students in the requisite
skills. In addition, every classroom in the building has a computer with
Internet access. All math classes have interactive whiteboards complete
with tools related to mathematics instruction including digital
projectors, teacher pads, and personal responders.

Athletic opportunities are offered for boys and girls in grades 9-12 in
the areas of baseball, basketball, cross country, football, golf,
soccer, softball, swimming, tennis, track, volleyball, bowling,
cheerleading, dance, and wrestling.

To graduate from BHS, students must earn 24 credits and have a 1.5
minimum GPA. Four credits in English, 4 in math, 4 in social sciences, 3
in science, 1 in practical arts, .5 in fine arts, .5 in oral
communications, .5 in health, .5 in PE, and 6 elective credits geared
toward a career focus are required.

In an attempt to "small up" a large high school (2950 students), BHS is
implementing small learning communities (SLC) this school year. A
Freshman Learning Community serves the needs of freshmen students in
helping them make an effective transition to the high school setting.
Each SLC has a leadership team comprised of an assistant principal, a
counselor, and a lead teacher.

Within each SLC, advisory groups are formed. The goal of the BHS
Advisory Program is to provide at least one personal adult advocate for
every student and family. Advisory groups will remain intact from 10^th^
to 12^th^ grade so that bonds can be strengthened and personalized and
so that future educational goals can be identified and monitored for
success.

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

1.  **Assessment Results:** Three criterion-referenced tests, mandated
    by the state of Arkansas, must be administered in all public high
    schools. The tests are Grade 11 Literacy, End of Course (EOC)
    Algebra I, and End of Course (EOC) Geometry. On the EOC Algebra and
    EOC Geometry tests, 60% of the final score is comprised of the
    student's performance on the constructed response items while 40% of
    the final score is comprised of the student's performance on the
    multiple choice items.

Grade 11 Literacy tests all students enrolled in grade 11 who are
eligible for testing under standardized conditions, with or without
allowable accommodations. Designed to measure how well students are
learning the state frameworks (standards) in literacy, the exam measures
reading achievement through the use of multiple choice and
constructed-response items. Students must read literary, content, and
practical passages and answer multiple choice items measuring
comprehension of the passages. Additionally, students are required to
complete an open response item for each passage. Writing achievement is
measured through student production of two writing samples along with
eight multiple choice items. The writing samples are scored for content,
style, usage, sentence formation, and mechanics. Conventions are also
measured through the multiple choice items.

EOC Algebra measures student achievement in five strands of algebra:
language of algebra, solving equations and inequalities, linear
functions, nonlinear functions, and data interpretation and probability.
All students completing Algebra I or Geometry by the end of the spring
semester are tested in late April. On the EOC Geometry, strands assessed
are the language of geometry, triangles, measurement, relationships
between two and three dimensions, and coordinate geometry and
transformations. Given the district grade-level configuration for the
reported years, students on the "fast track" in mathematics were
instructed in Algebra I and Geometry at the junior high level and did
not contribute to BHS's percentages. For the most part, Algebra scores
for BHS represent students who were completing the second year of a
two-year Algebra I program in the 10^th^ grade.

Performance levels for the exams are Advanced, Proficient, Basic, and
Below Basic. Students scoring advanced show superior performance well
beyond grade level. Proficient indicates solid academic performance and
preparedness for the next grade or course. Advanced and proficient
scores show proficiency (meeting the standard) while basic and below
basic reveal only partial understanding or an insufficiency in mastery.
Special education students who participate in a functional curriculum
are not included in the standard test administration for Grade 11
Literacy but do participate in the portfolio assessment system. Some LEP
students also participate in the portfolio system for Grade 11 Literacy.

Comparing BHS to other Arkansas high schools, in 11^th^ grade literacy,
of those testing 250 or more students, BHS had the second highest scores
in 2006. In 2005, BHS ranked third in the state in the percentage of
students scoring advanced/proficient and was, by far, the largest high
school of the three. The only subgroup with significant numbers was
Caucasian for the reported years, 2003-2006. The percentage showing
proficiency in 11^th^ grade literacy fluctuated, but consistently stayed
above 70%, with a minimum of 71% and a maximum of 79%.

In Algebra I, Caucasians, the only subgroup with significant numbers for
the reporting period, showed substantial improvement through the
reporting years. In 2003, a low of 26% of students scored advanced or
proficient. A high of 76% was achieved in 2005. Of particular note were
the percentages of students achieving advanced on the EOC Algebra I
exam. No students scored advanced in 2003, but, in 2005 and 2006,
advanced was achieved by close to 22% of test-takers in each year. The
combined population followed suit. The only other subgroup with
significant numbers was the economically disadvantaged group in 2006.
Over half of those test-takers scored proficient/advanced.

Geometry results for BHS showed continuous improvement over the
reporting period. From 2003 to 2006, the percentage of those meeting the
state standard increased over 23 points. Of high schools testing more
than 250 students, BHS had the highest percentage in the state in 2006.
Caucasians, the only subgroup with significant numbers, showed the same
increase through the years. The percentages of students scoring advanced
increased dramatically. Where less than 3% scored advanced in 2003,
almost 30% did so in 2006. Go to
[www.arkansased.org](../www.arkansased.org%20) and link to "testing" for
more testing information.

2.  **Using Assessment Results:** Bentonville High School students
    participate in a variety of norm referenced and criterion referenced
    tests. These include the Grade 11 Literacy exam (state mandated CRT
    for all juniors), the End of Course Algebra exam (state mandated CRT
    for all students completing Algebra I), the End of Course Geometry
    exam (state mandated CRT for all students completing Geometry),
    PLAN, PSAT, Advanced Placement tests, and the ACT. Results from the
    three state-mandated assessments are examined by staff annually for
    the purpose of improving instruction and subsequent improved student
    achievement on these three assessments. Special attention is given
    to performance in the various strands of the exams and to the
    performance of student groups, such as economically disadvantaged,
    special education, etc. Students not scoring at the Proficient level
    on the exams are enrolled in a semester course that is designed to
    improve their knowledge and skills in the specific areas in which
    the student did not perform at the Proficient level. An academic
    improvement plan is designed for each "non-proficient" student.
    These students must acquire the requisite knowledge and skills in
    order to be successful in subsequent coursework and to reach the
    ultimate goal of graduation.

All sophomores take the PLAN and the PSAT during the fall semester. PSAT
performance is used in conjunction with AP Potential to encourage
students who might not normally consider taking an AP course to do so in
the area in which they show the greatest potential for success. Teachers
are provided results of the PLAN and PSAT. This allows them to know
which concepts and standards are both strengths and targets for
improvements for their particular students. In addition, common
assessments are designed by all teachers who teach a particular course
and are administered to all students taking that course. The results
lead to adjustments in curriculum, instructional practices,
expectations, and important exchanges of ideas among members of the
particular professional learning community.

3.  **Communicating Assessment Results:** Test scores are communicated
    to parents, students, and the community. Bentonville High School
    tries to communicate these scores through newspaper and television
    coverage, letters to parents, public meetings, and individually to
    students.

Bentonville High School has a strong relationship with the local
newspaper and receives a great deal of print each year when test scores
are showcased. Results of mandatory state testing are published in
newspapers throughout the state. Various newspapers will list state and
regional test results as well as the results of individual districts and
individual schools. This information is also available online. Papers in
Northwest Arkansas as well as television stations in this corner of the
state also give coverage to the state test scores and advanced placement
test results.

In addition to media coverage, parents and community members receive
assessment information by attending school board meetings or attending a
meeting held each fall at BHS in which the administration reviews the
assessment results as well as the areas of pride and areas of concern
based on these results. The principal's quarterly newsletter addresses
any assessment information that has been received during the quarter.
Individual student results from state-mandated testing are mailed home
to parents. Students have walked into school on the first day of the new
school year to be greeted by a huge banner congratulating them on having
the best test scores of all the schools in our athletic conference.
During class meetings, back-to-school celebrations, banquets, pep
assemblies, and other public events, the administration always mentions
recent testing results. The BHS fax cover sheet lists testing results as
one of several accomplishments.

For those tests which are not state mandated such as the PLAN and PSAT,
meetings are held with all students who took the test. One of the
counselors presents how to interpret the test results with the students.
In addition to this, there is discussion as to what individual students
can do to improve their own test results.

Finally, individual meetings are held with students and parents to
develop Individual Improvement Plans for those students who scored below
the proficient level on the state-mandated criterion referenced tests.

4.  **Sharing Success:** Bentonville High School teachers and
    administrators have been engaged in sharing strategies and practices
    that are responsible for the success the campus is experiencing by
    presenting breakout sessions at state, regional, and national
    conferences. BHS was invited to present at the 2006 High Schools
    That Work Conference in Atlanta to share how the campus has achieved
    such remarkable success in the Advanced Placement Program. A team of
    AP teachers has presented at the 2007 Southwest Regional AP Forum in
    New Mexico and at the Regional AP Forum in New York in 2006.

It is quite common for schools in state and out of state to visit our
campus in order to learn what the faculty is doing that is making a
difference for our students that might also make a difference for them.
Schools are interested in the concept of our Freshman Learning
Community, our block schedule, and our mentoring/advisory program.
Because of our success on the state assessments, in-state schools want
to know more about how we are achieving such high student performance in
literacy, algebra, and geometry. Members of our staff have trained staff
onsite in other schools as well, and we always learn from others.

Networking is one of the keys to success. Teachers are encouraged to
become members and take leadership roles in professional organizations.
This allows them to meet other teachers in their fields and leads to
sharing our practices with others through informal conversations,
face-to-face contacts, emails, and phone conversations.

The administration is committed to continue to share with others
successful practices and strategies that result in improved student
performance and in improved learning opportunities for students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Bentonville High School (BHS) is a four-year
    accredited high school that subscribes to a general and advanced
    curriculum in all academic core areas.  In August 2007 we hope to
    expand the current curriculum to include the International
    Baccalaureate Diploma Programme.  We are awaiting notification of
    final approval. Students belong to one of five small learning
    communities (SLC), each of which houses specific career focus
    areas.  Students choose their area of interest.  Each focus area has
    three required courses and various elective choices out of which
    they must choose three to complement the required curriculum.  The
    structure of the school day allots much time for academic
    achievement in these areas with a block schedule of four classes
    each day Monday through Thursday and with all classes meeting on
    Fridays.

The general program in English includes English I, English II, English
III, and English IV.  The advanced program subscribes to a Pre-AP course
for students in English I and English II with juniors taking English III
Honors or AP Language & Composition and seniors completing English IV
Honors, English Composition I & II, or AP Literature & Composition. 
Electives choices include three levels of Forensics and Debate, four
levels of Yearbook, and singleton courses in Oral Communications,
Journalism, and Creative Writing.  Other electives in this curriculum
that are offered are History of Film, Mythology, Study of Poetry &
Drama, Short Stories of the World, and World Literature.  Students who
do not score at the proficient or advanced level on the Grade 11
Literacy Exam are required to take and pass Reading Comprehension and
Composition in their senior year.

The general program in Mathematics is comprised of Algebra I (1 or 2
years), Geometry (1 or 2 years), Algebra II and Functional Math and/or
Algebraic Connections in the 12^th^ grade.  The advanced program begins
with Algebra I Honors in the 8^th^ grade with Geometry Honors and
Algebra II Honors at the 9^th^ and 10^th^ grade levels, and
Trig/Pre-calculus Honors, AP Calculus, College Algebra, Finite Math
Honors, and AP Statistics as 11^th^ and 12^th^ grade choices.  Students
who do not score at the proficient or advanced level on the Algebra EOC
exam are required to take and pass the Making Sense of Algebra semester
course in order to receive Algebra credit.  Likewise students who do not
score at the proficient or advanced level on the Geometry EOC exam are
required to take and pass Applied Geometry.

The general program in Science begins with Integrated Physical Science,
then Biology, then according to student choice Anatomy/Physiology
Honors, Physics, Honors Physics, Botany, AP Physics, Chemistry,
Environmental Science, Zoology, and/or Geology.  The advanced program
begins with Pre-AP Biology, then two of the following courses:  AP
Biology, Physics, Honors Physics, Honors Chemistry, AP Physics C, AP
Environmental Science, or Anatomy/Physiology.

The general program in the Social Sciences begins with two years of U.S.
History, then World History and two elective choices in the senior
year.  The advanced program includes Pre-AP U.S. History in the 9^th^
grade and choices at each grade level thereafter, including U.S. History
Honors, AP World History, AP Human Geography in 10^th^ grade; and U.S.
History Honors, AP World History, AP Human Geography, Psychology, AP
U.S. History, AP European History, AP Psychology, AP Government &
Politics in the 11^th^ and 12^th^ grade.  As well, all students must
take Economics and Civics or American National Government for
graduation.

French and Spanish are the foreign language options offered at BHS. 
Both languages are taught at each level (I-IV and V as an AP course) as
whole-year subjects, and both languages begin in grade 7. 

The Fine Arts Program at BHS is extensive with Art I-III, AP Art Studio,
Craft, Pottery & Design, and Ceramics I-III; Band I-IV, including Wind
Ensemble, Symphonic, Concert, Jazz, and Marching Band.  Our choirs
include many different levels, including A Cappella, Concert, Chamber,
and Harmony.  We also offer AP Music Theory and Music History as well as
9^th^ grade Chorus for men and women.  Next year we will begin an
orchestra class. Theatre Arts, complete with Drama I-IV, Tech Theatre,
and Costume & Makeup rounds out the Fine Arts Program.

Other curriculum areas are made of elective courses from which all
students may choose.  These courses are in Business Education, Medical
Professions, and Technical and Professional Education including
architectural drafting and pre-engineering courses.

Students also have opportunities to earn credit through alternative
methods including concurrent enrollment, correspondence courses, and
on-line courses.  Concurrent enrollment provides high school students
the opportunity to enroll in college courses.  Earned credits are
granted simultaneously by the high school and the college.  No more than
two credits from correspondence courses and on-line courses are accepted
toward meeting graduation requirements.  Credit recovery classes,
Pre-GED classes, and summer school courses are also available to help
low-achieving students still meet standard graduation requirements.

2.  **English:** The English curriculum emphasizes reading and writing.
    All English courses offered for credit are "on grade level" courses.
    The goal for each year of English is to improve the student's
    ability to read and comprehend increasingly complex and varied kinds
    of text. Students participate in literary, content area, and
    practical reading selections with various literary genres forming
    the core of the English curriculum. Equally important is the
    emphasis upon writing and improving the student's ability to compose
    different kinds of writing.....persuasive, compare/contrast,
    expository, literary analysis, critical essays, argumentation, etc.
    All students are expected to reach proficiency on the Grade 11
    Literacy test. Currently, junior students at BHS perform well on
    this measure and consistently place BHS in the top three high
    schools in the state. In addition to the standard classes, BHS
    offers AP Language and Composition (currently serving 144 juniors)
    and AP Literature and Composition (currently serving 117 seniors).
    An additional 80 seniors are served in concurrent English
    composition classes approved through a partnership with Northwest
    Arkansas Community College. Pre-AP (honors) courses in 9^th^ and
    10^th^ grade English serve almost 50% of that student population.
    READ 180 serves special education students who have deficits in
    reading and writing. These students have 90 minutes of literacy
    instruction per this instructional model every day. A certified ESL
    teacher serves LEP students. All seniors who did not score
    proficient/advanced on the Grade 11 Literacy exam are enrolled in a
    semester reading class that is designed to increase their reading
    level as they consider post-secondary options; this class is taught
    by a certified Reading Specialist. Academic calendars for all
    English courses have been collaboratively developed by teachers and
    serve as their plan for teaching and learning for the year. English
    and reading scores on the ACT have risen steadily (currently English
    at 23 and Reading at 23.3 -- all test takers -- 384 seniors).

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3.  **Additional Curriculum Area: Mathematics: T**en mathematics
    courses, including AP Calculus and AP Statistics, are offered to
    students at BHS. Four years of math are required to graduate.
    Beginning with this year's freshman class, students must complete
    Algebra I, Geometry, Algebra II, and a course sanctioned by the
    state that is considered to be above Algebra II in content. This
    requirement is part of the state's Smart Core curriculum. Two
    concurrent courses (College Algebra and Finite Math) are offered to
    seniors. Algebra I and Geometry are taught via the mastery learning
    methodology, meaning that a student must master individual
    competencies before they can move to the next competencies. Some
    students are double blocked for Algebra and/or Geometry, thus
    providing 90 minutes of Algebra (or Geometry) instruction daily for
    the full year. Some students take Algebra over two years. Every
    student can voluntarily participate in tutoring before school or
    after school or during Seminar period. Some students are required to
    go to tutoring as an academic intervention strategy.

Academic calendars, developed by teachers, provide the plan for teaching
and learning for the particular course for the year. Additionally, every
math classroom is equipped with 21^st^ Century technology consisting of
Interwrite^TM^ white boards and slates, student personal responders,
digital projectors, and classroom sets of graphing calculators.

4.  **Instructional Methods:** Because BHS operates on a block schedule,
    it is imperative that teachers use a variety of instructional
    methods in order to hold students' attention. Differentiated
    instruction within the classroom is encouraged. Teachers are
    expected to change activities at least three times during a
    90-minute block. Teachers stress concepts and the "why" as being
    just as important as or even more important than the facts and the
    "who, what, when, where."

Technology is also readily available for use in the classroom. All
classroom teachers have access to computer labs for their students to
use. Digital projectors are distributed throughout the two buildings
which allow teachers to utilize technology in their classrooms on a
daily basis. All math students have access to scientific and/or graphing
calculators. Math instructors have interactive white boards in their
classrooms along with interactive slates and personal responders. We
hope to make these available to all teachers during the next two to
three years.

While some lecture is involved in all classes, BHS teachers strive to
have students actively engaged in the class rather than passively taking
notes. Students engaging in research, working in groups, discussing a
variety of topics, creating a model, and writing an essay can be found
throughout the campus. The goal is for teachers to facilitate learning
rather than being the sole source of knowledge.

Algebra and Geometry, two courses which have state testing associated
with them, are taught on a mastery basis. Students have up to three
opportunities to master each of the five competencies on a test. They
must score at least an 80% to receive credit for the competency. The
first test is given in class and the two subsequent tests are given
before or after school. Students have an incentive to do well on the
first test so they don't have to give up "their time" to take the second
or third test. We have found that mastery has shifted the responsibility
for learning from the teacher to the student. Our test scores rose
significantly after we began teaching for mastery. As a matter of fact,
those schools state-wide that use mastery have significantly higher
scores than schools using the traditional approach.

5.  **Professional Development:** BHS initiatives for professional
    development revolve around curriculum alignment, research-based
    instructional practices that promote active student engagement and
    the development of common assessments.....all leading to increased
    student achievement. Teacher collaboration is a critical ingredient.
    Curriculum alignment ensures that the standards we teach match the
    state frameworks, that all teachers teaching the same course teach
    the same standards (horizontal alignment), and that we are aligned
    vertically within the high school and with feeder grades.

The state of Arkansas mandates 10 days of staff development annually. We
plan for teachers to collaborate by departments, by SLCs, and by
specific study groups. Teachers review their instructional calendars,
refine common assessments, review achievement data, identify specific
areas for improvement, identify specific strategies to be used, make
connections across disciplines, etc. Special education and ESL teachers
are included in departmental meetings as we work to build professional
learning communities of science educators, math educators, etc.

A very important multi-year initiative for BHS is that of increasing
teacher use of research-based instructional practices designed to
promote active student engagement. Several teams of teachers have been
trained in the Kagan structures and, along with the leadership of the
associate principal, have engaged in an ongoing effort to train the
staff in these structures.

A specific initiative for English teachers began three years ago and has
resulted in improved student writing performance. Essentially all
English teachers at a grade level, including special education and ESL
teachers, meet four times throughout the school year to analyze student
work. Teachers score student writing samples using a common rubric and
leave with anchor papers plus specific strategies to help their students
score higher on the next assessment.

Teachers are also sent as teams to national conferences that feature
areas of focus for BHS. These teachers are expected to share their
findings with colleagues in their department, SLC, study group, etc. AP
and PreAP teachers are expected to attend College Board summer
institutes. Teachers willingly do this during the summer on their own
time.

**Student drop-off rate -- page 5 - explanation**

Arkansas calculates the dropout rate based upon certain criteria and the
graduation rate based upon other criteria. Arkansas does not compute
"drop off" rates. We have reviewed past data to determine this measure.
Drop off percentages shown are higher than the dropout rate due to the
fact that the drop off calculations include 1) students who move out of
state -- given the fact that we are located within 30 miles of two
states, 2) other students who move to another school in-state, 3)
home-schooled students, and 4) state law that allows a student who turns
18 to leave school.

**PART VII - ASSESSMENT RESULTS**

Subject: [English]{.underline} Grade: [11]{.underline} Test: [Grade 11
Literacy Exam]{.underline}

Edition/Publication Year: [2003-2006]{.underline} Publisher: [Arkansas
Department of Education/Questar]{.underline}

  ------------------------------ ---------- --------------------- --------------------- ---------
                                 2006       2005                  2004                  2003

  Testing month                  March      March                 March                 March

  **Bentonville High School                                                             
  Scores** (combined population)                                                        

  \% Proficient or Advanced      72%        77%                   66%                   69%

  \% Advanced                    1%         3%                    2%                    6%

  Number of students tested      543        514                   445                   428

  Percent of total students      98%        [\>]{.underline}95%   [\>]{.underline}95%   DNE
  tested                                                                                

  Number of students             8          7                     3                     3
  alternatively assessed                                                                

  Percent of students            100%       100%                  100%                  100%
  alternatively assessed                                                                

                                                                                        

  SUBGROUP SCORES                                                                       

  1\. African-American                                                                  

  \% Proficient or Advanced      NA         NA                    NA                    NA

  \% Advanced                    NA         NA                    NA                    NA

  Number of students tested      5          11                    4                     5

  2\. Hispanic                                                                          

  \% Proficient or Advanced      NA         NA                    NA                    NA

  \% Advanced                    NA         NA                    NA                    NA

  Number of students tested      53         29                    25                    15

  3\. Caucasian                                                                         

  \% Proficient or Advanced      75%        79%                   71%                   72%

  \% Advanced                    2%         3%                    2%                    6%

  Number of students tested      462        458                   385                   367

  4\. Economically Disadvantaged                                                        

  \% Proficient or Advanced      NA         NA                    NA                    NA

  \% Advanced                    NA         NA                    NA                    NA

  Number of students tested      76         59                    60                    41

  5\. Limited English Proficient                                                        

  \% Proficient or Advanced      NA         NA                    NA                    NA

  \% Advanced                    NA         NA                    NA                    NA

  Number of students tested      13         6                     9                     4

  6\. Students with Disabilities                                                        

  \% Proficient or Advanced      NA         NA                    NA                    NA

  \% Advanced                    NA         NA                    NA                    NA

  Number of students tested      57         50                    39                    49
  ------------------------------ ---------- --------------------- --------------------- ---------

Year indicates the end of that school year. "NA" for small subgroups.
"DNE" means "does not exist."

Subject: [Mathematics]{.underline} Grades: [10-12]{.underline} Test:
[End of Course Geometry Exam]{.underline}

Edition/Publication Years: [2003-2006]{.underline} Publisher: [Arkansas
Department of Education/Questar]{.underline}

  ------------------------------ --------------------- --------------------- --------- ---------
                                 2006                  2005                  2004      2003

  Testing month                  Jan. and April        Jan. and April        Jan. and  Jan. and
                                                                             April     April

  **Bentonville High School                                                            
  Scores** (combined population)                                                       

  \% Proficient or Advanced      83%                   74%                   64%       60%

  \% Advanced                    29%                   27%                   11%       3%

  Number of students tested      449                   367                   350       370

  Percent of total students      [\>]{.underline}95%   [\>]{.underline}95%   60.9%     DNE
  tested                                                                               

  Number of students             1                     1                     2         0
  alternatively assessed                                                               

  Percent of students            100%                  100%                  100%      100%
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. African-American                                                                 

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      7                     5                     4         4

  2\. Hispanic                                                                         

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      32                    31                    23        16

  3\. Caucasian                                                                        

  \% Proficient or Advanced      85%                   74%                   65%       63%

  \% Advanced                    30%                   28%                   11%       3%

  Number of students tested      400                   313                   298       317

  4\. Economically Disadvantaged                                                       

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      62                    53                    44        49

  5\. Limited English Proficient                                                       

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      4                     7                     5         1

  6\. Students with Disabilities                                                       

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      22                    21                    24        17
  ------------------------------ --------------------- --------------------- --------- ---------

Subject: [Mathematics]{.underline} Grades: [10-12]{.underline} Test:
[End of Course Algebra I Exam]{.underline}

Edition/Publication Years: [2003-2006]{.underline} Publisher: [Arkansas
Department of Education/Questar]{.underline}

  ------------------------------ --------------------- --------------------- --------- ---------
                                 2006                  2005                  2004      2003

  Testing month                  Jan. and April        Jan. and April        Jan. and  Jan. and
                                                                             April     April

  **Bentonville High School                                                            
  Scores** (combined population)                                                       

  \% Proficient or Advanced      65%                   74%                   57%       24%

  \% Advanced                    17%                   21%                   5%        0%

  Number of students tested      228                   231                   211       166

  Percent of total students      [\>]{.underline}95%   [\>]{.underline}95%   60.9%     DNE
  tested                                                                               

  Number of students             4                     1                     4         0
  alternatively assessed                                                               

  Percent of students            100%                  100%                  100%      100%
  alternatively assessed                                                               

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. African-American                                                                 

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      7                     2                     8         2

  2\. Hispanic                                                                         

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      31                    12                    18        16

  3\. Caucasian                                                                        

  \% Proficient or Advanced      69%                   76%                   59%       26%

  \% Advanced                    22%                   22%                   6%        0%

  Number of students tested      181                   206                   174       122

  4\. Economically Disadvantaged                                                       

  \% Proficient or Advanced      53.8%                 NA                    NA        NA

  \% Advanced                    10%                   NA                    NA        NA

  Number of students tested      80                    50                    58        43

  5\. Limited English Proficient                                                       

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      5                     3                     4         1

  6\. Students with Disabilities                                                       

  \% Proficient or Advanced      NA                    NA                    NA        NA

  \% Advanced                    NA                    NA                    NA        NA

  Number of students tested      62                    36                    28        17
  ------------------------------ --------------------- --------------------- --------- ---------