##### *Revised 4-5-06*

##### *2005-2006 No Child Left* 

##### *Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_X\_ High \_\_ K-12 \_\_Charter

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

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

Official School Name Divide County High School

(As it should appear in the official records)

School Mailing Address\_\_206 ST PO Box
G\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Crosby[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
ND\_]{.underline} [58730-0662]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_Divide\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_12\_\_\_

Telephone [( 701)-965-6392]{.underline} Fax [( 701 )
965-6962]{.underline}

Website/URL: www.divide-co.k12.nd.us E-mail
[lee.lampert@sendit.nodak.edu]{.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_2/09/2006\_

(Principal's Signature)

Name of Superintendent\* [Mr. Don Nielsen]{.underline}

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

District Name [Divide County School Dist. 1]{.underline}Tel. [(
701)965-6313]{.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.

Date2/09/2006\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's Signature)

Name of School Board President/Chairperson [Mr. Arden Eide]{.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_02/09/2006 (School Board President's/Chairperson's Signature)

**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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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: \_\_\_1\_ Elementary schools

\_\_\_\_\_ Middle schools

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

\_\_\_1\_ High schools

\_\_\_\_\_ Other

\_\_\_2\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_[7720.31]{.underline}\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_[7024]{.underline}\_\_\_\_\_\_\_\_

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

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

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

4\. 1 Number of years the principal has been in her/his position at this
school.

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

(Prior to this the principal was here for 22 years)

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

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

  **PreK**                                                  **7**       12        12          24

  **K**                                                     **8**       12        12          24

  **1**                                                     **9**       17        13          30

  **2**                                                     **10**      21        11          32

  **3**                                                     **11**      9         14          23

  **4**                                                     **12**      19        8           27

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   160
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [99]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 112
                            the school as of October 1  

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

  **(6)**                   Amount in row (5)           7
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_0\_\_\_\_\_\_%

\_\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_45\_\_\_\_%

Total number students who qualify: \_\_\_40\_\_\_\_\_

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

10\. Students receiving special education services:
\_\_\_\_.071\_\_\_\_%

\_\_8\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_4\_\_Specific Learning Disability

\_\_2_Emotional Disturbance \_\_1\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_1\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_\_1\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_10\_\_\_\_ \_\_\_2.28\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_2\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_1.76\_\_\_\_

> Support staff \_\_\_\_3\_\_\_ \_\_\_\_2.88\_\_\_\_
>
> Total number \_\_\_\_\_14\_\_ \_\_\_\_8.12\_\_\_\_

12\. Average school student-"classroom teacher" ratio, that is, the
number of

> students in the school divided by the FTE of classroom teachers:
> \_\_\_16:1\_\_\_\_

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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  98%         97%         96%         \%          \%

  Daily teacher attendance  97%         96%         96%         \%          \%

  Teacher turnover rate     0%          0%          0%          \%          \%

  Student dropout rate      0%          0%          0%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     1%          0%          0%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+--------------------------------------------------------+-------------+
| Graduating class size                                  | > \         |
|                                                        | _\_38\_\_\_ |
+--------------------------------------------------------+-------------+
| Enrolled in a 4-year college or university             | > \_        |
|                                                        | \_\_66\_\_% |
+--------------------------------------------------------+-------------+
| Enrolled in a community college                        | > \_        |
|                                                        | \_\_13\_\_% |
+--------------------------------------------------------+-------------+
| Enrolled in vocational training                        | > \         |
|                                                        | _\_0\_\_\_% |
+--------------------------------------------------------+-------------+
| Found employment                                       | > \_        |
|                                                        | \_13\_\_\_% |
+--------------------------------------------------------+-------------+
| Military service                                       | > \         |
|                                                        | _0\_\_\_\_% |
+--------------------------------------------------------+-------------+
| Other (travel, staying home, etc.)                     | > \         |
|                                                        | _0\_\_\_\_% |
+--------------------------------------------------------+-------------+
| Unknown                                                | > \         |
|                                                        | _\_\_8\_\_% |
+--------------------------------------------------------+-------------+
| **Total**                                              | > 100 %     |
+--------------------------------------------------------+-------------+

**Part III Summary**

Divide County High School was built in 1972 and is located in
northwestern North Dakota. We are the only high school in the county
which is bordered by Montana and Canada. Crosby a town of approximately
900 people and has been called the biggest little town on the prairie.
The students at Divide County High School come mainly from agricultural
related fields and because of the vastness of our District, students may
ride many miles on a bus to get to school. The mission of Divide County
High School is to "Provide all students with the opportunity to learn
and become responsible, productive citizens". Here at Divide County we
feel that students are offered a well balanced curriculum taught by an
exceptional staff, which allows them to follow our mission. All high
school students must take six classes per day and are required to have
21 credits for graduation. Electives include an extensive
technology/business department, Vocational Courses, and upper level math
and sciences. Students also have the option of taking courses via ITV
which includes Spanish 1-2 and Art Appreciation/Fundamentals. Our music
program is very successful in both band and choir.

Like all small towns the school is the main hub of the community. Not
only is the school the largest employer in town it also serves as
meeting place for many organizations. Annual meetings of the local
co-operatives are always held in the schools newly renovated auditorium.
DCHS works closely with the community in many capacities ranging from
plays, work bees and local building projects.

Students at DCHS can never say they have nothing to do, with all the
extra and intra school activities that are available. Our sports
programs over the years have won state championships in Girls and Boys
Basketball and Football. FBLA, FCCLA and FFA have all done exceptional
in state and national competition, as has our drama and Academic Olympic
teams. The success of DCHS students does not stop at graduation, we are
very proud of how successful our former students have become. Many have
chosen to stay and raise their own families, and give their children an
opportunity to attend DCHS. If it sounds like I am bragging its true,
because I am a DCHS graduate, taught here for 27 years and now I'm the
Principal.

**Part IV Indicators of Academic Success**

1.  **Assessment Results:**

Student performance results serve as baseline data to track overall
student performance. These results also serves as baseline data for
identifying schools for program improvement as defined within the
Federal No Child Left Behind Act. In the State Assessment, students
demonstrate their knowledge of expected math and reading/language arts
content. Students overall achievement is reported in terms of what a
student should be able to perform at a specific grade, as established
and determined by North Dakota teachers. North Dakota reports student
performance within four categories: novice, partially proficient,
proficient and advanced. The goal at Divide County High School is to
raise all students to the proficient and advanced categories. Committees
of North Dakota teachers defined all State content and achievement using
the following benchmarks. To be considered proficient in Math an eighth
grade student would need to score in the top 50 and an 11th grade
student would need to be in the top 43%. Reading levels were 71% and 57%
respectively. Divide County High School on the last assessment for
school year 04-05 had a composite score of 92 for reading (88 for
economically disadvantaged) and a 88 in math with an 84 for economically
disadvantaged. All scores and assessments can be found at
[www.dpi.state.nd.us/testing](http://www.dpi.state.nd.us/testing).Originally
12^th^ grade students were required to take the CTB test. It was found
that all scores both locally and state were low. It was felt that 12^th^
grade students did not take the test seriously. Once testing was done
for 11^th^ grade students a dramatic increase was shown. At Divide
County High School our scores increased 20-30%, without any disparities
in subgroups.

2.  **Using Assessment Results:**

Once the annual scores have been disseminated to all participating
schools in North Dakota, these reports identify the performance of each
school, district and State. It is the responsibility of each school to
analyze the results and relate the information back to the classroom. By
using the states Primary Indicators, which is based on student
achievement and participation, the local school system can see how the
scores of your students compare to state scores. Once the reports are in
the Superintendent, Principal and the Policy and Curriculum Committee of
the Divide County School Board meet to go over the results. Test scores
have indicated that student learning is increasing and all measures
should continue to enforce these increases. Secondary indicators would
include attendance and graduation rates. Divide County High School
scores have had a steady increase which promotes the idea that our
students are performing well on the state assessments. Divide County
High School also has a very high attendance rate and a graduation rate
in the high 90's to 100%.

**3.** **Communicating Assessment Results:**

School districts are responsible for the distribution of performance
reports to all schools within the district and all students and their
parents within each school. At Divide County High School, we use a
variety of methods to insure that all performance information is
distributed properly. Once the test results are back the Guidance
Counselor visits with each student individually to inform the student of
his/her results. The first step used to inform the parents is at our
fall Parent/Teacher conference. Every attending parent is given the
results of their child and the results of the school. The Principal and
Counselor are on hand to explain these scores to the parents. Also the
Principal is designated to present all material to the local school
board at which time the press obtains all documentation for an article
in the local newspaper. All people involved are encouraged to visit the
school office at any time to visit about how their school and student
are doing academically.

**4. Sharing Success**

Divide County High School has invited neighboring school districts to
send students to our high school for opportunities not available in
their district. In recent years, two districts have sent students to
take advantage of this offer. Those students were able to select any of
our course offerings while in attendance. The majority of the courses
taken by outside students were in the vocational areas.

Divide County School district has participated with several other
districts in a Curriculum Development Project. Many of our teachers
served on committees in all curricular areas and were able to share what
we do in our school. Our superintendent was coordinator for the
Northwest Education Consortium.

Not only have we shared in academic areas, but in extracurricular
activities as well. Many out-of-district students have participated in
athletics, Future Business Leaders of America and Future Farmers of
America. The out-of-district students have experienced some wonderful
opportunities not available to them otherwise.

Our Principal and Superintendent attend regional and state meetings on a
regular basis and have the opportunity to share with their peers the
successes we have had. Our School Board President is President of the
North Dakota School Board's Association and also has the opportunities
to share our successes with other districts.

The past two years the High School Principal has served as a chair
person for school visitation teams in school improvement programs
including NCA. This has given him the opportunity to share with schools
our successes and how they were attained.

Currently one of our neighboring districts is dissolving due to low
enrollment. We have invited the patrons, students and school board to
visit with us in order to help them decide which school district they
will join. We did this a few years ago for another district. This was an
excellent avenue for providing to those people exactly what our district
has to offer them.

**Part V---Curriculum and Instruction**

**1. Curriculum:**

As earlier stated Divide County High School students are required to
complete 21 units to graduate. Of the 21 units 14 are required which
consists of: 4 Units of Language Arts, 3 Units of Social Studies, 3
Units of Mathematics, 2 Units of Science, 2 Units of Health and Physical
Education and 1 Unit of Technology. Students can chose from any
combination of elective units equaling at least 7 credits. All areas of
the curriculum are Standards based. As enrollment declined, which is
similar in many rural schools, we are very pleased to offer the brood
range of curriculum choices. Students can choose courses that reflect
their interests, career choices, or academic ability. Listing the
courses by department, we offer two Art classes via ITV. These classes
give students the basic concepts of Art and the practice in utilization
of materials. Agricultural Education offers seven different courses as
well as FFA and work study. Our Agricultural department covers all
aspects of the Agricultural industry including Agri-business,
Agra-Science and Horticulture. Besides the classroom instruction,
students have the opportunity to use metal fabrication, carpentry, meat
processing or go to our 60'X 100' greenhouse. Business/Technology
Education is one of our largest departments. With two full time
instructors, DCHS offers a wide range of opportunities which includes:
North Dakota IT Essentials, Visual Basic Programming, Accounting 1-2-3
(automated) Web Design, Desktop Publishing, Spreadsheets, Database, Word
Processing, Business Communication, Business Law and Power Point
Presentations. The Business Ed instructors are also the advisors for our
Future Business Leaders of America. FBLA has a very strong program with
many state and national award winners.

Divide County also offers a Foreign Language through ITV. Spanish 1and 2
are both offered. Spanish 1 is offered in our "early bird" time slot
which is a period in the morning before school actually starts. This
gives students the opportunity to take a foreign language and still keep
their regular schedule intact.

Family and Consumer Science is one area where our electives are limited.
Our longtime instructor retired but came back part time to teach
Independent Living, Health and FCS 1 and 2. The courses prepare students
for the responsibilities in becoming self-sufficient young adults.
Language Arts-English/Literature is a curriculum area where students
need 4 full credits for graduation. English/Literature 1-2-and 3 is
required but students may option for Speech or Journalism for their
forth credit.

Mathematics is a required course area where students must have 2 credits
to graduate but they are strongly encouraged to take three if not four
units. Courses include Algebra 1-2, Geometry, Advanced Math
(Pre-calculus), Applied Math, and Pre Algebra. Given the test scores of
our students in Math we feel DCHS has a tremendous math department.

Science is a curriculum area where we offer a complete package. Students
are required to take

Physical Science and Biology but may elect to take Advanced Biology,
Chemistry or Physics to enhance there college portfolio.

Three units of Social Studies are required which consist of US History,
World History and Government/Economics. North Dakota studies are also an
elective. Band, Choir and Physical Education are also included in our
elective package. Lifetime sports and strength and conditioning are
popular Phy-Ed classes.

**2b. English**

Our school provides a broad-based general college preparatory curriculum
in the language arts for grades 6-12. The required courses offered are
English 7 and 8^th^, English 9-10-11, and either English 12 or
speech/journalism. All English courses include instruction in reading,
grammar, composition and literature, with public speaking opportunities.
Speech and journalism focus on public speaking, new writing, yearbook
preparation, and broadcast journalism.

One of our efforts to improve the reading skills of those who read below
grade level consists of a Reading Workshop for all grades except 11.
Students are encouraged to read books of their selection, at a
comfortable grade level. Those who dislike reading fiction for fun are
encouraged to read nonfiction books about topics of interest to them
such as hunting, fishing, automotive, and sports heroes. We encourage
family involvement in this reading activity. Time is provided each
Friday for reading in class, and students are expected to continue
reading a required number of pages each grading period. Various rewards
and incentives, in addition to grades, are offered to motivate these
students. For example, at the end of the year, pins, plaques, and
trophies are awarded to students who achieve a certain level of
accomplishment.

In addition, we provide audio and video supplementary materials to aid
students who may have learning disabilities or motivational factors
which prevent them from reading at grade level. We also participate in
occasional reading activities with other groups, such as elementary
students or the elderly at a local nursing home, to instill in our
students the importance of developing good reading skills.

**3. Mathematics**

In our mathematics program at Divide County High School, we strive to
give an algebraic background to as many students as possible. Our junior
high curriculum is a mixture of review of prior math computations,
calculator technique drill and working with students to develop math
logic and a problem solving sense. Students throughout the curriculum
are encouraged to read their math lessons and try to make sense of the
concepts. Having student's journal these ideas in their own words is the
best test of their comprehension. We provide extra help outside of class
time during our prep periods, after school, study hall and some students
have the opportunity to receive additional tutoring from a math resource
aid. Pre-Algebra students learn the basics of Algebra with a toned down
curriculum which provides more review of math computation skills and a
heavy emphasis on reading problems and sorting out of the information.
Algebra I is to provide students with math vocabulary foundation and
skill techniques that are required to continue with advanced Algebra as
a college preparation class. Our Geometry class is offered after Algebra
I and gives students a hand on approach of learning the connections and
properties between various geometric shapes and helps strengthen their
deductive reasoning skills using proofs and logic. Our school offers an
Applied Math course as an alternative or as an extra for students who
have difficulty with the abstractness in Algebra II. Advanced Math
follows Algebra II for students with an interest and aptitude for math
and for any student who wishes a stronger background before heading to
college. This course entails review of linear quadratic, polynomial
logarithmic and exponential functions and provides new teaching of the
trig functions, their identities and equations. Students also work with
statistical concepts, polar graphs and vectors. In all our courses we
strive to provide students with problems that require thought and
connection to the skill that have been taught. We encourage students to
share their methods of solution and we try to connect between the
graphical and algebraic methods of solutions. Graphing calculators are
required for all students enrolled in Advanced Algebra and Advanced Math
classes

**4. Instructional Methods**:

Teachers at Divide County High School use a variety of Instructional
Methods to present curriculum material. core classroom teachers rely on
**Lecture with Discussion.** This is where factual material is presented
to the students in a direct, logical manner. Teachers will then involve
the students through question and answer where students can clarify and
discuss concepts of importance from the lecture. Instructors use a
variety of techniques during their lecture, such as smart boards, power
point and overheads projected on dry erase whiteboards. Some instructors
depending on the objective of the lesson will use

**Cooperative Learning** as a form of getting students involved and
working in small groups. This will foster responsibility within the
groups and gives the students more ownership in the task. Vocational and
Technology instructors have to incorporate

**Hands On Technique** which for a visual learner will help them excel
at their lesson objective. Students have the opportunity to explore
their creativity while working with wood, iron, or plants in the
greenhouse. Foreign language and art students receive their instruction
over **Interactive Television.** Many small rural schools can not find
or afford full time instruction, so sharing instructors is an excellent
alternative.

**5. Professional Development:**

Our Professional Development Program is tied in closely to our school
improvement process. The program is developed through a process
involving surveys of students, staff, parents, community, patrons and
the School improvement committee.

Target areas for improvement are identified through the study of
surveys. As these target areas are identified, we look for ways to
achieve success in meeting goals established.

One of our areas to address was "writing across the curriculum." A two
day in-service was provided to all of our teachers. The in-service
focused on strategies to improve student writing. Teachers in all
subject areas collect writing samples throughout the year. Each sample
addressed different aspects of writing. Progress is measured through the
course of the year.

Our district strongly encourages teachers to take courses in their
academic area. The district pays educational grants in the amount of
\$500 for each 4 semester hours of credit earned. The teachers are also
able to move across on the salary schedule. Many of our teachers have
earned their Masters Degree through this program.

Teachers and administrators attend workshops related to technology. Much
is done in this area at staff meetings and after school sessions. All of
our teachers have taken TWT (Teaching with Technology) courses. Our
business teachers have been especially active in the tech area as is
evidenced by our particularly strong FBLA Program which has led the
state in past years and has done very well on the national level.

Our staff is also encouraged to attend conferences and workshops in
their academic area. Staff attending various conferences is the rule
rather that the exception. Math and science, reading, technology, Title
I, health and administrative conferences are attended on a regular
basis.

Committees are in place for target areas in our school improvement.
These committees not only develop strategies to meet goals but evaluate
progress as well. The committees consult on a regular basis with
teachers to get input on student progress. Test scores are also used
such as ACT, SAT, and CTB to measure progress. If student achievement is
not adequate, new strategies are developed.

**[Part VII -- Assessment Results]{.underline}**

![](media/image1.wmf)![](media/image1.wmf)![](media/image1.wmf)![](media/image1.wmf)![](media/image1.wmf)![](media/image1.wmf)