**U.S. Department of Education** **September 2003**

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Linda Batz]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [255 Lafayette Avenue]{.underline}

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

[Chatham NJ 07928-1896]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 973) 635-9075]{.underline} Fax [( 973) 635-8670]{.underline}

Website/URL [www.chatham-nj.org/coin/chs2/index.html]{.underline} E-mail
[lbatz@chatham-nj.org]{.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 [Mr. James O'Neill]{.underline}

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

District Name [School District of the Chathams]{.underline} Tel. [( 973)
635-5656]{.underline}

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

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

Name of School Board

President/Chairperson [Mr. Gerald J. Helfrich]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,067\*]{.underline}

Average State Per Pupil Expenditure: [\$10,138\*]{.underline}

\*Per Pupil Expenditureas reported in 2002-2003

New Jersey School Report Card

**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\. [4]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       120       104         224

  **3**                                                     **10**      104       103         207

  **4**                                                     **11**      110       96          206

  **5**                                                     **12**      104       101         205

  **6**                                                     Other                             

                                    **TOTAL                                                   842
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92.9]{.underline} % White

the students in the school: [0.5]{.underline} % Black or African
American

[3.0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 8
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    763
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .01
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [.5
%]{.underline}

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

Number of languages represented: [3]{.underline}

Specify languages: Spanish, Russian, Turkish

9\. Students eligible for free/reduced-priced meals: [.4 %]{.underline}

[3]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [17 %]{.underline}

[145]{.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.

[1]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [16]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [108]{.underline} Specific Learning
Disability

[2]{.underline} Hearing Impairment [0]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[5]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[11]{.underline} Emotionally Disturbed

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

Classroom teachers [56]{.underline} [8]{.underline}

Special resource teachers/specialists [7]{.underline} [7]{.underline}

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

> Support staff [17]{.underline} [1]{.underline}
>
> Total number [85]{.underline} [22]{.underline}

12\. Average school student-"classroom teacher" ratio: [14]{.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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.3        94.8        95.2        95.5        95.3

  Daily teacher attendance 97.5        97.1        97.4        97.4        97.7

  Teacher turnover rate    12.1        18.0        11.5        17.0        12.5

  Student dropout rate     .5          .5          .1          .4          0

  Student drop-off rate    .4          1.5         .9          .7          1.1
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 150          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 89.3%        |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 8.0%         |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > .7%          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 2.0%         |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

Chatham High School draws students from Chatham Borough and Chatham
Township, communities that total approximately 17,500 residents. Most
members of the community are college graduates employed in professional
or managerial occupations in metropolitan New York City. Chatham's
students expect a rigorous academic program that will enable them to
attend the most prestigious colleges and universities in the United
States. Chatham's diverse curriculum includes traditional core content
courses with honors programs in English, mathematics, science, social
studies, and world language and electives in art, music, theater,
computer education, technology, and health and physical education.
Cooperative education and vocational courses are available in
shared-time programs. The school also offers a complete spectrum of
programs to successfully address students with special needs. AP classes
are open to students who are willing to accept the challenge of college
curricula while in high school. AP United States and European History,
Psychology, Biology, Chemistry, Physics, Calculus, Computer Science,
English, French, German, Spanish, and Studio Art are offered.
Ninety-three percent of the students taking the AP tests in 2003 scored
3 or better, and SAT scores averaged 578 verbal and 590 in mathematics.

The creation of a new instructional media center, ten state-of-the-art
science laboratories, new music facilities, and twenty-three renovated
classroom spaces recently enhanced Chatham's comprehensive curriculum.
Upgrades in technology occurred simultaneously, affording students
access to the Internet throughout the high school and individual e-mail
accounts on the school's "First Class" system. Students can select eight
courses, but only six meet in a given day in a four-day rotational cycle
with hour-long periods and a common lunch. The newly configured day
enables students to engage in more hands-on experiences and affords
teachers tutorial opportunities at lunch. Many seniors take advantage of
this flexible schedule to engage in independent study and mentorships
with hospitals, schools, the judicial system, and numerous prominent
businesses in the area.

More than half of the school population is involved in either vocal or
instrumental music, and 574 students participate in twenty-six (thirteen
male and thirteen female) sports over three seasons. Parents in booster
organizations contributed over \$75,000 last year to student activities
and athletics through fund-raisers. They volunteer in all aspects of
school life helping run "Cougar weekends," senior breakfasts, picnics,
monthly newsletters, and many other events that create a feeling of
"family" on campus. The commitment of the entire educational community
to support the school's vision cannot be overemphasized. The mission of
Chatham High School is to provide all students with a broad array of
learning experiences that will empower them to become critical and
creative thinkers who can make informed decisions about their lives and
contribute meaningfully to their communities. The educational
partnership of students, teachers, administrators, staff, and community
members is dedicated to providing the resources necessary to inspire
students to recognize the importance of intellectual curiosity,
creativity, personal integrity, physical well being, social
responsibility, and cultural appreciation.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them.**

New Jersey students have to fulfill state and local graduation
requirements and a high-stakes assessment to graduate from high school.
The High School Proficiency Test (HSPT) was replaced by the High School
Proficiency Assessment (HSPA) in 2001-2002. The HSPT measured essential
skills in reading, writing and mathematics. Scores were reported as
"pass" or "not pass." Graduation was contingent upon students' achieving
a score of 300 out of 500 possible points in each of the three subject
areas. The HSPT was administered to grade 11 students in October and
retakes occurred in March/April of grade 11 and October of grade 12. A
Special Review Assessment (SRA) was completed for any student not able
to demonstrate proficiency in one or more of the three subject-area
tests after the fall of grade 12.

The High School Proficiency Assessment (HSPA) was created to align with
new assessments for elementary (ESPA) and middle school students (GEPA).
These tests measure students' mastery of the New Jersey Core Curriculum
Content Standards. In March 2002, HSPA Language Arts Literacy and
Mathematics was administered. Results are reported as Partially
Proficient (100-199), Proficient (200-249) and Advanced Proficient
(250-300). Students scoring in the lowest level, Partially Proficient,
are considered to be below the state cut-off for passing. A student who
does not pass one or more sections is provided with support, tested
again in October of grade 12, and given a Special Review Assessment.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Assessment data is used to place 8^th^ graders into 9^th^ grade English,
science, and math classes. Students' standardized test scores and daily
perfomance records are evaluated to ensure correct placement in a tiered
curriculum that includes honors and two levels of college preparatory
courses. Students enrolled in high school courses are expected to meet
prerequisites for mastery before moving to the next level of
instruction. Standardized tests may also affect a student's schedule.
Students scoring below "proficient" on the New Jersey State assessment
tests in math or English are placed in a class (small group instruction)
for intensive, individual remediation. Supervisors regularly attend
workshops sponsored by the State Department of Education to ensure that
our curriculum aligns with New Jersey core content standards that are
assessed on the High School Proficiency Assessment. Advanced Placement
test results are also evaluated annually for necessary curricular
adjustments. Finally, quarterly grade distribution reports are given to
administrators and staff for review. These reports show student
achievement by grade level, teacher, and course. Supervisors meet with
staff to discuss the results and evaluate the overall effectiveness of
the curriculum. The entire assessment process is on-going and responsive
to the community's high expectations for our high school graduates.

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

Chatham High School teachers communicate regularly with parents. In
addition to quarterly report cards, interim notices of achievement are
sent home; and teachers are in touch via e-mail and telephone. Several
teachers have developed web sites that post upcoming assignments and
tests. Annual reports on the results of HSPA, PSAT, SAT and AP
standardized testing are presented in public sessions to the Board of
Education, showing progress over past years and comparing school results
to State and National averages. Another Board of Education session is
dedicated to a report on the success of the previous year's
graduates---to include college acceptance and test results. Annual
building objectives are tied to student achievement and are communicated
to the staff and Board in public session. Press releases publishing the
honor roll, National Honor Society and world languages honor society
inductions, and ceremonies for "Bell Award" recipients (most improved
and dedicated) are all designed to share Chatham's successes. The PTO
newsletter publishes results of math, science, and computer league
competitions, fine and performing arts programs, and athletics. Two
additional awards presentations highlight individual students'
accomplishments as well. A state school "report card," comparing Chatham
to schools of similar demographics and state averages, provides a
comprehensive examination of the school's success. This document is
distributed to parents and reported in the press. Annual conferences
with school counselors help parents chart their child's progress in a
personal way, making sure each student is seen as an individual worthy
of success.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Chatham High School will continue to welcome visitations and host
representatives from other districts to view its state-of-the-art
facilities and programs. Our web site provides a convenient way to share
our story. Our school profile is shared with colleges and universities,
reflecting our accomplishments. We partner with local area colleges and
universities in a variety of ways. The courses we offer at ETTC
(Educational Technology Training Center) bring many visitors to campus.
The school principal is a member of the Iron Hills Board of Control and
an eligibility committee member for NJSIAA (New Jersey State
Interscholastic Athletic Association). Both venues include a network of
principals who meet for discussions on educational issues. We have
participated in evaluating applicants for the State's Best Practices
program and Governor's Awards performances. Our Director of Student
Personnel Services is an active participant in the Morris County
Directors of Guidance; our media specialist belongs to the American
Library Association; and administrators are active members of NASSP,
ASCD, NJPSA and the Morris County Educators Association. Administrators
and staff are more than willing to present workshops to colleagues in
their various professional affiliations. The school is actively involved
in the Middle States Association of Secondary Schools and Colleges and
is a member of The College Board. Because the district supports
professional development, funding for visitations to other schools or
conventions is available.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).**

Chatham High School has a comprehensive curriculum. In addition to
regular curricular offerings, students may engage in independent study
projects or shared time classes with Morris County School of Technology.
Each department prides itself on the development of students' critical
thinking skills, problem solving, and "real-life" applications of
theory. Teacher observations and evaluations are directly related to
students' attainment of these skills. Core curricular areas offer
instruction at varied levels including Advanced Placement. The English
department curriculum is designed to develop students' reading, writing,
listening, speaking, and viewing skills. Student-centered discussions
bolster analytical skills and teach students to be careful listeners and
precise, articulate speakers. Challenging multi-genre literature,
composed of classic and modern texts, is infused throughout the
four-year curriculum. Most students of mathematics enter having
completed Algebra I. Other courses are offered, but the majority move
through geometry as freshmen, Algebra II as sophomores, pre-calculus as
juniors and calculus or AP Calculus as seniors. Many students take at
least four years of math, including electives in probability and
statistics, discrete math, and logic. Students in science use technology
to enhance laboratory activities that include peer collaboration and
long-term projects. Many take four or five science courses and explore
electives in aviation science and environmental studies. Approximately
93% of seniors are enrolled in physics. Freshman world studies is a
heterogeneously-grouped social studies course. As sophomores, students
may be placed in an honors track of US History I, followed by a similar
set of selections for US History II that adds an Advanced Placement
option. Seniors may also elect AP European History, and a variety of
electives are open to juniors and seniors with courses in AP Psychology,
holocaust and genocide, or international relations. The world language
department offers sequential study in French, German, Spanish, and
Latin. A computer-based language learning center promotes active
participation in language acquisition, and teachers emphasize practical
proficiency in both interpreting and producing spoken and written
language. Over 50% of our students are enrolled in music education. Our
state of the art MIDI (Musical Instrument Digital Interface) lab is
fully utilized to teach music theory and keyboard instruction. Art
classes range from experiencing art to AP Studio\
Art, and an annual show takes place each spring. Our technology and
business departments focus on challenging courses such as robotics, web
site management, architecture, computer-aided drafting, personal
finances, and accounting. Students in family and consumer science study
foods and nutrition. A young child program includes a laboratory
pre-school run by the students. Advanced classes in theater help hone
the talents of our thespians who produce two major productions. All
courses are aligned with the state standards and core course
proficiencies and come before the Board for annual review. Extensive
summer curriculum work enhances the curriculum with new content and
courses designed to meet the ever-changing needs of our high-performing
students.

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

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

The reading and writing components of the English curriculum are chiefly
analytic and expository, designed to develop critical thinkers and
communicators. Freshmen study mythology and world literature. Sophomore
and junior years are comprised of American literature from the Puritan
era through the postmodern period. Senior year focuses on British and
world literature. Students may select two semester courses with titles
such as The Classic Thriller, Detective Fiction, Literature of the
Holocaust and Genocide, and Wit, Irony, and Satire or year-long courses
at the honors or AP level.

The English department is dedicated to making the study of literature
and language accessible to all students, using a variety of auditory,
visual, and oral stimuli. Instructors draw connections to students'
lives to help them grasp the ideas of a text. A designated reading and
writing workshop, which normally has only six to eight students,
provides individual tutoring and differentiated instruction for students
who read below grade level. Using Kurzweil software and a computer,
reading-deficient students can listen to a text as they read it. The
Orton/Gillingham reading program, particularly effective with dyslexic
students, uses a multisensory approach to help readers to decode words.
Below-average readers have a separate study skills class, designed to
provide individualized instruction. All students have access to
technology to enhance writing and research skills.

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

Chatham High School's science department promotes a solid foundation in
all areas of the discipline. Courses run the gamut from conceptual to
honors levels, with AP courses in biology, chemistry, and integrated
physics-calculus that draw equal numbers of male and female students.
Most freshmen are enrolled in earth science; but advanced students may
opt for honors biology, affording them the option of taking more
advanced science in later years.

Consistent with our mission, students are exposed to a broad array of
learning experiences, requiring critical and creative thinking. In earth
science, students experience GLOBE school for earth science, maintain an
AWS Weather Net, and explore the Great Swamp and Sandy Hook, NJ. Biology
students participate in Liberty Science Center's Cardiac Classroom where
they view live cardiac bypass surgery via interactive video. Chemistry
courses cover basic chemistry-related technological issues that are
relevant to the community and society as well as advanced concepts
dealing with energy, chemical reactions, and Atomic Theory. Physics
students develop an understanding of physical phenomena by participating
in several applied physics competitions during the year.

Staff designed, state-of-the-art, spacious classrooms provide an ideal
atmosphere for learning that allows students to move from traditional
classroom instruction supported by technology to laboratory experiences.
Each year students are Governor's School finalists in science,
engineering, and the environment. Vast scientific community resources
provide for extensive partnerships between Chatham High School and local
professionals.

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

"First Class," our technology-based communications system, allows
students and teachers to communicate individually or in groups beyond
the school day. Students engage in guided research and web quests where
they can interact with members of the National Earth Science Association
or connect to interactive sites to grade homework. In music theory and
language lab activities, students are addressed individually, in groups,
or as a whole class, allowing teachers to partner students with
appropriate peers. The most dramatic change for all students and staff
occurred with a reconfiguration of the daily schedule, which allowed
students to select the same number of courses while increasing daily
instructional time from 43 minutes to 57 minutes. Teachers employ more
varied activities and performance-based assessments and have time to
interact with individual students. In addition, a common lunch provides
time for teachers to meet with students for extra help or for students
to use the instructional media center or technology lab. The librarian
assists individuals with research, and groups of students collaborate
with peers on projects. Every course provides multiple assessments, from
traditional tests and quizzes to exciting overnight biology trips in the
Pocono Mountains, participation in mock trials in social studies, or
engineering competitions for physics classes. Physical education classes
allow student choices that run the gamut from weight training to
team-building experiences. Teacher observation and evaluation documents
are directly linked to the teacher's ability to demonstrate multiple
means of assessment and employment of differentiated instruction.

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

The school district fully supports professional development activities,
with money set aside to offset the cost of graduate programs in a
teacher's field of expertise, in-service days that are planned jointly
by teachers and administrators, and site budgets that allow every staff
member to attend workshops. Supervisors are encouraged to support
teachers' requests to attend state and national conventions and other
important training sites, such as Advanced Placement Institutes.
Teachers serve as mentors for new staff, and school technology
assistants offer courses on a wide range of computer resources.
Transition training takes place at new teacher institutes run by
district personnel three days prior to the opening of school and during
the year. Summer curriculum work includes collaboration among colleagues
for language lab or MIDI lab instruction as well as traditional
curriculum work. The librarian trains students and teachers in the use
of the instructional media center. The district supports staff
attendance at all State Department briefings, and supervisors are
encouraged to join state and national professional associations. Ideas
gleaned from teachers' participation in these training opportunities are
used to improve instruction. Department meetings are often devoted to
presentations by teachers. County-sponsored courses are also available
to staff, where teachers can learn how to implement effective teaching
strategies in their classrooms. Teachers are expected to earn advanced
degrees in their area of expertise and continue to learn how to apply
technology to improve instruction.

## RESULTS FOR STATE CRITERION-REFERENCED TESTS

**Grade:** [11]{.underline} **Test:** [1998-2001 High School Proficiency
Test (HSPT)]{.underline}

[2001-2003 High School Proficiency Assessment (HSPA)]{.underline}

**Edition/Publication year**: [Annual]{.underline} **Publisher**: [New
Jersey Department of Education]{.underline}

**Number of students in the grade in which the test was administered:
(Reading, Mathematics, Writing)**

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Assessment (HSPA)]{.underline}

1998-1999 162 2001-2002 153

1999-2000 166 2002-2003 204

2000-2001 177

**Number of students who took the test:**

**Reading**

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Assessment (HSPA)]{.underline}

1998-1999 159 2001-2002 153

1999-2000 163 2002-2003 204

2000-2001 174

##### Mathematics

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Assessment (HSPA)]{.underline}

1998-1999 159 2001-2002 153

1999-2000 162 2002-2003 204

2000-2001 174

##### Writing

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Assessment (HSPA)]{.underline}

1998-1999 159 2001-2002 153

1999-2000 163 2002-2003 204

2000-2001 174

**What groups were excluded from testing? Why, and how were they
assessed?**

Students were not excluded from High School Proficiency Assessment
(HSPA) testing. A small percentage of students (1.7%-2.4%) were exempted
from passing the High School Proficiency Testing (HSPT) in compliance
with state guidelines for students whose Individualized Education Plan
(IEP) described alternate ways of measuring proficiency.

**Number excluded: (Reading) Percent Excluded: (Reading)**

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Test (HSPT)]{.underline}

1998-1999 3 1998-1999 1.9%

1999-2000 3 1999-2000 1.8%

2000-2001 3 2000-2001 1.7%

**Number excluded: (Mathematics) Percent Excluded: (Mathematics)**

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Test (HSPT)]{.underline}

1998-1999 3 1998-1999 1.9%

1999-2000 4 1999-2000 2.4%

2000-2001 3 2000-2001 1.7%

**Number excluded: (Writing) Percent Excluded: (Writing)**

[High School Proficiency Test (HSPT)]{.underline} [High School
Proficiency Test (HSPT)]{.underline}

1998-1999 3 1998-1999 1.9%

1999-2000 3 1999-2000 1.8%

2000-2001 3 2000-2001 1.7%

**Number excluded: Percent Excluded:**

**Reading, Mathematics, and Writing Reading, Mathematics, and Writing**

[High School Proficiency Assessment (HSPA)]{.underline} [High School
Proficiency Assessment (HSPA)]{.underline}

2001-2002 0 2001-2002 0%

2002-2003 0 2002-2003 0%

New Jersey students have to fulfill State and local graduation
requirements and a high stakes assessment to graduate from high school.
The High School Proficiency Test (HSPT) was replaced by the High School
Proficiency Assessment (HSPA) in 2001-2002. The HSPT measured essential
skills in reading, writing and mathematics. Scores were reported as
"pass" or "not pass." Graduation was contingent upon students' achieving
a score of 300 out of 500 possible points in each of the three subject
areas. The HSPT was administered to grade 11 students in October and
retakes occurred in March/April of grade 11 and October of grade 12. A
Special Review Assessment (SRA) was completed for any student not able
to demonstrate proficiency in one or more of the three subject area
tests after the fall of grade 12.

The High School Proficiency Assessment (HSPA) was created to align with
new assessments for elementary (ESPA) and middle school students (GEPA).
These tests measure students' mastery of the New Jersey Core Curriculum
Content Standards. In March 2002, HSPA Language Arts Literacy and
Mathematics was administered. Results are reported as Partially
Proficient (100-199), Proficient (200-249) and Advanced Proficient
(250-300). Students scoring in the lowest level, Partially Proficient,
are considered to be below the state cut-off for passing. A student, who
does not pass one or more sections, is provided with support, tested
again in October of grade 12 and given a Special Review Assessment.

## 

## 

## 

## RESULTS FOR STATE CRITERION-REFERENCED TESTS

Display Table **[Reading]{.underline} 1998-2001\* High School
Proficiency Test (HSPT)**

**(LAL combines Reading and Writing) 2001-2003\*\* High School
Proficiency Assessment (HSPA)**

Please Note: Students in 2002- 2003 still have an opportunity to be
retested this year.

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | 3/     | 3/     | 1      | 1      | 1      |
|                         | 03\*\* | 02\*\* | 0/00\* | 0/99\* | 0/98\* |
+-------------------------+--------+--------+--------+--------+--------+
| # SCHOOL SCORES         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 95.6   | 96.7   | 100    | 100    | 100    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 44.1   | 39.5   | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 204    | 153    | 174    | 163    | 159    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 98.3   | 99.4   | 98.1   |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 3      | 3      | 3      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 1.7    | 1.8    | 1.9    |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| School Mean Score       | 242.4  | 246.9  | 410.0  | 420.7  | 413.0  |
+-------------------------+--------+--------+--------+--------+--------+
| # SUBGGROUP SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1\. Special Education   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 88.5   | 89.2   | 100    | 100    | 100    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 23.1   | 7.1    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 26     | 28     | 25     | 27     | 12     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. Limited English     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 100    | 100    | 100    | 100    | 100    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 0      | 0      | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 1      | 2      | 2      | 1      | 2      |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. White               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 95.8   | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 44.2   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 190    | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. Hispanic            |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 100    | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 60.0   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 5      | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 5\. Multiple Ethnicity  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 87.5   | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 25.0   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 8      | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| # STATE SCORES          |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | Not    | 100    | n/a    | n/a    | n/a    |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | Not    | 81.1   | 89.9   | 90.2   | 89.4   |
| Proficient              | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | Not    | 14.8   | n/a    | n/a    | n/a    |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        | Not    | 220.7  | 410.0  | 371.9  | 372.5  |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

## RESULTS FOR STATE CRITERION-REFERENCED TESTS

Display Table **[Mathematics]{.underline} 1998-2001 \* High School
Proficiency Test (HSPT)**

**2001-2003\*\* High School Proficiency Assessment (HSPA)**

Please Note: Students in 2002-2003 still have an opportunity to be
retested this year.

+-----------------------+---------+--------+--------+--------+--------+
|                       | 20      | 200    | 200    | 199    | 199    |
|                       | 02-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-----------------------+---------+--------+--------+--------+--------+
| Testing Month         | 3       | 3/     | 1      | 1      | 1      |
|                       | /03\*\* | 02\*\* | 0/00\* | 0/99\* | 0/98\* |
+-----------------------+---------+--------+--------+--------+--------+
| # SCHOOL SCORES       |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | 100    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 93.6    | 93.5   | 100    | 100    | 100    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 51.7    | 41.5   | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 204     | 153    | 174    | 162    | 159    |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| Percent of total      | 100     | 100    | 98.3   | 97.6   | 98.1   |
| students tested       |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 0       | 0      | 3      | 4      | 3      |
| excluded              |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| Percent of students   | 0       | 0      | 1.7    | 2.4    | 1.9    |
| excluded              |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| School Mean Score     | 242.9   | 245.5  | 437.9  | 447.5  | 450.0  |
+-----------------------+---------+--------+--------+--------+--------+
| # SUBGGROUP SCORES    |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| 1\. Special Education |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | 100    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 77.0    | 89.3   | 100    | 100    | 100    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 30.8    | 21.4   | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 26      | 28     | 25     | 26     | 12     |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| 2\. Limited English   |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | 100    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 100     | 50•    | 100    | 100    | 100    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 0       | 0      | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 1       | 2      | 2      | 1      | 2      |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| 3\. White             |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 93.7    | n/a    | n/a    | n/a    | n/a    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 50.8    | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 189     | n/a    | n/a    | n/a    | n/a    |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| 4\. Hispanic          |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 100     | n/a    | n/a    | n/a    | n/a    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 60      | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 5       | n/a    | n/a    | n/a    | n/a    |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| 5\. Multiple          |         |        |        |        |        |
| Ethnicity             |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | 100     | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | 87.5    | n/a    | n/a    | n/a    | n/a    |
| Proficient            |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | 62.5    | n/a    | n/a    | n/a    | n/a    |
+-----------------------+---------+--------+--------+--------+--------+
| Number of students    | 8       | n/a    | n/a    | n/a    | n/a    |
| tested                |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| # STATE SCORES        |         |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above Basic  | Not yet | 100    | n/a    | n/a    | n/a    |
|                       | av      |        |        |        |        |
|                       | ailable |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At or Above        | Not yet | 68.4   | 91.4   | 92.3   | 92.0   |
| Proficient            | av      |        |        |        |        |
|                       | ailable |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| \% At Advanced        | Not yet | 19.1   | n/a    | n/a    | n/a    |
|                       | av      |        |        |        |        |
|                       | ailable |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+
| State Mean Score      | Not yet | 216.4  | 437.9  | 395.0  | 394.9  |
|                       | av      |        |        |        |        |
|                       | ailable |        |        |        |        |
+-----------------------+---------+--------+--------+--------+--------+

• Student successfully completed Special Review Assessment

## RESULTS FOR STATE CRITERION-REFERENCED TESTS

Display Table **[Writing]{.underline} 1998-2001 \* High School
Proficiency Test (HSPT)**

**(LAL combines Reading and Writing) 2001-2003 \*\* High School
Proficiency Assessment (HSPA)**

Please Note: Students in 2002-2003 still have an opportunity to be
retested this year.

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | 3/     | 3/     | 1      | 1      | 1      |
|                         | 03\*\* | 02\*\* | 0/00\* | 0/99\* | 0/98\* |
+-------------------------+--------+--------+--------+--------+--------+
| # SCHOOL SCORES         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 95.6   | 96.7   | 99.4   | 100    | 98.6   |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 44.1   | 39.5   | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 204    | 153    | 174    | 163    | 159    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 98.3   | 99.4   | 98.1   |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 3      | 3      | 3      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 1.7    | 1.8    | 1.9    |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| School Mean Score       | 242.4  | 246.9  | 391.9  | 382.2  | 405.1  |
+-------------------------+--------+--------+--------+--------+--------+
| # SUBGGROUP SCORES      |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1\. Special Education   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 88.5   | 89.2   | 96•    | 100    | 100    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 23.1   | 7.1    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 26     | 28     | 25     | 27     | 12     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. Limited English     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | 100    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 100    | 100    | 100    | 100    | 50•    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 0      | 0      | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 1      | 2      | 2      | 1      | 2      |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. White               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 95.8   | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 44.2   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 190    | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. Hispanic            |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 100    | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 60.0   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 5      | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 5\. Multiple Ethnicity  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | 100    | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | 87.5   | n/a    | n/a    | n/a    | n/a    |
| Proficient              |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | 25.0   | n/a    | n/a    | n/a    | n/a    |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 8      | n/a    | n/a    | n/a    | n/a    |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| # STATE SCORES          |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Basic    | Not    | 100    | n/a    | n/a    | n/a    |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above          | Not    | 81.1   | 89.9   | 90.2   | 89.4   |
| Proficient              | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Advanced          | Not    | 14.8   | n/a    | n/a    | n/a    |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| State Mean Score        | Not    | 220.7  | 391.9  | 371.9  | 372.5  |
|                         | yet    |        |        |        |        |
|                         | ava    |        |        |        |        |
|                         | ilable |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

• Students successfully completed Special Review Assessment

Grade [12]{.underline} Test [Scholastic Asssessment Test
(SAT)]{.underline}

Edition/publication year [Annual]{.underline} Publisher [Educational
Testing Service (ETS)]{.underline}

***What groups were excluded from testing? Why, and how were they
assessed?*** The SAT is a voluntary

testing program sponsored by The College Board to measure students'
development of verbal and

mathematical ability important for success in college. Students take the
test to keep doors open for

colleges that require this test for admission. Students generally take
the test in the spring of junior year

or the fall of senior year. The chart below summarizes data on the
seniors in each of the five graduating

classes included.

Scores are reported here as (check one): NCEs \_\_\_\_\_ Scaled scores
\_\_\_[X]{.underline}\_\_ Percentiles \_\_\_\_\_

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| Testing month            | V     | V     | V     | V     | V     |
|                          | aried | aried | aried | aried | aried |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 1168  | 1146  | 1162  | 1167  | 1148  |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 150   | 167   | 156   | 158   | 165   |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 98%   | 99%   | 98%   | 97%   | 97%   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0%    | 0%    | 0%    | 0%    | 0%    |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| SUBJECT SCORES           |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Mathematics Score        | 590   | 578   | 589   | 596   | 584   |
+--------------------------+-------+-------+-------+-------+-------+
| Verbal Score             | 578   | 568   | 573   | 571   | 564   |
+--------------------------+-------+-------+-------+-------+-------+
| #                        |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # STATE SCORES           |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 1016  | 1011  | 1012  | 1011  | 1008  |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 85    | 76    | 77    | 77    | 78    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| SUBJECT SCORES           |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Mathematics Score        | 515   | 513   | 513   | 513   | 510   |
+--------------------------+-------+-------+-------+-------+-------+
| Verbal Score             | 501   | 498   | 499   | 498   | 498   |
+--------------------------+-------+-------+-------+-------+-------+
| STANDARD DEVIATIONS      |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Mathematics Standard     | 118   | 118   | 113   | 116   | 116   |
| Deviation                |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Verbal Standard          | 114   | 114   | 116   | 113   | 113   |
| Deviation                |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # NATIONAL SCORES        |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # Total Score            | 1026  | 1020  | 1020  | 1019  | 1016  |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBJECT SCORES         |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| #  Mathematics Score     | 519   | 516   | 514   | 514   | 511   |
+--------------------------+-------+-------+-------+-------+-------+
| #  Verbal Score          | 507   | 504   | 506   | 505   | 505   |
+--------------------------+-------+-------+-------+-------+-------+
| # STANDARD DEVIATIONS    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| #  Mathematics Standard  | 115   | 114   | 113   | 113   | 114   |
|                          |       |       |       |       |       |
| #  Deviation             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| #  V                     | 111   | 111   | 111   | 111   | 111   |
| erbal Standard Deviation |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+