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

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

**Cover Sheet**

Name of Principal [Mr. Lee Holstrom]{.underline}

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

Official School Name [Brittany Hill Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [2701 NW 1^st^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Blue Springs MO 64015-1328]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 816 ) 224-1700]{.underline} Fax [( 816 ) 224-1704]{.underline}

Website/URL [bluesprings-schools.net]{.underline} E-mail
[lholstrom@bssd.net]{.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 [February 9, 2004]{.underline}

(Principal's Signature)

Name of Superintendent[\* Dr. Paul Kinder]{.underline}

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

District Name [Blue Springs Reorganized IV School District]{.underline}
Tel. [(816) 224-1300]{.underline}

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

Date [February 9,2004]{.underline} (Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Joyce Spears

(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 [February 9, 2004]{.underline}

(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: [13]{.underline} Elementary
schools

[4]{.underline} Middle schools

Junior high schools

[3]{.underline} High schools

[2]{.underline} Other (Briefly explain) Freshman Center,

Special Education Center

[22]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,555.43]{.underline}

Average State Per Pupil Expenditure: [\$7,345.00]{.underline}

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

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

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

4\. [6]{.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**       139       153         292

  **1**                                                     **8**       128       145         273

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       144       144                    288          Other                             

                                    **TOTAL                                                   853
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [90]{.underline} % White

the students in the school: [.05]{.underline} % Black or African
American

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

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[6]{.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 25
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 26
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        51
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    854
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0598
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.98
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [.006
%]{.underline}

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

Number of languages represented: [2]{.underline}

Specify languages:

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

[60]{.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: [9]{.underline} %

[74]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [36]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [11]{.underline} Speech or Language
Impairment

[23]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

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) [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [46]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [5]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [10]{.underline} \_\_\_\_\_\_\_\_

> Support staff [18]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [81]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[25.09]{.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 96          95.1        95.5        95.5        94.5

  Daily teacher attendance 95.7        95          95.3        94.5        94.5

  Teacher turnover rate    .03         .03         .03         .05         .03

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

# PART III -- SUMMARY

Brittany Hill Middle School, part of the Blue Springs Reorganized IV
School District in Blue Springs, Missouri, takes pride in being a
student-centered, innovative school. Focusing on the whole child, staff
gives each student opportunities to develop academically, socially,
emotionally, and morally. Brittany Hill offers students a comprehensive
range of curricular, non- and co-curricular activities giving each the
prospect to meet with success.

Brittany Hill thrives in a city of approximately 55,000 residents on the
eastern edge of the metropolitan Kansas City area. The city motto, "The
City of Cooperation" carries over to the school and is tangibly evident
as parents, students, staff, business partners, and community patrons
work together to provide a quality education for students. This spirit
is a driving force behind the school's success.

The school district embraced the middle school concept by building and
opening the school in the fall of 1994 as a facility designed both
physically and philosophically to address prevailing research on the
curricular, emotional, and physical needs of the middle level child. The
facility, its curriculum and staffing design, and mission provided the
model for the district as it built three additional middle schools over
the last nine years. The school remains focused on the middle school
concept and continues to investigate, evaluate, redesign, and implement
instruction that accommodates the whole student. Teachers work in grade
level teams to incorporate innovative teaching strategies (many
cross-curricular), critical thinking skills, hands-on experiences,
cooperative learning opportunities, alternative performance assessments,
interdisciplinary units, and technology into every classroom. At the
heart and focus of each day's activities is the school's mission that
"the administrators, teachers, students, and families of BHMS are
committed to the fostering of lifelong active learning, high academic
performance, and positive self worth through an atmosphere of mutual
cooperation and respect."

Brittany Hill sixth, seventh, and eighth graders come from a somewhat
diverse neighborhood of families representing a cross section of
educational and occupational levels. The socioeconomic status of
families ranges from lower to upper incomes. Students might come from
some of the most affluent neighborhoods in the city to
government-subsidized homes. Ninety-four percent of the students are
white and the student turnover rate is eight percent. The student
enrollment averages 875 students. BHMS houses the district's EMH
(Educable Mentally Handicapped) program giving full inclusion to special
needs students based on the least restrictive environment. Students come
to school ready and eager to learn because their teachers and parents
expect them to learn and because students want to learn.

Quality, professional staff is a hallmark of the school. Ninety-nine
percent of the teachers are classified as "highly qualified teachers"
under the guidelines of national and state legislation. Teachers average
thirteen years of experience. All teachers, counselors, and
administrators are teaching and working in their certification areas.
Longevity and low turnover rates are also characteristics of the support
staff that includes custodians, secretaries, food service workers, and
paraprofessionals. BHMS staff consider themselves to be risk takers who
are willing to ensure students the best education possible. Staff
members model life-long learning with sixty-one percent of the teachers
earning advanced degrees. Teachers are actively involved in professional
organizations for teachers and for subject areas. Many are district,
state, and national conference presenters, teach additionally at the
college level, have been on state committees to define assessments for
Missouri's children, and have earned state and national recognition.

BHMS operates under the premise that parental support and involvement is
imperative to student success. The positive link between school and home
becomes evident when one walks through the doors of BHMS. Parents are
actively involved in their children's education through volunteer
efforts, PTSA event attendance, high participation in all school
activities, and conference attendance to name a few. Students do their
homework because teachers expect it to be done and parents guarantee it
will be done. Parents participate in school and district planning for
curriculum, strategic planning, and advisement.

The school also enjoys an "open door" policy with the community. A
variety of businesses are involved in the school modeling the American
free enterprise system to the students through the business and school
partnership program. In the evenings and on weekends, gymnasiums and
sports fields are in constant use by community-sponsored sports
organizations.

## PART IV -- INDICATORS OF ACADEMIC SUCCESS

**[1. Interpreting School's Assessment Results]{.underline}**

Missouri is implementing a performance-based assessment system for use
by all public schools in the state required by the Outstanding Schools
Act of 1993. The assessment system is designed to measure student
progress toward meeting the Show Me Standards, 73 rigorous academic
standards that were adopted by the State Board of Education in January
of 1996. To achieve the Show-Me Standards, students must have a strong
foundation of knowledge and skills in subject areas and be able to apply
what they know to real-world problems and new situations. Therefore, the
Missouri Assessment Program (MAP) measures what students know as well as
what they can do.

The MAP tests in the areas of math, communication arts, science, social
studies, and health/physical education. Brittany Hill seventh graders
are tested in communication arts and science; eighth graders are tested
in math and social studies.

Three types of items are used on the tests: multiple choice questions,
short-answer constructed response items requiring students to supply an
appropriate response, and performance events that require students to
work through more complicated problems or issues. The tests are scored
and normed by CTB/McGraw-Hill and Missouri teachers. Scores are reported
in a percent score, percent of students mastering multiple choice
questions and on other items using five descriptors: Step 1,
Progressing, Near Proficient, Proficient, and Advanced. In compliance
with national No Child Left Behind legislation and as indicated by the
State of Missouri, BHMS is striving to see all students score in the top
two descriptors: Proficient and Advanced. McGraw-Hill also calculates a
percentile score (TerraNova) so that Brittany Hill students can be
compared to students nation-wide. Each year Brittany Hill students score
well above the state and national averages in all areas.

Brittany Hill Middle school students have consistently scored above the
state average on the MAP tests and in the upper ten percent of all
Missouri seventh and eighth graders. Over the last three years,
sixty-four percent of eighth graders scored in the top two categories,
"advanced" and "proficient", on the social studies test with nineteen
percent in the "nearing proficient" category. Thirty-one percent of the
eighth graders scored in the top two categories, "advanced" and
"proficient", on the MAP mathematics test and forty-four percent scored
in the "nearing proficient" range.

Again over the last three years, fifty-three percent of seventh graders
taking the communication arts MAP test scored in the top two categories
of "advanced" or "proficient" with another thirty percent scoring
"nearing proficient". Seventh graders also scored well on the MAP
science test with twenty-one percent of the student performing in the
top two categories.

Missouri does not mandate the MAP test for sixth grade. However, the
Blue Springs School District chose the CTB/McGraw-Hill TerraNova Test to
test this grade level. The TerraNova test uses nationally normed
percentiles to measure scores in reading, language arts, math, science,
social studies, and spelling. Testing sixth graders allows the district
to have a clearer understanding of student achievement before seventh
grade and gives teachers a head start on teaching students skills to
meet the Show Me Standards.

Last year, sixth graders scored above the national average in all
categories and scored at the 65^th^ percentile in reading, 73^rd^
percentile in language arts, and 70th percentile in spelling last year.

**[2. Connecting Assessment to Improved Student and School
Performance]{.underline}**

The leadership to continually interpret, define, and redefine assessment
comes from the administrators, teachers who have served on state-level
assessment committees, and dynamic master teachers in the building. The
entire faculty has used staff development to learn how to assess, read,
and interpret test results across the curriculum. Faculty is proficient
at interpreting and analyzing strengths and weaknesses then locating and
using resources to improve instructional strategies. For example, an
expert reading instructor in-serviced the staff on reading strategies
after evaluating reading test scores and targeting that subject for
improvement. The staff has also identified a variety of performance
predictors to enhance instructional methods to improve standardized test
performance.

In addition, the district provides the school with Clear Access reports
which break down each item on the state assessments, pairs the item with
skills taught, and indicates what percentage of students performed at
what level on each test item. The Clear Access reports give the teachers
specific information to redirect teaching strategies toward better
student performance. As a result, teachers deliver instruction appealing
to multiple intelligences. It also allows them to strategize in teams to
align the curriculum, define best delivery, and identify what skills to
emphasize to show student improvement and higher mastery of skills.

Individual students are helped by adjusting IEP's or 504's. Scholastic
Reading Inventory (SRI) is given to students, scores are evaluated, and
instructional strategies adjusted to fit each student who needs it.

Finally, the building identifies curricular weaknesses to identify best
methodology that in turn defines the building's ongoing overall
strategic plan for instruction.

**[3. Communicating Performance and Assessment Data]{.underline}**

BHMS incorporates middle level philosophy emphasizing the association
between promoting positive self worth and student achievement.
Student-led conferences allow students to describe in their own words,
while using their own work samples, what they are learning. Preparation
for the conferences gives students and their teachers a chance to review
learning and assessment scores. The actual conferences helps the
students share their knowledge with their parents including dialogues
about formal test scores.

Communicating with parents about how well their children are doing
includes discussion of and hard copies of TerraNova and MAP scores,
bi-annual SRI reports, e-mails/web site, written communication in the
form of midterm reports, school newspaper, and team letters/newsletters.
Students are required to keep daily plan books and parents sign the
books each week. Fine arts students communicate assessment through
concerts and exhibits. Parents enjoy attending extra-curricular
activities that showcase students' knowledge includes scholar bowl,
strategizers, forensics and music competitions, awards ceremonies for
academic excellence, Reading Counts breakfast, PTA Reflections contest,
Presidential Academic breakfast, and State Reading Certificates. Parents
receive phone calls, might have individual conferences with teachers,
receive e-mails and voice mails, and are critically involved in 504, IEP
or LEP conferences.

Staff communicates student performance to students in a variety of ways.
Discussions include academic eligibility for interscholastic sports
program, intramurals participation, assemblies for spirit, anti-drug,
and motivation. Geography, spelling and math contests are school-wide
events highlighting those who excel. Students regularly receive fitness
and happy grams reporting student's success. Small group and personal
counseling help students focus on success and achievement as does the
Eagle Time student advisory sessions. There are small group
opportunities for at-risk students and individual academic advising
times for those needing extra help with achievement.

The community at large hears and reads about BHMS students and how well
they are learning through local newspaper and television coverage, which
includes everything from printing honor rolls to covering events. The
Adopt-A-School business partnership program brings in business
executives to experience first hand the skills of their future workforce
as do parents and community members who come in to share on career days.
BHMS is highlighted monthly on the district's local television channel.

Reading bumper stickers acknowledging academic success and listening to
presentations at school board meetings and civic organizations gives
citizens opportunities to witness success at BHMS.

**[4. Sharing Success with Other Schools]{.underline}**

Brittany Hill Middle School staff has opportunities to share the
school's and students' successes with other schools within the district
at district-wide curriculum meetings, professional development days, and
through smaller group settings such as the district's math and writing
cadres and Success Link (science counsel). Participation in professional
organizations such as the Missouri State Teacher's Association, where
BHMS has the highest percentage of assembly delegates, gives teachers a
chance to showcase their school; they often are called upon at state
meetings to make presentations to share what they do to foster student
success on mandatory state tests and on general mastery of their
teaching subject. Most teachers are active participants in professional
organizations for their subject area.

Two teachers have been National Disney Teachers of the Year modeling
best practice and methodology to a national audience. Teachers have
produced original music CDs of science songs and have had lesson plans
published on websites and in professional magazines.

Teachers also present at the national level and use BHMS student samples
and lesson plans as means for modeling student success and best teaching
practices. BHMS teachers serve as valuable active participants on state
teams developing and realigning the state assessment tools while again
demonstrating what is happening in their classrooms and showcasing the
knowledge level of their students.

Brittany Hill students participate in a variety of competitions with
other schools in forensics, gifted and talented education (Extempore,
Scholar Bowl, and Strategizers), spelling, math, and geography bees,
stock market games, and music competitions. These competitions give
students a chance to display their knowledge, logic processes, and
talents while webbing subject matter across the curriculum.

Currently one teacher from Brittany Hill is on assignment as a Missouri
STARR teacher who in-services teachers in other districts presenting
curriculum ideas to other districts based on what she teaches at BHMS.
Two other teachers have also served in past years as STARR teachers.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**[1. The Curriculum]{.underline}**

Students are placed in teams of 100 with a student to teacher ratio of
25 to one and share a team of core teachers who have a collective plan
time. Core classrooms are next to each other and students' lockers are
located in the hallways near their team's classes. The building's
physical design separates each grade level helping facilitate
interdisciplinary teaching across the curriculum.

Sixth graders enroll in the required core classes science, social
studies, mathematics or advanced math, language arts, and reading; core
courses align with the nationally normed McGraw Hill TerraNova and allow
one to measure BHMS students with students nationally. Exploratory
classes include art, computers, speech/drama, foreign language,
family/consumer science, technology, physical/health education, music
(vocal, instrumental, orchestra), and STRETCH (gifted/talented).

Students use language arts as a tool for learning and communicating in
all disciplines. Language arts encompasses writing, reading and writing
comprehension and organization, grammar, usage, language mechanics, and
literature exploration. Reading skills are emphasized through studying a
variety of literature. Reading strategies and use of media reference
resources are also taught in preparation for life-long learning. The
math curriculum emphasizes number sense. Units include decimals,
fractions, measurement, mental math, geometry, statistics, graphing, and
probability. Critical thinking, logical reasoning skills, and problem
solving skills are part of everyday learning. An extended math offering
is available for highly motivated students who did well in fifth grade
math. The science core uses hands-on activities for processing science
concepts in a general framework that emphasizes physical science.
Laboratory experiences and scientific research are part of the students'
work in science. In social studies, students learn about government,
economics, geography, ethnic cultures, historical and current events,
and general study skills.

Seventh graders enroll in the required core courses of language arts,
math or pre-algebra, science, social studies, academic skills, and
physical education/health. In addition, students choose one of the
following: computer exploration, language for everyone, or speech and
drama. Students take exploratory classes in art, family and consumer
science, technology, and vocal or instrumental (band or orchestra)
music.

Language arts is an in-depth continuation of the previous year; students
are expected and tested on a deeper understanding and mastery of the
concepts taught the year before. Skills to be mastered are carefully
aligned with MAP skills and standards. Students may choose to enroll in
either mathematics or pre-algebra. Math class emphasizes computational
and problem-solving skills. Pre-algebra is designed for students
planning to follow a more demanding course of study. Science overviews
the six major kingdoms of living things and their environmental
relationships and are specifically aligned with the state's MAP test
criteria. Social studies explores the major periods of ages in ancient
history and includes political, economic, and geographic insights.
Academic skills class provides opportunities for building additional
skills related to reading, writing/MAP, study skills, economics, and
career exploration. Seventh graders have the same exploratory options as
sixth grade and are expected to increase proficiency.

Eighth graders take the required courses of language arts, pre-algebra
or algebra (high school curriculum), science, social studies, academic
skills, and physical education/health. Students take the MAP test in
math and social studies.

As in the two previous grades, students are expected to master a
hierarchy of skills in the core areas and are accountable for these
skills through proficiency on the MAP tests. Again, language arts is an
in-depth continuation of previous skills with a strong emphasis on
mastering new age-appropriate skills, which align with the MAP.
Pre-algebra includes all standard topics of middle school math while
algebra is designed as a more rigorous study of algebraic concepts.
Science for eighth grade furthers skills in scientific inquiry and
relevance, matter and energy, and universe and earth systems such as
meteorology, hydrology, oceanography, and geology. In social studies,
students learn about American history from exploration to the Civil War
along with emphasis on heritage, events, and people. In the spring
students take the Social Studies MAP test. Academic skills class
provides opportunities for building additional skills related to
reading, writing/MAP, studying, economics, and career exploration.

**[2. English Language Curriculum and Reading Improvement]{.underline}**

Students use language arts as a tool for learning and communicating in
all disciplines; it encompasses writing, reading and writing
comprehension and organization, grammar, usage, language mechanics,
literature exploration, reading strategies, journaling, reflection, and
use of media reference resources. Students use a variety of forms to
write for different audiences and purposes. Students interact and
respond to professional and peer writers. Writing skills are paired with
literary elements and are discussed and applied to the student's use of
language. Teachers continually look at test scores to find weaknesses
and realign their teaching strategies and the curriculum accordingly.
Students have opportunities for reading and writing in all classes
including foreign language (vocabulary, grammar and writing skills), art
(reports on artists), speech/drama (speech/play/scene writing),
computers (brochures, reports, flyers), industrial tech (research and
reading in modules), and family/consumer science (create brochures and
reports). Students learn to "power write', an intense design for
organizing and structuring their writing so that they know how to write
what they want and in what order. A major component of the reading
strategy for the school is the Reading Counts motivational program that
rewards students for developing reading skills and good reading habits.
Students earn points for answering comprehension questions, accumulate
points, and cash them in at a recognition breakfast where they may win
prizes.

Students reading below grade level are identified through the MAP Clear
Access reports and through the Scholastic Reading Inventory; reading
intervention plans are designed for each. Areas to improve such as
comprehension, vocabulary, and writing skills are targeted for the
individual student using the McGraw-Hill Read 180 program and Reading
After School Club. The Success Club provides tutors.

All students can strengthen reading skills through activities such as
reading club, literature circles, author/speaker visits, Eagle Time
reading time, Book Talks, The Mark Twain Program, ESL books/

program, and the SAT/ACT vocabulary study. There are competitions and
rewards for achieving success in reading; these include the PTSA
Reflections contest, Reading competition awards for high readers, The
Mark Twain Program, District Poetry Contest, VFW Essay Contest, and the
Read XL writing contest.

**[3. Social Studies Curriculum/Essential Skills and Knowledge
Base]{.underline}**

Social studies test scores show significant mastery of this discipline.
Social studies focuses many activities across the curriculum beginning
with yearly school-wide thematic units (Lewis and Clark Expedition,
history of Kansas City, anniversary of 9-11, Oregon Trail, decades
study, etc.). Each grade level works through several interdisciplinary
units in a school year. Sixth grade uses social studies to drive the
curriculum webbing reading and writing projects with math and science
activities. For example, the unit on culture/regions around the world
shows students cultural differences; students use all subjects to create
their own culture which includes developing a language, government,
currency, food, clothing, economic structure, etc.

Seventh grade studies the Middle Ages, Egypt, Charles Dickens, and
Ancient Greece, China, and Mesopotamia to teach across the curriculum
incorporating activities such as using math skills to design stain glass
window art when studying the Renaissance and math and art skills to make
Chinese kites. For example, the Charles Dickens unit incorporates all
subjects as they study the plague (science and health), design clothing
(art and science), read *A Christmas Carol* (language arts), prepare a
feast (foods/consumer science), build models and displays (math and
art), and produce flyers and brochures (computers).

Eighth grade revisits cultures turning them into colonies with a more
in-depth study of how people live and work together. The year begins
with a comprehensive study and understanding of team building where
students are randomly grouped and given a series of challenges to solve.
Becoming problem solvers and recognizing the work of the individual are
the two primary skills students learn from the unit as they learn to be
team players. These skills are fine-tuned as the year progresses through
a series of other social studies activities that includes studying the
Civil War and the history of Kansas City. Current events are studied
across the curriculum using Channel One broadcasts.

**[4. Instructional Methods]{.underline}**

BHMS teachers are creative and innovative practitioners who use current
research and in-service opportunities to design the best methods for
delivering instruction and learning opportunities. Among these methods
are graphic organizers (a way students can learn to think and visually
organize to connect ideas, formulate thoughts, flow charting, outline,
graph, diagram, and map visually), computers, labs, cooperative
learning, groups and clubs, teambuilding, interdisciplinary units,
subject matter songs, mnemonics, simulations, presentations, debates,
Socratic seminars and academic controversies, games, student work
displays, self-questioning -- Webquests (a web page that asks students
to use linked websites; used at BHMS to do real-world projects such as
designing a house), journals, tutors, peer tutors, career days, job site
visits, field trips, ETV/Channel 1, guest speakers, co-teaching -- class
within a class, tactile learning, and supplementary texts and resources.

Interdisciplinary units are a consistent approach to instruction and are
taught throughout the building, within a grade level, and within a team.
Faculty uses an interdisciplinary approach to help students see
connections and patterns between the different disciplines and to
emphasize learning as a life-long skill.

Computers are used for Internet research, publishing, and Power Point
(presentations, speeches, and reports). Inspiration software is used so
students may create mind maps and graph their thoughts and ideas and
educational games to peak curiosity about all subjects.

**[5. Professional Development]{.underline}**

Faculty recognized a few years back that a weakness in the building's
professional development was that it was random and only related to
individual goals not necessarily the school's goals and student
achievement. The staff has worked diligently to relate professional
development to building (CSIP) and state (MSIP) curricular goals.
Further, the staff realized a need to align PD standards to the national
standards in order to become a more collaborative, analytical faculty
(culture) and, to assimilate a high number of new teachers, the staff
felt need to team build before doing higher level collaborations.
Several examples are listed.

After being designated as a Disney Teacher of the Year, the teacher and
the principal received professional development from Center for
Collaborative Education which resulted locally in a "Critical Friends"
group where teachers regularly use protocols for analyzing student work
and linking teacher practice to student achievement. As one of the
building's CSIP 2002-03 goals for reading, a master teacher shared
expertise in job-embedded, collaborative format. Each teacher
implemented a new reading strategy in their core subject area and
presented it back to the group. Teachers read the book, *Teaching with
the Brain in Mind* and rich conversation ensued. Many text-based
discussions followed. Action research data was collected. Teachers went
to professional conferences and learned to conduct student-led
conferences then shared the technique with other teachers. Now fall
parent-teacher conferences are all student-led.

A book club meets regularly where teachers voluntarily come together to
discuss professional readings/research. There are also regular
text-based discussions in curriculum groups where teachers study "best
practice", concepts then read through and discussed the NMSA position
statement.

Math cadre/middle school math meetings discuss weaknesses in MAP scores
and discuss common problems and best practices, mentored young teachers,
discuss and collaboratively look at released items and look at ways to
improve scores. Brittany Hill's state STARR teacher shared with entire
faculty how to use common graphic organizers simultaneously to improve
student organization and improve writing. ESL in-service, special
education in-service, and an in-service on dealing with the emotionally
disturbed students have all been focuses of faculty meetings.

Paraprofessionals annually attend a day of training in various
behaviors.

CRAFTS (Creating Really Alleviates Faculty and Teaching Stress) as a
team building tool, meets one time per month and different teachers
teach basket weaving, beadwork, cake decorating, gift wrapping, candle
making, etc. to other teachers building relationships and rapport with
one another.

6.  **[Foreign Language]{.underline}**

BH offers three years of foreign language curriculum. All levels
emphasize listening comprehension, reading, writing, and cultural
issues. The use of technology provides students with an extensive
interactive approach to learn foreign languages and cultures.

All sixth graders are introduced to eight languages (Arabic, Chinese,
French, German, Japanese, Russian, Spanish, Swahili) in a six-week
course. Students sing songs, construct crafts and flags, and prepare
authentic foods. Using computers, they study geography, modern native
pronunciations to learn basic phrases, and do research to create
informative brochures. Seventh grade foreign language students meet
every other day in a class team-taught by the French and Spanish
teachers. This innovative class teaches French and Spanish
simultaneously enhancing language exposure and language recognition.
This vital trip to Mexico and France leads students to learn situational
phrases in order to acquire passports, exchange money, plan travel
itineraries, visit famous sites, experience cultures and cuisines, and
go on an archeological dig. This is partly accomplished by using the
Internet and interactive computer programs. Students with a variety of
ability levels find success in these two exploratory years because
assessment is based on participation.

Eight grade students pick either French or Spanish Level I courses to
accelerate their foreign language learning. These classes provide
students the opportunity to begin their high school foreign language
program a year early. Students can then enter Level II as freshmen.
Classes at this level stress basic skills and listening comprehension,
speaking, reading, writing, and culture with an introduction to simple
grammar.

Grade [Six]{.underline} Test \_\_\_[CTB McGraw-Hill TerraNova --
Reading]{.underline}

Edition/publication year \_\_\_[Edition One, 1997]{.underline}\_\_
Publisher \_\_\_[CTB McGraw-Hill\_\_\_]{.underline}

Number of students in the grade in which the test was administered :

  ------------------ ---------------------------- -----------------------
  Year               Number of Sixth Graders      Number of Sixth Graders
                                                  Tested

  1998-99            292                          287

  1999-2000          322                          296

  2000 - 01          312                          306

  2001-02            320                          299

  2002-03            280                          264
  ------------------ ---------------------------- -----------------------

What groups were excluded from the testing? [These are students who did
not finish the test due to absences or did not make a valid attempt on
the test. Therefore, they were not assessed]{.underline}

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

+------------------------+-------+--------+--------+--------+---------+
|                        | 20    | 2      | 2      | 199    | 1998-99 |
|                        | 02-03 | 001-02 | 000-01 | 9-2000 |         |
+------------------------+-------+--------+--------+--------+---------+
| Testing month - April  |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| ### SCHOOL SCORES      |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Total Score (National  | 65    | 78     | 78     | 75     | 78      |
| Percentile of the      |       |        |        |        |         |
|                        |       |        |        |        |         |
| Normal Curve           |       |        |        |        |         |
| Equivalent**\*** )     |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 264   | 299    | 306    | 296    | 287     |
| tested                 |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Percent of total       | 94    | 93     | 98     | 92     | 98      |
| students tested        |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 26    | 21     | 6      | 26     | 5       |
| excluded               |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Percent of students    | .09   | .06    | .02    | .08    | .02     |
| excluded               |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| SUBGROUP SCORES        |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| 1\. Special Education  | 654.6 | 663.3  |        | 669.5  |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 13    | 13     |        | 15     |         |
| tested                 |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| NATIONAL MEAN          | 679.2 | 690.6  | 691.1  | 686.5  | 690.9   |
| SCORE\*\*              |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| NATIONAL STANDARD      | 32.5  | 30.8   | 30.7   | 31.5   | 32.2    |
| DEVIATION              |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+

Grade \_\_[Six\_\_]{.underline}

Test \_\_\_[CTB McGraw-Hill TerraNova -- Mathematics]{.underline}

[The test]{.underline} \_

Edition/publication year \_\_\_[Edition One, 1997]{.underline}\_\_
Publisher \_\_\_[CTB McGraw-Hill\_\_\_]{.underline}

Number of students in the grade in which the test was administered :

  ------------------ ---------------------------- -----------------------
  Year               Number of Sixth Graders      Number of Sixth Graders
                                                  Tested

  1998-99            292                          287

  1999-2000          322                          296

  2000 - 01          312                          306

  2001-02            320                          299

  2002-03            280                          264
  ------------------ ---------------------------- -----------------------

What groups were excluded from the testing? [These are students who did
not finish the test due to absences or did not make a valid attempt on
the test. Therefore, they were not assessed]{.underline}

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

+------------------------+-------+--------+--------+--------+---------+
|                        | 20    | 2      | 2      | 199    | 1998-99 |
|                        | 02-03 | 001-02 | 000-01 | 9-2000 |         |
+------------------------+-------+--------+--------+--------+---------+
| Testing month - April  |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| ### SCHOOL SCORES      |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Total Score (National  | 71.2  | 78.3   | 77     | 76     | 82      |
| Percentile of the      |       |        |        |        |         |
|                        |       |        |        |        |         |
| Normal Curve           |       |        |        |        |         |
| Equivalent**\***)      |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 264   | 299    | 306    | 296    | 287     |
| tested                 |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Percent of total       | 94    | 93     | 98     | 92     | 98      |
| students tested        |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 1     | 1      | 1      | 1      | 3       |
| excluded               |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| Percent of students    | .003  | .003   | .003   | .003   | .01     |
| excluded               |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| SUBGROUP SCORES        |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| 1\. Special Education  | 653.5 | 642.2  |        | 657.3  |         |
+------------------------+-------+--------+--------+--------+---------+
| Number of students     | 13    | 13     |        | 15     |         |
| tested                 |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| NATIONAL MEAN          | 684.7 | 693.8  | 693.6  | 691.4  | 699.8   |
| SCORE\*\*              |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+
| NATIONAL STANDARD      | 32.3  | 32.1   | 32.1   | 32.5   | 34.1    |
| DEVIATION              |       |        |        |        |         |
+------------------------+-------+--------+--------+--------+---------+

Grade [Seven]{.underline}

Test [Missouri Assessment Program (MAP) Test -- Communication
Arts]{.underline}

Edition/publication year [Edition One, 1997]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered :

  --------------- ------------------------ ------------------------------
  Year            Number of Seventh        Number of Seventh Graders
                  Graders                  Tested

  1998-99         316                      293

  1999-2000       339                      330

  2000 - 01       335                      325

  2001-02         3198                     318

  2002-03         282                      274
  --------------- ------------------------ ------------------------------

What groups were excluded from the testing? [These are students who did
not finish the test due to absences or did not make a valid attempt on
the test. Therefore, they were not assessed]{.underline}

[Standards for basic proficient, and advanced state
categories:]{.underline} Scores are reported in percent scores, percent
of students who master multiple choice questions, and on other items,
using five descriptors: **Step 1** (students not mastering the concepts
taught), **Progressing** (students mastering some concepts, but not
performing at their grade level), **Nearing Proficiency** (students at
or near average for their grade level), **Proficient** (student
performing many items at their grade level), and **Advanced** (students
mastering most of the skill at their grade level). The level of student
mastery for each of the five descriptors varies from test to test and
year to year as state standards are met and testing is reviewed and
revised. Student mastery levels continue to rise and expectations for
higher achievement continues to focus on and be tied to the No Child
Left Behind legislation.

SEE FIVE-YEAR TEST SCORE TABLE ON NEXT PAGE

**Missouri Assessment Program (MAP) Test**

**Seventh Grade Communication Arts Test**

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

+------------------------------+-------+-------+-------+-------+------+
|                              | 20    | 20    | 20    | 1999  | 199  |
|                              | 02-03 | 01-02 | 00-01 | -2000 | 8-99 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month April          |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ### SCHOOL SCORES            |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 83    | 82    | 81    | 85    | 85   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 53    | 53    | 54    | 50    | 5157 |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 3     | 5     | 4     | 4     | 6    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 274   | 318   | 325   | 330   | 293  |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 97    | 99.6  | 97    | 97    | 92.7 |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Number of students excluded  | 8     | 1     | 10    | 9     | 23   |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 3     | .04   | 3     | 3     | 7.03 |
+------------------------------+-------+-------+-------+-------+------+
| **SUBGROUP SCORES**          |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| 1\. Amer. Indian or Alaska   |       |       |       |       |      |
| Native                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 84    | 100   | 100  |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 17    | 33    | 67   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 6     | 4     | 5    |
+------------------------------+-------+-------+-------+-------+------+
| 2\. Asian                    |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 50    | 0     | 0     | 100   | 100  |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 50    | 0     | 0     | 67    | 40   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 17    | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 6     | 0     | 0     | 4     | 4    |
+------------------------------+-------+-------+-------+-------+------+
| 3\. Black (not Hispanic)     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 90    | 67    | 54    | 100   | 100  |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 54    | 50    | 23    | 50    | 38   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 9     | 0     | 0     | 8     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 11    | 6     | 13    | 14    | 8    |
+------------------------------+-------+-------+-------+-------+------+
| 4\. Hispanic                 |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 78    | 0     | 80    | 100   | 100  |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 56    | 0     | 70    | 50    | 67   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 20    | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 9     | 5     | 10    | 6     | 7    |
+------------------------------+-------+-------+-------+-------+------+
| 5\. LEP Students             |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     | 2     | 1    |
+------------------------------+-------+-------+-------+-------+------+
| 6\. Free and Reduced Lunch   |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 43    | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 14    | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 7     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| 7\. Pacific Islander         |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     | 0     | 100  |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     | 0     | 50   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     | 0     | 2    |
+------------------------------+-------+-------+-------+-------+------+
| 8\. White (not Hispanic)     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 53    | 79    | 80    | 81    | 78   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 51    | 55    | 70    | 54    | 64   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     |       | 5     | 0     | 4     | 7    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 232   | 279   | 248   | 295   | 284  |
+------------------------------+-------+-------+-------+-------+------+
| #### STATE SCORES            |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 64    | 65    | 65    | 62    | 61   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 33    | 32    | 34    | 32    | 30   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 2     | 2     | 2     | 3     | 2    |
+------------------------------+-------+-------+-------+-------+------+

Grade [Eight]{.underline}

Test [Missouri Assessment Program (MAP) Test -- Mathematics]{.underline}

Edition/publication year [Edition One, 1997]{.underline} Publisher [CTB
McGraw-Hill]{.underline}

Number of students in the grade in which the test was administered :

  --------------- ------------------------ ------------------------------
  Year            Number of Eighth Graders Number of Eighth Graders
                                           Tested

  1998-99         302                      294

  1999-2000       336                      321

  2000 - 01       338                      322

  2001-02         343                      329

  2002-03         303                      297
  --------------- ------------------------ ------------------------------

What groups were excluded from the testing? [These are students who did
not finish the test due to absences or did not make a valid attempt on
the test. Therefore, they were not assessed]{.underline}

[Standards for basic proficient, and advanced state
categories:]{.underline} Scores are reported in percent scores, percent
of students who master multiple choice questions, and on other items,
using five descriptors: **Step 1** (students not mastering the concepts
taught), **Progressing** (students mastering some concepts, but not
performing at their grade level), **Nearing Proficiency** (students at
or near average for their grade level), **Proficient** (student
performing many items at their grade level), and **Advanced** (students
mastering most of the skill at their grade level). The level of student
mastery for each of the five descriptors varies from test to test and
year to year as state standards are met and testing is reviewed and
revised. Student mastery levels continue to rise and expectations for
higher achievement continues to focus on and be tied to the No Child
Left Behind legislation.

SEE FIVE-YEAR TEST SCORE TABLE ON NEXT PAGE

**Missouri Assessment Program (MAP**) Test

Eighth Grade Mathematics Test

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

+------------------------------+-------+-------+-------+-------+------+
|                              | 20    | 20    | 20    | 1999  | 199  |
|                              | 02-03 | 01-02 | 00-01 | -2000 | 8-99 |
+------------------------------+-------+-------+-------+-------+------+
| Testing month April          |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| ### SCHOOL SCORES            |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 76    | 63    | 72    | 68    | 56   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 31    | 28    | 28    | 23    | 18   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 4     | 5     | 3     | 4     | 1    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 297   | 329   | 322   | 321   | 294  |
+------------------------------+-------+-------+-------+-------+------+
| Percent of total students    | 100   | 100   | 100   | 96    | 97   |
| tested                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Number of students excluded  | 6     | 14    | 16    | 15    | 8    |
+------------------------------+-------+-------+-------+-------+------+
| Percent of students excluded | 1     | 5     | 4     | 4     | 3    |
+------------------------------+-------+-------+-------+-------+------+
| **SUBGROUP SCORES**          |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| 1\. Amer. Indian or Alaska   |       |       |       |       |      |
| Native                       |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     | 50    | 67   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     | 25    | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     | 4     | 7    |
+------------------------------+-------+-------+-------+-------+------+
| 2\. Asian                    |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     | 60    | 1000 |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     | 40    | 50   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     | 6     | 4    |
+------------------------------+-------+-------+-------+-------+------+
| 3\. Black (not Hispanic)     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 20    | 55    | 54    | 45    | 20   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 10    | 0     | 9     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 10    | 11    | 11    | 9     | 10   |
+------------------------------+-------+-------+-------+-------+------+
| 4\. Hispanic                 |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 83    | 28    | 63    | 45    | 40   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 33    | 14    | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 6     | 14    | 8     | 10    | 10   |
+------------------------------+-------+-------+-------+-------+------+
| 5\. LEP Students             |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| 6\. Free and Reduced Lunch   |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 60    | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 13    | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 15    | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| 7\. Pacific Islander         |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 0     | 0     | 0     | 0     | 50   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 0     | 0     | 0     | 0     | 0    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 0     | 0     | 0     | 2     | 2    |
+------------------------------+-------+-------+-------+-------+------+
| 8\. White (not Hispanic)     |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 78    | 66    | 74    | 72    | 58   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 32    | 30    | 31    | 31    | 22   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 4     | 6     | 4     | 5     | 1    |
+------------------------------+-------+-------+-------+-------+------+
| Number of students tested    | 266   | 278   | 284   | 286   | 242  |
+------------------------------+-------+-------+-------+-------+------+
| #### STATE SCORES            |       |       |       |       |      |
+------------------------------+-------+-------+-------+-------+------+
| Nearing Proficient           | 49    | 45    | 45    | 43    | 40   |
+------------------------------+-------+-------+-------+-------+------+
| Proficient                   | 14    | 13    | 14    | 14    | 11   |
+------------------------------+-------+-------+-------+-------+------+
| Advanced                     | 1     | 1     | 1     | 1     | 1    |
+------------------------------+-------+-------+-------+-------+------+