##### REVISED 03/15/05

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
\_[X]{.underline}\_ High \_\_ K-12

Name of Principal [Mr. Frank
Borchers]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

Official School Name [New Bremen High School]{.underline}

(As it should appear in the official records)

School Mailing Address [901 E. Monroe
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[New
Bremen]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Ohio]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[45869-9685]{.underline}

City State Zip Code+4 (9 digits total)

County
[Auglaize]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*[026641]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 419 ) 629-8606 Ext. 1200]{.underline} Fax [( 419 )
629-0115]{.underline}

Website/URL [bremen.k12.oh.us]{.underline} E-mail
[fborchers@bremen.k12.oh.us](mailto:f.borchers@bremen.k12.oh.us)

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Larry D.Smith]{.underline}

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

District Name [New Bremen Local School]{.underline} Tel. [( 419 )
629-8606 Ext. 1100]{.underline}

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

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

Name of School Board

President/Chairperson Mr. Norman E. Holcomb

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2004-2005 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 1999 and has not received the 2003 or 2004 *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\_]{.underline}
Elementary schools

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

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

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

\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: [\$7,282.00]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: [\$8,768.00\_\_\_\_\_]{.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
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. \_\_[14\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       46        36          82

  **2**                                                     **10**      34        31          65

  **3**                                                     **11**      32        37          69

  **4**                                                     **12**      45        47          92

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   308
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of \_\_100\_ % White

the students in the school: \_\_\_ [\_\_%]{.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:
\_\_\_[3]{.underline}\_\_\_%

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

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

  **(2)**   Number of students who transferred           6
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   10
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 304
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .03
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          3
  --------- -------------------------------------------- ------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[5]{.underline}\_\_\_%

Total number students who qualify: \_\_[\_14]{.underline}\_\_

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

10\. Students receiving special education services: \_\_9\_\_\_%

\_\_[29\_\_\_]{.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.

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

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

\_\_\_\_Deaf-Blindness \_[25]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

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

> \_[4]{.underline}\_\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[13]{.underline}\_\_\_
\_\_\_[7]{.underline}\_\_\_\_

Special resource teachers/specialists [\_\_\_3\_\_\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[0]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[19]{.underline}\_\_\_ \_\_\_[8\_]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_18:1\_\_

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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance  96 %        96 %        97 %        98 %        97 %

  Teacher turnover rate     0 %         8 %         13 %        4 %         4 %

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

  Student drop-off rate     1%          0 %         0 %         2 %         2 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | [57]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_[      |
|                                                         | 70]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_[      |
|                                                         | 20]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | [5]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\_     |
|                                                         | [5]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | [0\_]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_     |
|                                                         | [0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_[\     |
|                                                         | _0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**[PART III - SUMMARY]{.underline}**

New Bremen High School is located in New Bremen, Ohio. Our village is
located in Auglaize County of the predominantly rural west-central Ohio
area. New Bremen High School serves 308 students in grades 9-12. The
vast majority of students in our twenty-three square mile district
reside in Auglaize County with small percentages coming from neighboring
Mercer and Shelby Counties. New Bremen High School has been accredited
by the state of Ohio since 1878 and by the North Central Association
since 1913. We have a veteran teaching staff, the majority of whom have
a Master Degree. New Bremen High School has successfully met every state
report card criteria for the past four years, helping our district earn
the highest possible state ranking each of the past five school years.

New Bremen High School is housed in a relatively new facility, opened at
the beginning of the 1999-2000 school year. The building was constructed
entirely from local tax dollars on property donated to the district. An
athletic complex, financed through donations and booster projects, was
built on ground adjoining the high school. Throughout the years, the New
Bremen community has been very supportive of the school system. Only
three levies have failed since 1947, all of which passed on the second
try. Our community typically has strong family backgrounds with high
standards and expectations. These expectations carry over to the school
system, which is a focal point for the community. As a result, we have
had several National Merit Scholarship Finalists and Commended students
in recent years. Since the inception of required proficiency testing in
the early nineties, New Bremen High School has never had a student fail
to receive a diploma due to not passing the required high-stakes
state-level test. Our local education foundation has been growing
steadily and last year donated 48 scholarships to New Bremen graduates.
Ninety--five percent of last year's graduates planned to further their
education.

Co-curricular participation also reflects these high expectations. Our
marching band has earned a state record with 23 consecutive Superior
ratings at the state contest. More than a third of our student body
participates in choir. Our wide-ranging athletic program has had
increased success recently, including a State Champion Hurdler last
spring. The Scholastic Teams have consistently been at or near the top
of their league. Our Future Farmers of America program has a strong
reputation. Overall, ninety-two percent of our students participate in
at least one co-curricular activity, with most students involved in
several different ones.

All the factors mentioned above contribute to the success of New Bremen
High School and are blended into our mission statement which reads: With
the combined efforts of home, school, and community, the New Bremen
Local School system is committed to the development of life-long
learners who are accountable, responsible, and self-sufficient
contributors to society. Through the continued growth of literacy, math,
science, and technology, all students will be provided with a quality
education.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1\. **The Meaning of Our Assessment Results:**

All high school students in Ohio faced a unique year of testing
requirements. Those students who were tenth graders in the 2003-2004
school year were the last cohort of students required to pass all five
9^th^ grade proficiency tests in order to graduate. If a 2003-04 10^th^
grader had not passed all exams in the ninth grade, they took the
appropriate exams again and will continue to take the remaining exams in
the upcoming years until they pass. Both the Ninth- Grade Reading and
Mathematics Proficiency Test cut scores are 200 or above in order to be
proficient. All 2003-04 10^th^ graders, including those who passed all
subject areas of the 9^th^ grade proficiency test, were required to take
the new Ohio Graduation Tests (OGTs) in reading and mathematics in March
2004, though these tests are not required for graduation for them.
Students entering 10^th^ grade after June of 2004 are required to pass
the full five subject array of OGTs in order to graduate. The
Tenth-Grade Reading OGT Cut Scores are: Limited (below 383), Basic
(383-399), Proficient (400-428), Accelerated (429-477), and Advanced
(448-547). The Tenth-Grade Mathematics OGT Cut Scores are: Limited
(below 384), Basic (384-399), Proficient (400-425), Accelerated
(425-443), Advanced (444-546).

More information on these proficiency tests can be located at:

<http://www.ode.state.oh.us/proficiency/OGT/default.asp> and

OGT Interpretive Guide, Spring 2004 (for the 10^th^ grade graduation
tests)

The reading portion of the state proficiency tests measures such areas
as fiction, non-fiction, and everyday functional skills in reading. New
Bremen students have had an average passage rate of 99% in the past five
years. The state average passage rate during the same time span has been
94.6%. On the Ohio Graduation Tests given for the first time this year,
New Bremen students again performed significantly better than the state
averages. This would indicate that our students have obtained more than
the necessary reading skills for success in high school.

The mathematics portion of the state proficiency tests involves areas of
measurement, arithmetic, geometry, data analysis, and algebra. New
Bremen High School's average passage rate in math over the past five
years has been 97.6% as compared to the state average of 82.2%. Also on
the Ohio Graduation Test in math, our students compared favorably to the
state averages. Once again it would appear our students fare well in
their attainment of necessary skills. In addition, our high school
students who have completed the core curriculum over the past five years
and taken the ACT, have an average math score of 23.62. By comparison,
Ohio students averaged 22.26 and the national average was 21.68 for core
students on the math test during the same time period.

2\. **Applying Assessment Data to Improve Student and School
Performance:**

The staff and administration of New Bremen High School closely review
the results of all statewide proficiency tests. We are constantly trying
to determine if any trends exist that may indicate areas of curricular
strength or weakness. Results of other tests, such as the ACT, PLAN, and
PSAT, are also scrutinized. As a result of this process, adjustments to
curriculum have been made. These adjustments may be as minor as simply
stressing an area of need within an already developed lesson or as major
as adding an additional course offering to fill gaps not presently being
met.

New Bremen High School is a member of the Western Ohio Computer
Organization (WOCO) which serves as the Data Acquisition Site for a
large number of districts in our area.

WOCO provides its schools with access to a computer program called Data
for Student Learning. (DSL is being updated and will then be known as
DASL) This program provides the means to examine data from a variety of
tests including state proficiencies, off year state required tests, and
any others for which the results have been downloaded. The program
allows us to examine test results by individual student, class, teacher,
grade level, or building. Results may also be grouped by item subscale
and learning outcomes developed by the Ohio Department of Education.

This type of information along with the results gathered through
classroom assessments are used to determine the effectiveness of our
instructional programs and whether or not the curriculum is properly
aligned to the adopted state standards. This information also provides
crucial data allowing us to meet the specific needs of individuals or
groups of students. The data may also be used to determine areas of need
for professional development on an individual or building-wide basis.

3\. **Communicating Student Performance to Parents, Students, and the
Community:**

New Bremen High School makes a concerted effort to share information
regarding student performance with all shareholders. Student assessment
information is shared in a variety of ways. The testing company provides
labels with individual student information for the state proficiencies.
These labels are affixed to a letter explaining the results and mailed
to the parents. Each student meets with either the counselor or
principal to be informed of test results, receive explanations, and have
any questions answered. The statewide testing program is explained to
parents at meetings such as Eighth-Grade Orientation and our Cardinal
Pride Association with literature provided by the state department being
put to use. An excellent example of this literature would be *A Guide to
the New Ohio Graduation Tests for Students and Families* which can be
found at the following website: <http://ims.ode.state.oh.us/>. State
proficiency scores in the past were mailed annually to every residence
in our district through the state generated building and district report
cards. The local news media makes this information front page material
which provides the opportunity for easy comparison of each district's
performance. Test results are discussed at our board of education
meetings, printed in newsletters mailed to every residence, are part of
our annual report, and are available on our school website.

New Bremen High School also uses an electronic grade book (ProgressBook)
that features modules allowing both students and parents to view
classroom progress via the internet. Parent --teacher conferences are
conducted which provide the opportunity for face-to-face discussions to
raise concerns and develop plans to improve student performance.

4\. **Sharing Our Successes with Other Schools:**

New Bremen High School shares its successes with other schools through
various means. The Auglaize County Educational Service Center conducts
monthly meetings for the principals

of every school in the county. Successes, problems, and concerns are
shared and discussed. The cooperative nature of the meetings provide
each of us with ideas of what's working along with ideas and means for
improvement. In addition, we mail our school newsletters to surrounding
area schools. The staff and administration are generally encouraged to
attend professional development opportunities. These are often excellent
opportunities for sharing ideas. Two of our high school mathematics
teachers presented at the statewide mathematics conference. Our
superintendent has taught classes at a local university, undoubtedly
using information from our school as examples during his classes.

We also work with other educators from the area in hosting team visits.
For example, early last December, a team of educators from an area
school visited New Bremen High School to interview and observe several
of our teachers use new technology equipment. Actually seeing the
equipment in use and hearing the opinions of our teachers helped our
neighboring district make a more informed decision regarding their own
purchase.

Our school's webpage is designed and maintained by students under the
direction of a staff member. They attempt to include highlights and
successes on the webpage. The easy access to this information readily
lends itself to sharing successes to virtually anyone, anywhere.

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

1\. **School Curriculum:**

New Bremen High School provides students with a variety of coursework,
whether college preparatory or vocational in nature. All courses are
open to any student, though some have prerequisites for prior coursework
or suggested grade levels which increase the likelihood for student
success in the classes. The guidance counselor works with both students
and parents to build schedules that best meet student needs and
interests. The community expects all our students to be academically
well-prepared at graduation time. Our curriculum offerings reflect the
high expectations of our community.

Our English or Language Arts offerings include required courses English
9, English 10, English 11, and English 12. Through these courses, all
students are exposed to grammar, literature, and writing skill
development. Department electives include semester classes in
Communication Skills, Creative Writing, Death and Dying, Basic Reading,
and Advanced Reading.

The mathematics curriculum is our most diverse and certainly may be
tailored to meet the needs of every student. Students are required to
complete three years of mathematics with most taking four and a
significant number, even five courses. From what would be considered the
basic math to the highest level, the following are our math course
offerings: Integrated Math 9, Algebra IA, Algebra IB, Business Math,
Algebra I, Algebra II, Geometry, Pre-Calculus/Trigonometry, Foundations
of College Mathematics, and Senior Advanced Math which is one-quarter
statistics and three-quarters calculus.

Science also provides students with some choices depending on ability,
interests, and career choice. Three credits are required for graduation.
Coursework includes: General Science, Earth Science, Biology, College
Preparatory Biology, Chemistry, and Physics. A semester of Physiology is
offered as well as semesters of independent study in Advanced Chemistry
and Advanced Physics when the need arises.

Students are required to complete three year-long courses in Social
Studies including American History, World History, and American
Government. Optional semester course offerings include: Geographical
Political Science, Citizenship, Sociology, and Psychology.

Our final required coursework lies in one semester of Health and two
semesters of Physical Education. Our summer physical education class has
been popular with the students.

We have been able to offer three foreign languages to our students. Four
years of Spanish is available and is by far the most popular choice of
our students. Four years of German have also been available for some
time. However, the recent retirement of our teacher and shrinking
enrollment caused us to provide German I and II classes online this year
and to transport our German III students to a nearby school. In addition
to Spanish and German, two years of American Sign Language are open to
students. This class is taught by a teacher in another neighboring
district with our students accessing instruction though interactive
video distance learning (IVDL) equipment.

Our Business course offerings are all electives. Year-long courses
include General Business, Accounting I, and Accounting II. Semester
offerings include Business Law and Consumer Economics along with our
computer technology courses. These include: Keyboarding, Computer
Concepts, Computer Word Processing, Computer Spreadsheets and Database,
Advanced Computers, Webpage Design, Multimedia Presentations, and
Computer Repair.

Industrial Technology is comprised entirely of semester electives and
includes: Woods I and II, Metals I and II, Drafting I and II,
Photography, Auto Power, and Independent Study.

Four years of Vocational Agriculture coursework is available along with
a year-long work-study course in Agribusiness. This coursework is quite
practical as many of our students are from family farms. The associated
Future Farmers of America program has earned numerous state and national
awards.

Students may also choose from four year-long Art classes as electives.

Music offerings include four years of high school band, choir, or a
semester of Music Theory.

Family and Consumer Science courses are available electives. Four
semesters of Life Skills and semester courses in Marriage and Family
Relations, Coed Survival, Child Development, and Nutrition and Wellness
may be chosen by students.

Career Technical (Vocational) courses are available through affiliated
schools.

Advanced Placement coursework is available online and students may also
choose to take college coursework at local universities through our
post-secondary education options.

Finally, students that are determined to be at-risk may take advantage
of the county-wide Opportunity School. This program was created in
conjunction with the Juvenile Court and provides small group instruction
for either remedial or regular course work. One of the main reasons our
drop-out rate is pretty much non-existent, is the success this program
has had in meeting the specific needs of our at-risk students.

2b. **English Language Curriculum:**

As mentioned above, the cornerstone of our English curriculum are the
four courses required of each student. Writing skills and grammar are
stressed at each grade level as is reading through the study of
literature and poetry. The Ohio Department of Education has provided the
framework for these courses by its adoption of academic content
standards required at each grade level. The materials used and creation
of appropriate assignments to teach the standards remain a local
decision and thereby become primarily the responsibility of the
classroom teacher. The elective courses within the department allow the
student to work at further improving certain skills. For instance, Basic
Reading is a course designed to assist students reading below grade
level. The intent of the course is to bring these students up to par
with their classmates. The class size is typically small and gives the
teacher the chance to provide the additional individual attention so
often necessary for success in this situation. For the students with
more profound deficiencies and identified needs, special education
courses are available. These students use the same textbooks and
materials as their counterparts in regular education, but have their
needs addressed as specified in their IEPs.

Students at the other end of the spectrum in reading skills benefit from
taking our Advanced Reading course. Class work on topics such as
vocabulary development, critical reading and comprehension skills,
provides students with the higher level thinking skills required for
success on the ACT or SAT type tests. New Bremen High School also offers
elective courses to students that specifically develop writing skills
(Creative Writing) and communication skills (Communication Skills).

3\. **Mathematics Curriculum:**

The mathematics curriculum at New Bremen High School has evolved over
the years. Various factors, such as increased graduation requirements,
suggestions from post-secondary institutions, graduate surveys, and our
quest to fill the needs of our students as life-long learners, have all
played roles of some degree.

The state increased the graduation requirements several years ago. This
presented a problem for those students whose abilities would have
previously kept them from going beyond geometry and algebra. Several
curricular options were developed including Integrated Math 9, and
Business Math. These courses provide avenues for improving math skills
and applying the learned outcomes in real life situations. They are also
crucial to developing the skills necessary for successful completion of
the math portion of the Ohio Graduation Tests. Another modification to
our curriculum came when we chose to offer, in addition to our regular
Algebra I class, the same information split over a two-year time period.
This slowed-down, but not watered-down course allows the time needed for
lower level students to master the material.

Adjustments have also been made on the upper end of the mathematics
course offerings. Our graduates entering math intensive careers, such as
engineering, informed us of the need for more calculus. The fifth-year
math course called Senior Advanced Math was added. This course presently
involves one quarter of statistics and three quarters of calculus.
Recent graduates are much more pleased with their preparation. A second
offering was added several years ago. A study by a local university
found that students who did not take any math course during their senior
year scored significantly lower on college entrance exams and were more
likely to require remedial math collegiate work. A joint effort of the
college staff and area high school math teachers resulted in a course
seniors could take to not only retain, but also improve their math
skills. The Foundations of College Mathematics course incorporates
concepts identified on the ACT Work Keys, critical thinking skills, math
reasoning and communication skills, collaborative learning activities
and extensive technology including TI83 Plus graphing calculators,
calculator-based labs, and calculator-based rangers. The use of
technology in our math courses has trickled down to where all students
now in Algebra II or higher math courses are required to have graphing
calculators. Our geometry classes also make use of the Geometry
Sketchpad program in our sign-out computer lab. These applications
assist us in meeting our district technology goals.

4\. **Instructional Methods to Improve Student Learning:**

Like students everywhere, New Bremen High School students have a variety
of learning styles which in turn dictate the instructional strategies
used by our teachers. Many teachers incorporate lectures and teacher-led
discussions in their classes. The discussions are interactive and use a
variety of questioning techniques which require students to use higher
level thinking skills and move the lessons beyond rote memory responses
or simple note taking. These discussions are regularly enhanced with
video clips, power point presentations, or more traditional audio-visual
technologies. Several staff members are utilizing the Sympodium
technology with their classes, which takes whiteboard technology and
allows for it to be projected. This interactive technology is very
intriguing for students. Our teachers also utilize small and large group
activities that develop collaborative skills in addition to teaching
academic standards. These group activities often require a class
presentation as the summative activity. Most of our teachers are willing
to work on an individual basis with students either before school, after
school, or during their conference periods. A retired math teacher is
hired for several hours a week to tutor students in math from either
study halls or the math class pull-out program. We also use National
Honor Society students as tutors for students having trouble with
classes.

Many of our classes lend themselves to hands-on lab activities including
science, art, industrial technology, vocational agriculture, family and
consumer science, and computer technology courses. We also have a
sign-out computer lab that teachers use for class research, writing
activities, or software applications pertinent to their classes. Our
American Sign Language course is presented to our students through IVDL
equipment. Most teachers also take advantage of guest speakers, field
trips, and assemblies to provide other options for student learning.

5\. **Professional Development Program:**

New Bremen High School has a multi-faceted professional development
plan. Teachers are encouraged to attend professional meetings and state
conferences throughout the school year or summer time. These meetings
provide staff with up-to--date information and are often an excellent
source for new ideas. Locally, our teachers have two full paid days set
aside each year for professional development. One is set up and
presented by our Auglaize County Educational Service Center. This day
may feature a single speaker for the entire day. More typical is a
smorgasbord of presentations from which the teachers choose those which
are most pertinent to their classroom setting. In recent years, at least
one session has been set aside to allow teachers to meet with the other
grade level/subject area teachers from the entire county. This is
important because the size of our schools is relatively small and some
departments have only one teacher. This format is popular and successful
because it allows for a good deal of cooperative give and take as
teachers share their ideas, successes, and concerns with one another.
The second professional day is set aside for activities prepared and
organized by the area teacher's union.

New Bremen High School also has a series of three early dismissals
throughout the school year for staff in-service. We try to have an
ongoing topic that we work on developing throughout the year. This year
we have an outside presenter working with us on the nuts and bolts on
how teachers should be creating assignments that are grade-level
appropriate and specifically address the state academic content
standards. The program is Examining Student Work: Connecting and
Aligning Artifacts and Resources to High Stakes Curriculum. Student
achievement is directly impacted by the quality and appropriateness of
the lessons teachers develop. Improved lesson development should result
in improved student learning.

We also take time at our own staff meetings, before school or after
school, to in-service staff on a more ongoing basis. Frequent updates on
proper use of our electronic grade book or other technologies are
commonplace. Again, student achievement is impacted. Since both students
and parents are able to view grades within the electronic grade book,
the constant and consistent communication that results sets the stage
for improved student performance.

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

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **9** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March\*     March\*     March\*     March\*     March\*

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient            99%         99%         100%        99%         98%

  Number of students tested            68          95          58          86          83

  Percent of total students tested     100%        100%        100%        100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%          0%          0%
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White\_\_\_\_                                                                    

  \% At or Above Proficient            98%         99%         100%        99%         98%

  Number of students tested            68          95          58          86          83

  2.\_Students with disabilities\_\_                                                   

  \% At or Above Proficient            NC          NC          NC          NC          NC

  Number of students tested            \<10        \<10        \<10        \<10        \<10

  3\. Economically Disadvantaged                                                       

  \% At or Above Proficient            NC          NC          NC          NC          NC

  Number of students tested            \<10        \<10        \<10        \<10        \<10

  4\. Asian/Pacific Islander                                                           

  \% At or Above Proficient            NA          NA          NA          NA          NC

  Number of students tested            NA          NA          NA          NA          \<10

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient            96          94          95          94          94
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Grade 9 Reading Proficiency Test taken at the 10^th^ grade

**The table above reflects Ohio's assessment categories and
terminology.**

In areas where information is not provided, NC, subgroups such as
students with disabilities and economically disadvantaged, do not
comprise sufficient numbers (ten or more) to be part of the state
assessment report. NA indicates Not Applicable. No alternative
assessments were given.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **9** Test **Ohio Proficiency Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        March\*     March\*     March\*     March\*     March\*

  **SCHOOL SCORES**                                                                    

  \% At or Above Proficient            97%         98%         100%        99%         94%

  Number of students tested            72          94          55          84          82

  Percent of total students tested     100%        100%        100%        100%        100%

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. White                                                                            

  \% At or Above Proficient            97%         98%         100%        98%         94%

  Number of students tested            72          94          55          84          81

  2.\_Students with disabilities                                                       

  \% At or Above Proficient            NC          NC          NC          NC          NC

  Number of students tested            \<10        \<10        \<10        \<10        \<10

  3\. Economically Disadvantaged                                                       

  \% At or Above Proficient            NC          NC          NC          NC          NC

  Number of students tested            \<10        \<10        \<10        \<10        \<10

  4\. Asian/Pacific Islander                                                           

  \% At or Above Proficient            NA          NA          NA          NA          NC

  Number of students tested            NA          NA          NA          NA          \<10

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Proficient            85          82          83          81          80
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Grade 9 Mathematics Proficiency Test taken at the 10^th^ grade

**The table above reflects Ohio's assessment categories and
terminology.**

In areas where information is not provided, NC, subgroups such as
students with disabilities and economically disadvantaged, do not
comprise sufficient numbers (ten or more) to be part of the state
assessment report. NA indicates Not Applicable. No alternative
assessments were given.

**STATE CRITERION-REFERENCED TEST**

Subject **Reading** Grade **10** Test **Ohio Graduation Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ---------------------------
                                       2003-2004   **The Tenth-Grade Reading
                                                   Graduation Test was not
                                                   administered prior to
                                                   2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100%        

  \% At or Above Basic                 99%         

  \% At or Above Proficient            94%         

  \% At or Above Accelerated           75%         

  \% At Advanced                       46%         

  Number of students tested            67          

  Percent of total students tested     100%        

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0%          
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1.\_Students with disabilities                   

  \% At or Above Limited               100%        

  \% At or Above Basic                 83%         

  \% At or Above Proficient            50%         

  \% At or Above Accelerated           17%         

  \% At Advanced                       0%          

  Number of students tested            6           

  2\. White                                        

  \% At or Above Limited               100%        

  \% At or Above Basic                 99%         

  \% At or Above Proficient            94%         

  \% At or Above Accelerated           75%         

  \% At or Above Advanced              46%         

  Number of students tested            67          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 89          

  \% At or Above Proficient            79          

  \% At or Above Accelerated           53          

  \% At Advanced                       27          
  ------------------------------------ ----------- ---------------------------

**The table above reflects Ohio's assessment categories and
terminology.**

No alternative assessments were given.

**STATE CRITERION-REFERENCED TEST**

Subject **Mathematics** Grade **10** Test **Ohio Graduation Test**

Edition/Publication Year **2004** Publisher **Ohio Department of
Education**

  ------------------------------------ ----------- ---------------------------
                                       2003-2004   **The Tenth-Grade
                                                   Mathematics Graduation Test
                                                   was not administered prior
                                                   to 2003-2004.**

  Testing month                        March       

  **SCHOOL SCORES**                                

  \% At or Above Limited               100%        

  \% At or Above Basic                 99%         

  \% At or Above Proficient            93%         

  \% At or Above Accelerated           76%         

  \% At Advanced                       39%         

  Number of students tested            67          

  Percent of total students tested     100%        

  Number of students alternatively     0           
  assessed                                         

  Percent of students alternatively    0%          
  assessed                                         

                                                   

  SUBGROUP SCORES                                  

  1.\_Students with disabilities                   

  \% At or Above Limited               100%        

  \% At or Above Basic                 86%         

  \% At or Above Proficient            72%         

  \% At or Above Accelerated           29%         

  \% At Advanced                       0%          

  Number of students tested            7           

  2\. White                                        

  \% At or Above Limited               100%        

  \% At or Above Basic                 99%         

  \% At or Above Proficient            93%         

  \% At or Above Accelerated           76%         

  \% At Advanced                       39%         

  Number of students tested            67          

                                                   

  **STATE SCORES**                                 

  \% At or Above Limited               100         

  \% At or Above Basic                 83          

  \% At or Above Proficient            68          

  \% At or Above Accelerated           38          

  \% At Advanced                       18          
  ------------------------------------ ----------- ---------------------------

**The table above reflects Ohio's assessment categories and
terminology.**

No alternative assessments were given.