##### *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. David W. Beranek]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address[\_ P.O. Box
37]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Marathon\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_WI\_\_\_\_\_\_\_\_\_\_\_\_\_
54448-0037]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[\_\_\_\_\_\_\_Marathon]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_\_[3304\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 715 ) 443-2226, ext. 106]{.underline} Fax [( 715 )
443-2611]{.underline}

Web site/URL [www.marathon.k12.wi.us]{.underline} E-mail
[dberanek@marathon.k12.wi.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Donald Viegut]{.underline}

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

District Name [Marathon City School District]{.underline} Tel. [( 715 )
443-2226, ext. 107]{.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 Mr. Brian Gumtz

President/Chairperson

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

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

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

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

**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: \_\_[1\_]{.underline}\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[3\_]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$9,603]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\_\_\$10,604]{.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
>
> \[ \] Suburban
>
> \[X \] 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**       37        34          71

  **2**                                                     **10**      43        37          80

  **3**                                                     **11**      42        27          69

  **4**                                                     **12**      44        36          80

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   300
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98]{.underline} % White

the school: [0]{.underline} % Black or African American

[.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[2]{.underline}\_\_\_\_%

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

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

  **(2)**                   Number of students who      3
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    6
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 293
                            the school as of October 1  

  **(5)**                   Total transferred students  1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           .02
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0]{.underline}\_\_%

\_\_\_\_[0]{.underline} \_Total Number Limited English Proficient

Number of languages represented: \_\_[0\_]{.underline}\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[7]{.underline}\_\_\_\_%

Total number students who qualify: \_[21\_]{.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:
\_\_\_[8\_\_\_\_%]{.underline}

\_\_\_[26]{.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.

\_[4]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [12\_]{.underline}\_Specific Learning Disability

\_[3\_]{.underline}\_Emotional Disturbance \_[1]{.underline}\_\_Speech
or Language Impairment

\_\_\_\_Hearing Impairment \_[1]{.underline}\_\_Traumatic Brain Injury

> \_[2\_]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_[12\_]{.underline}\_\_\_
[\_\_\_8]{.underline}\_\_\_\_

Special resource teachers/specialists [\_ 2]{.underline} \_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_2\_\_\_\_]{.underline}
> \_\_\_[8\_]{.underline}\_\_\_
>
> Total number \_\_[18]{.underline}\_\_\_\_\_
> \_\_\_[16\_]{.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 [\_\_\_14:1\_\_\_]{.underline}

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

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

  Daily student attendance  96%         96%         97%         96%         96%

  Daily teacher attendance  4%          4%          4%          4%          4%

  Teacher turnover rate     4%          12%         4%          16%         8%

  Student dropout rate      0%          .7%         0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     3%          4%          3%          3%          3%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

13. ***High Schools***

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[62]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[44]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[21]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\      |
|                                                         | _[23]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[11]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | \_[1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Marathon High School is a rural school located in central Wisconsin,
just 8 miles from the city of Wausau, population 55,000. It is a smaller
school district and has been able to retain the small town feel and
approach to education while providing the students with the facility,
state, and curriculum of a larger district. In the past seven years the
high school has seen enrollment go from a peak in the 340s to around 300
this school year, with an estimated decline over the next 7 years to
220.

The Marathon community has taken pride in the accomplishments of its
students, both academic and athletic. Community involvement in the
school district has a long legacy that continues today. Three years ago
over 110 community members formed seven steering and planning committees
including a vocational and career action team, a fine arts action team,
a student learning action team, a library and technology action team, a
building and grounds action team, a wellness and athletic action team,
and an oversight steering committee. These community members met every
Sunday night over a period of six months and compiled the school
district's formal strategic plan, updated the district's mission and
vision statements, and set into motion a referendum plan to fiscally
support the changes and updates they valued.

The strength of Marathon's co-curricular programs is demonstrated by,
among others, an Academic Decathlon Team which has made a state record
18 consecutive appearances at the state finals, with 6 Division III
state champions; a Central Wisconsin Math League Team which has finished
1^st^ or 2^nd^ in each of the last 16 years; 11 state athletic
championships in 5 different girls and boys sports; and a marching band
with 4 state championships.

Within the district's mission statement it is stated that "the district
is committed to providing all students with a quality education and the
skills they need to be successful. By developing an exceptional staff
and partnering with families and the community, we will continuously
improve instructional programs and provide learning experiences that
meet the individual needs of the students in a safe and supportive
environment." This mission statement has been much more than words for
the community and school over the past few years. During the winter of
2005, the community passed a large referendum to support the school for
both financial and fiscal support. Immediately after passing the
referendum, the high school began construction of a new wellness center
and gymnasium for school and community use; a new, updated technology
education space including two large labs, classroom, and computer rooms,
and a new fine arts area including visual and instrumental/vocal
programs. The existing building was completely renovated and updated
including new business education labs/classrooms, new science, physics,
and biology labs/classrooms, new library/media center, student career
center, and all remaining classrooms.

The Marathon community has always linked its identity to the school
district and the students of its high school. They have always promoted
the school district's vision of creating an exceptional educational
system that is recognized for the academic excellence and character of
its students, the caliber of its staff, and the quality and diversity of
its programs. The high school has recently won three consecutive
Wisconsin Academic Decathlon State competitions and was the 2006
Wisconsin State Marching Band champions. The staff at Marathon prides
itself on continually looking at best practice and ways to improve the
curriculum and delivery to the students. Each staff member is currently
working on an individualized in-service plan that requires them to
research new learning that is anchored in best practice, work with the
principal on their learning goals, put into place new units or teaching
techniques with students, and then reflect with peers and themselves on
how well the project met the intended goals. In terms of maintaining a
diverse program, the school has strived to expand AP and other upper
level courses sometimes not available to smaller school students. In the
past year we have expanded our foreign language offering to include
Spanish, to our already existing French Curriculum, and a guest teacher
from China is teaching Mandarin to students.

The Marathon Community, students, administration, school board, and
staff continue to strive for excellence and are committed to providing
the best education for all of its students.

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

1.  **Assessment Results:**

Each year Marathon High School's tenth-grade students take the Wisconsin
Knowledge and Concept Exams-Criterion Referenced Test (WKCE-CRT). The
tests take place over a number of days and students are evaluated on
mathematic, science, social studies, reading, and language arts skills.
The assessment framework is designed to test students for ability in
areas that reflect the Wisconsin standards for each content area.

This data is then reported by the state as part of the No Child Left
Behind legislation in the areas of reading and mathematics and is
applied to AYP (adequate yearly progress) reporting. Data are sent back
to the schools for individual students and composite analysis for
intervention and improvement planning. Marathon High School staff
reviews the data and completes some item analysis. They then take this
information and review their curriculums and make adjustments if
necessary. Individualized data results are also shared with the parents
with a summary explanation of the results.

The WCKE-CRT scores are represented as minimal, basic, proficient, and
advanced. Advanced is defined as "demonstrates in-depth understanding of
academic knowledge and skills tested on the WCKE-CRT," proficient is
defined as "demonstrates competency in the academic knowledge and skills
tested on the WKCE-CRT," basic is defined as "demonstrates some academic
knowledge and skills tested on the WKCE-CRT," and minimal is defined as
"demonstrates very limited academic knowledge and skills tested on the
WKCE-CRT." To meet adequate yearly progress a percentage of students
must fall in either the proficient or advanced areas. In reading, 68% of
students and in math 48% of students need to be advanced or proficient.
These percentages increase yearly until the 2013-2014 school year when
100% of students must be advanced or proficient.

The following is a brief display of Marathon High School's AYP reporting
for math and reading for the past three years

\* 2003/2004/2005 Grade 10 Reading 86%/81%/92% Proficient & Advanced

\* 2003/2004/2005 Grade 10 Math 89%/89%/91% Proficient & Advanced

Although the scores are good, we review and analyze the information
provided us by the state to continually look for improvement in our
programs and delivery. Additional information for Marathon High School
can be found on the Wisconsin Department of Public Instruction's website
<http://www.dpi.state.wi.us/sig/index.html>.

2.  **Using Assessment Results:**

When Marathon High School's data screened from the WKCE-CRT is reported
to the school the information is initially reviewed and screened by the
counselors and the principal. This initial review is to verify the data
and to begin targeting plans for improvement. The data is then shared
with the faculty both at faculty meetings and during teacher in-service.
In the past, in-service data retreats have benefited the school and the
students. If they find a need, the faculty then makes necessary
adjustments to the curriculum to close gaps or to address areas of
concern. The faculty then reviews and compares the individual item
analysis to their curriculums both by grade level and standard study.
This study is done in an attempt to ensure that all information and
standards are being covered with the students. If they find areas of gap
or concerns, they make the necessary adjustments to the curriculum.
Recently the Marathon High School Site-Improvement team has begun
reviewing WKCE-CRT test data for multiple years and they are comparing
this data to student performance on local assessments and quarter and
semester grades to identify students that have a historical deficiency
in one or more particular content areas. Consequently they have designed
a remediation course in English for students that focuses on writing in
the content areas. They are also currently designing a summer school
Jump Start class that will take lower achieving eighth-graders and
remediate them in the core content areas prior to their starting high
school.

3.  **Communicating Assessment Results:**

Marathon High School is very fortunate in that parents are very active
in the school and communicate regularly with teachers via phone, email,
and during very highly attended Parent Teacher conferences (almost
always 80%+). During the conferences we share with the individual
students and parents the WCKE-CRT results and an interpretation guide.
The school provides both the school counselor and the principal to
assist parents in answering any questions that they may have. Results
are also shared with the community in the local newspaper, *The Record
Review,* and a link is established on the school's web site.

Parents and students receive other communications regarding student
performance on local assessments by using an on-line grading system that
the school district implemented four years ago. The response from the
parents and students has been extremely positive. Teachers also find
benefit from this real-time approach to communicating with individual
students.

Information regarding assessment results has also been included in a
professionally designed brochure that is placed in the local businesses
and with realtors. This brochure compares Marathon School District
students' performance with that of other area schools. It also
highlights other areas in which students are performing well in both
curricular and co-curricular areas.

4.  **Sharing Success:**

Marathon High School teachers and principal work with other schools
within and outside of the district to share successes and to gather
worthy ideas from other schools.

Within the district is located a K-8 Catholic school. When students
reach 9^th^ grade virtually all advance to Marathon High School. It is
very important for us to share our information and success with the
Catholic school for this very reason. In the past we have had joint
curriculum development and mapping departmental meetings involving all
three schools in the district to ensure that all curriculum and all
standards are being addressed and that the teaching faculty have a
comfort level in communicating with their counterparts in the other
schools.

The principal and teachers routinely attend a state-sponsored
Association of Supervision and Curriculum Development conference where
they research and network with teachers and administrators from around
the state and country. A group from Marathon High School is hoping to
present at the conference in 2007-08 regarding a Pay-For-Performance
model that the school district has been working with teachers to design
and implement. Faculty also belong to other state professional
organizations and have attended numerous conferences in the past.

The principal meets monthly with other principals from the Marawood
Athletic Conference and the principals from Marathon County. During
these meetings they routinely discuss what is working in their schools
and share programs and resources. They also organize a large county-wide
banquet for all of the top senior students not only to be recognized,
but to allow them a chance to honor the teacher that has most impacted
them.

Lastly, the Marathon School District has organized two large
multi-school in-service programs during the past few years. One was
attended by five schools and teachers broke into curricular areas to
have group sharing and discussion on best practice. This presented an
opportunity for teachers to network, and many still keep in touch
regarding professional activities. The second in-service the Marathon
High School hosted was in the fall of the 2006-07 school year. Presenter
Erin Gruel, author of the Freedom Writers and past educator, delivered
the opening in-service program for over 500 teachers from around
North-Central Wisconsin regarding the importance on not giving up on
students and working to make the curriculum relate better to students.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

All curricular areas offer a range of courses that meet the needs of our
students and meet state standards. English and Math are described in
sections 2b and 3. All other areas are described below.

In the Art Department, students start off in Art Fundamentals where they
will learn and apply the elements and principles of design through a
variety of 2-D and 3-D mediums. Students can further their art studies
in any of the five advanced studio art courses. There are also
specialized independent study courses offered in Design Graphics,
Computer Animation, and AP Studio Art.

In the Foreign Language Department, four semester courses (2 years) of
French are offered. These courses introduce students to French and are
designed to develop all four language skills: listening comprehension,
speaking, reading and writing while acquiring an awareness and
sensitivity to another culture and its people. A third year course is
available upon request as an independent study class.

The science curriculum, which is aligned with both state and national
standards, emphasizes active learning through problem-posing,
problem-solving and peer-persuasion. All classes from general science
through advanced courses in chemistry and biology encourage students to
hypothesize, experiment, and build credible arguments while reasoning
and weighing the alternatives to their thinking and data collection. For
several years, the science department has collaborated with the Language
Arts Department on research projects which are designed to teach reading
in the content areas. This emphasis is to help students make connections
between what is being taught and how to apply it to their own lives.

The agriscience curriculum is designed to make scientific concepts come
to life. There are eight courses offered as well as independent study
opportunities for students with specific interest to advance their
research. Classes ranging from animal science to horticulture to food
science technology allow students to learn about the agriculture
industry and careers available. Pathways with the technical college
system for advanced standing in horticulture, agribusiness management,
and animal science have been developed. New facilities allow us to offer
unique projects in our greenhouse and food science laboratories.

Physical education aids to improve the three elements of physical
fitness which include the strength, endurance, and flexibility of an
individual.  Of paramount importance is giving the student the
understanding of how beneficial physical activity and nutrition can be
to a student's body now, and how it can help them in the future. 
Students participate in the multi-dimensional approach of physical
education through team, individual, and lifetime activities, plus
nutrition and stress management. Courses of high interest to the
students include:  weight lifting and cardiovascular workouts, golf,
cross country skiing, water fitness, bowling, and dance.

The Music Department core curriculum performance groups include 2 jazz
bands, jazz choir, concert choir, and concert band.  In the fall, the
concert band doubles as a competitive marching band that competes around
the state.  Music fundamentals, music's relationship to other core areas
and the importance of music communication though performance are
stressed in a developing curriculum.  Students are also encouraged to
participate in small group opportunities in the spring.  In addition
students are able to enroll in non-performance electives such as music
history and music theory on an independent basis.  The overall goal of
the department is to not create a room of professional musicians, but a
room of lifetime listeners with a deeper appreciation for music.

The goal of the Business and Information Technology Department at
Marathon High School is to prepare students with the necessary skills to
succeed in the "real world." The courses offered will prepare students
with the basic and advanced skills needed to adapt to the ever-changing
world of business, technology, and work. The Business and Information
Technology Department is also home to both the school-to-career program
and Future Business Leaders of America (FBLA) student organization, both
of which give students the opportunity to apply the skills they are
learning in the classroom to everyday life.

The Technology Education Program offers a diversified approach,
consisting of traditional hands-on classes such as Metals, Woods,
Construction, and Small Engines along with higher level classes
consisting of Electronics, AutoCad, Solidworks, Robotics, Photoshop and
Video Editing. The curriculum focus is designed to help prepare students
for all career opportunities ranging from gaining employment right out
of high school to preparing students for success in technical colleges
and apprenticeship programs, and to meet the needs of those students
pursuing advanced degrees in the engineering fields.

The goal of Marathon High School's Social Studies Department prepares
students for the responsibilities of citizenship in our democracy. The
social studies curriculum requires successful completion of 2 semesters
of U.S. History during the freshman year of high school, coordinated
with the year of U.S. History required of 8^th^ graders at Marathon Area
Elementary School. Beyond this requirement, students must complete a
minimum of 4 additional semesters of social science, including one
semester of American Government. Students select the remaining 3
semesters from a variety of elective courses, including classes in
Western and Non-Western World History, Social Problems, Economics, and
Geography. AP credit is available in United States Government and
Politics. Students may also pursue additional coursework as independent
study projects.

**2b.** **English:**

Marathon High School's English/Language Arts curriculum is dynamic,
multifaceted and comprehensive program the engages students in a full
spectrum of human discourse -- wherein they learn the art of making
meaning from a variety of texts and listening sources and in creating
meaning in writing and speech. This curriculum allows for flexibility in
methods of instruction, adapts to student's cognitive development, and
encourages pursuit of individual interests.

The curriculum is grounded in the communication process. All of the
fourteen Language Arts courses require students to exercise their
critical thinking skills by addressing multicultural media to develop
understanding and real world applications. The underlying philosophy of
instruction encompasses Understanding by Design and critical thinking
processes.

New to the program is a remediation class for struggling students that
focuses on reading in the content areas. The curriculum is designed to
meet student needs for gathering and understanding information in a
variety of academic, personal and workplace situations.

English staff generates authentic assessment instruments wherein
students must demonstrate ability to analyze, interpret, and appreciate
varied "texts" from diverse cultural and social perspectives.

3.  **Additional Curriculum Area:**

The mission statement at MHS states that we are committed to providing
all students with a quality education and the skills they need to be
successful. We understand that mathematics permeates everything we do in
life and plays a role in nearly every career choice a student might
make. Therefore, we strive to create a safe and supportive environment
for all students to learn math.

The mathematics curriculum aims to give students the necessary
mathematical tools and analytical skills to be successful adults.
Continuously addressing three different areas of student learning in
every subject area. First, the content of each class must enable most
students to apply mathematics directly to the world around them. At any
level this approach must stimulate motivation, adds relevance, and
proves useful for every student, not only those who are pursuing a
career in math or science. Second, rigor and formal mathematics training
enables students to successfully continue advancement into subsequent
math and science classes in high school and beyond. Lastly, we
encourage, through critical thinking and problem solving, a desire and
an ability to become life-long learners. In our continuously changing
global economy, students must realize their success beyond high school
heavily depends upon their ability to adapt their skills and to continue
learning.

4.  **Instructional Methods:**

Teachers use a variety of instructional methods at Marathon High School.
Teachers routinely review and map their curriculum to ensure that all
standards are being addressed. They plan out their lessons and develop
them for the students. A focus for our school district for many years
has been an emphasis on technology and building the skills needed for
students in the 21^st^ century. The Marathon School District has on
staff technology coordinators and mentors who routinely offer training
in instructional strategies for teachers. This commitment to technology
by the district has helped to keep our staff on the cutting edge.

Teachers have also been receiving training opportunities in areas such
as the 6+1 traits of writing, *[Understanding by Design]{.underline}*,
differentiation, reading and writing in the content area, a focus on
common formative assessment, and more research based best practices.
These training opportunities have been both in-district and through a
number of outside agencies such as CESA #9 and Marathon County Special
Education Consortium. By partnering with outside agencies we are able to
offer a wider assortment of training for the faculty.

Teachers routinely use a variety of instructional methods in their
lessons as well as more traditional approaches such as group work,
cooperative learning, and cross-curricular lessons, and projects. The
areas of differentiation and *[Understanding by Design]{.underline}*
have been receiving more attention during the past two years.

The district has also continued constant review of the curricular
offerings and has been focused on updating and providing a range of
offerings to students. Teachers are encouraged and supported in their
endeavors in implementing new instructional methods. This is critical
for both students and staff.

5.  **Professional Development:**

Over the past few years Marathon High School has focused a great deal on
professional development. This emphasis has brought about a change in
the way in which professional development activities are delivered to
the faculty. In the past, the district used a traditional model for
professional development; having routine in-service days with speakers
and at times a single focus to the development plans for the school
year. This traditional model was somewhat effective, but difficult to
administer. Each faculty member is at a different developmental phase of
their career. Furthermore, differences in content areas and the impact
that would have on applicability of materials that were presented.

Over the past two years the teachers' union and the school board have
developed a model that has dramatically changed the way in which
professional development is presented. Teachers are currently working on
an individualized plan. In the spring of the year they review a list of
district and personal goals that they can customize a plan for
themselves. With this approach the teacher and the principal agree on a
plan. The teacher then continues on a path of their own extended
learning and research. They accomplish this during the first two
quarters of the school year. Teachers are allowed to work in teams and
across curricular areas if desired. Teachers have access to school funds
and are given time during in-service to complete their research and
learning. In February, the teachers and principal then meet again to
review progress and adjust any goals for the remainder of the year.
Teachers then put into action what they have learned with a project, a
change in the curriculum, or in delivery. It is an essential component
of the plan that they must put into action what they have learned with
students. During the last quarter of the school year, teachers reflect
on their practices and make adjustments for in the future. They also
review goals for the coming school year and begin deciding on their next
year's plan. This model promotes continuous learning and creates teacher
leadership. We intend to create a culture in which teachers thrive and
never stop learning and growing.

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

School and District Name: Marathon High School, Marathon School District

Subject: Reading Grade: 10

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

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

  Testing month                          November        November        November

  **SCHOOL SCORES**                                                      

  \% Proficient + Advanced               92              80              86

  \% Advanced                            53              65              69

  Number of full academic year students  64              75              64
  tested                                                                 

  Percent of total students tested       100             100             98

  Number of students alternatively       0               0               0
  assessed                                                               

  Percent of students alternatively      0               0               0
  assessed                                                               

                                                                         

  SUBGROUP SCORES                                                        

  1\. White, non-Hispanic                                                

  \% Proficient + Advanced               92              81              85

  \% Advanced                            52              65              68

  Number of full academic year students  62              75              63
  tested                                                                 
  -------------------------------------- --------------- --------------- ---------------

School and District Name: Marathon High School, Marathon School District

Subject: Mathematics

Grade: 10

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

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

  Testing month                          November        November        November

  **SCHOOL SCORES**                                                      

  \% Proficient + Advanced               91              89              89

  \% Advanced                            41              40              30

  Number of full academic year students  64              75              64
  tested                                                                 

  Percent of total students tested       100             100             98

  Number of students alternatively       0               0               0
  assessed                                                               

  Percent of students alternatively      0               0               0
  assessed                                                               

                                                                         

  SUBGROUP SCORES                                                        

  1\. White, non-Hispanic                                                

  \% Proficient + Advanced               90              89              89

  \% Advanced                            40              40              30

  Number of full academic year students  62              75              63
  tested                                                                 
  -------------------------------------- --------------- --------------- ---------------