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

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

**Cover Sheet**

Name of Principal: Mrs. Priscilla Vimislik

Official School Name: Haddonfield Memorial High School

School Mailing Address: 401 Kings Highway East

Haddonfield NJ 08033-1297

City State Zip Code+4

Tel. [( 856 )429-3960]{.underline} Fax [( 856 ) 795-8910]{.underline}

Website/URL [www.haddonfield.k12.nj.us]{.underline} E-mail
pvimili@haddonfield.k12.nj.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. Barry Ersek

District Name [Haddonfield Public Schools]{.underline} Tel. [(
856-429-4130)]{.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: Mrs. Patricia Haines

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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: [5]{.underline} [3]{.underline}
Elementary schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

Other (Briefly explain)

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 8,557.00]{.underline}

Average State Per Pupil Expenditure: [\$ 9,598.00]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[12]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       110       86          196

  **3**                                                     **10**      105       104         209

  **4**                                                     **11**      85        95          180

  **5**                                                     **12**      89        102         191

  **6**                                                     Other                             

                                    **TOTAL                                                   776
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 97% White

the students in the school: 1.3% Black or African American

.03% Hispanic or Latino

1.4% Asian/Pacific Islander

\% American Indian/Alaskan Native

**[100%]{.underline} Total**

7\. Student turnover, or mobility rate, during the past year: .9%

> (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 ***to*** the school     3
            after October 1 until the end of the year.                 

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

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

  **(4)**   Total number of students in the school as of October 1     776

  **(5)**   Subtotal in row (3) divided by total in row (4)            .009

  **(6)**   Amount in row (5) multiplied by 100                        0.90
  --------- ---------------------------------------------------------- --------

8\. Limited English Proficient students in the school: .005%

4 Total Number Limited English Proficient

Number of languages represented: 2

Specify languages: Chinese and Korean

9\. Students eligible for free/reduced-priced meals: 1%

8 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: 11%

86 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 Autism 0 Orthopedic Impairment

0 Deafness 15 Other Health Impaired

0 Deaf-Blindness 52 Specific Learning Disability

1 Hearing Impairment 1 Speech or Language Impairment

15 Mental Retardation 0 Traumatic Brain Injury

0 Multiple Disabilities 1 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) 3

Classroom teachers 51 4

Special resource teachers/specialists 7

Paraprofessionals 1

> Support staff 19 2
>
> Total number 80 7

12\. Average school student-"classroom teacher" ratio: 1 to 22

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]{.underline}       [96.3]{.underline}     [97.1]{.underline}   [95.1]{.underline}     [96]{.underline}

  Daily teacher attendance [93.7\*]{.underline}   [97.5]{.underline}     [94.8]{.underline}   [95.1]{.underline}     [96]{.underline}

  Teacher turnover         [51/11]{.underline}    [54.3/0]{.underline}   [53/4]{.underline}   [47.3/4]{.underline}   [46/2]{.underline}
  rate\*\*                                                                                                           

  Student dropout rate     [0]{.underline}        [0.3]{.underline}      [0.2]{.underline}    [0]{.underline}        [0.2]{.underline}

  Student drop-off rate    1                      1.2                    2.2                  2                      1.2
  ------------------------ ---------------------- ---------------------- -------------------- ---------------------- --------------------

\*Due to long term illness the daily teacher attendance rate for 2002-03
is lower than the norm.

\*\*First number indicates the number of classroom teachers and the
second number indicates the number who left during the school year.

For the 2002-03 school year a large number of teachers opted for the
retirement package offered by the district.

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 183          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 92%          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 6%           |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 1%           |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 1%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

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

The mission of the Haddonfield Public Schools, working in partnership
with families and community, is to develop the unique potential of each
individual by creating a challenging and diverse learning climate that
promotes the development of the whole student and prepares its students
with the knowledge and skills to meet life's challenges and enrich their
community. In striving to attain this mission, Haddonfield Memorial High
School, located in a small colonial town in southern New Jersey, has
established a tradition of excellence that dates from 1809. The
tradition rests upon a shared commitment of parents, students, and
faculty to academic and personal growth. Our students strive for
excellence in a rigorous college preparatory program. More than 98% of
our students continued their education at the post secondary level in
2002-2003. In 2003 we had 169 students who wrote a total of 222 AP
exams. In September 2002 *New Jersey Monthly* ranked Haddonfield High
School as the ninth best high school in the state out of 307 college
preparatory and comprehensive high schools while *Philadelphia Magazine*
has cited us as one of the finest schools in our region on seven
different occasions.

The academic success of our students, our concern for the needs of the
individual learner, and the sense of community established at HMHS, make
for a unique high school experience. Our small size, averaging 760
students, makes it possible for us to not only know, but to meet the
needs of our students. Our faculty is available before school and after
school to give that extra time and attention that makes a big difference
in the lives of teenagers. Our counselors meet with students several
times a year, providing in-depth parent and student meetings on
scheduling, transition to high school, and financial aid. The Counseling
Department sponsors a college night with representation from many
colleges/ universities, and provide extensive assistance to our juniors
and seniors as they pursue the college application process. Individual
attention is a hallmark of our school.

The high school experience is enriched by the opportunity for service to
others. On Martin Luther King Day, when all schools have a day off from
school, we have a "day on." This year, two hundred students volunteered
at soup kitchens, animal shelters, made food for local shelters, and
visited the elderly. Every February, we sponsor an all night volleyball
marathon that raises over \$20,000 to aid children in third world
countries who have cleft palate inflictions. Our Interact Club tutors
elementary children in neighboring Camden and works with students in
Philadelphia. Community projects, peer leadership programs, student
mentors, peer partners and peer tutoring involve students directly in
the process of building a supportive community of learners. Sophomore
and junior students participate in leadership training activities to
prepare them to facilitate our extensive, semester-long freshman
orientation program, involving student led discussion groups.

HMHS has a rich, diverse set of one hundred thirty curricular offerings,
twenty-three athletic programs with fifty-three teams, and some
twenty-five different clubs and activities. Eighty percent of our
students participate in interscholastic athletics, thirty-five percent
take part in music and drama, while seventy-five percent are involved in
co-curricular activities. Students have the opportunity to have a strong
voice in the school by serving on the Principal's Advisory Committee, as
representatives to the Board of Education and through student government
programs. Students are encouraged to develop their individual talents,
to achieve academically, and to work collaboratively and this has
created a positive peer culture supported by a caring and involved
faculty.

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

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

For the first three years of the assessment period outlined, the state
assessment was the High School Proficiency Test (HSPT). The instrument
measured students strictly on a pass/fail basis. Scores ranged from 100
to 500 with 300 set as the "proficient" cut off score. Students were
required to achieve a level of "proficient" in reading, writing, and
mathematics in order to be eligible to graduate from high school. The
test was first administered in October of junior year and then again in
April of junior year and October of senior year (for those who were
unable to achieve at the level of proficiency on any or all of the
assessed subject areas). A Special Review Assessment (SRA) was required
for any student unable to achieve a proficient score on any or all of
the subject area tests after three attempts. HMHS student achievement on
the High School Proficiency Test during the reporting period far
exceeded statewide performance with at least 97% of the students tested
achieving proficiency in all three areas. When HMHS was compared to
schools of similar socioeconomic background, student performance
remained among the highest in the state. In 1999, for example, the high
school achieved the highest percent proficient in reading, second
highest in mathematics, and eighth highest in writing when compared with
schools of similar socioeconomic background.

This state assessment was renamed the High School Proficiency Assessment
(HSPA) in April of 2002. This assessment revised the number of subject
areas assessed to two (language arts literacy and mathematics) while
increasing the number of proficiency levels to three. Scores now range
from 100 to 300 with 200 being the minimum for a "proficient" rating and
250 for an "advanced proficient" rating. A score below 200 would be
classified as "partially proficient" and any student falling into this
category would be required to take the assessment again in the spring.
These changes were made in order to align the HSPA with the previously
phased in state assessments at the elementary (ESPA) and middle (GEPA)
levels as well as the Core Curriculum Content Standards. The advantage
of these additional proficiency levels, especially at the lower grades,
is to identify at-risk students and provide the necessary assistance to
help them achieve the necessary proficiency.

While the HSPA set higher performance standards than its predecessor,
HMHS students continued to perform exceedingly well. In Mathematics,
97.1 % of the students achieved proficient or advanced proficient status
in 2002 and 98.5% in 2003. In Language Arts Literacy, 98.1 % achieved
proficient or advanced proficient status on the 2002 test. The number
climbed to 99.5% in 2003. Our special education students also performed
exceedingly well. In 2002, 60% of our special education students
achieved proficient or advanced proficient status in Mathematics and
this number rose to 70% in 2003. In Language Arts Literacy, 80 % of our
special education students achieved proficient or advanced proficient
status on the 2002 test and 84.3% in 2003. When the mean scale scores of
HMHS students are compared statewide with students of similar
socio-economic background, HMHS scored some four to seven points higher
in both language arts and mathematics in both 2002 and 2003.

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

Various assessment instruments are used to understand and improve
student performance. Standardized tests such as SATI, AP exams, Writing
Assessment Program essays (WrAP), and ERB tests, are analyzed to track
student achievement longitudinally, identify performance trends, monitor
progress from cohort to cohort, and use data to modify instruction. We
conduct annual alumni surveys for feedback regarding satisfaction with
high school preparation. This feedback assists faculty in making program
adjustments to better prepare students for post secondary life.

Data on essay writing (WrAP) is used to set achievement targets in
grades nine and ten. Social Studies and English departments collaborate
on a series of eight core interdisciplinary essays. Evaluating with a
common rubric, the faculty reaches agreement about quality work, finds
appropriate exemplars, and develops a common language to improve
feedback to students. Data from these formative assessments are used to
adjust instruction for the purpose of improving performance. At grade
level and cross grade level meetings, summative data from the WrAP essay
are examined for individual student progress, achievement by cohort, and
individual teacher results. Scale scores indicate that our students
outperform suburban and independent school students at every percentile
level. To extend these efforts, we have disaggregated the performance
data of our special needs students, identified performance goals for the
sub group, introduced assistive technology interventions, provided
appropriate staff development, and achieved target performance for some
two-thirds of the disabled students.

Data driven efforts to promote student performance include the
integration of performance tasks throughout the curriculum. Under the
guidance of assessment expert, Grant Wiggins, high school staff
developed rigorous authentic tasks that demanded students perform with
knowledge. They field-tested the designs, revised the tasks, and
implemented the assessments. The faculty collected baseline data on
performance and set achievement targets for each task. Teachers analyzed
the performance on tasks, and made adjustments in instruction to improve
achievement. Achievement targets were met on nearly all tasks.

While the state requires annual evaluation of teachers, the staff
engages in several additional experiences in which they give and get
feedback on their instructional performance. This includes collegial
observations, mentoring, and participation in professional development,
which utilize teacher observation and feedback for the improvement of
instruction.

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

Student performance data is widely communicated to parents, students and
the community. Every major standardized test is returned directly to
parents with individual score reports and explanations. Similarly, the
data from each standardized test is presented in disaggregated form at
Board of Education meetings, in the local newspaper, and is posted on
the district website. Every effort is made to compare performance by
cohort, over time, and with the mean scores of state, suburban,
independent and schools of similar economic means. A cumulative report,
the NJ State Report Card, is disseminated by the state and makes
available HSPA, SAT, and AP results. The Report Card is printed in two
major daily newspapers, summarized in the local town newspaper, and
posted on our website. High school guidance takes particular care to
explain to students and parents the role of PSAT and SAT testing both
before and after test administration.

Student performance is communicated through school report cards,
mid-marking period progress reports, and bi-weekly progress reports for
students whose parents request the service. Many teachers maintain an
"open" grade book allowing students access to their cumulative
performance throughout the marking period. At "Back to School Night",
parents are provided with multiple ways to reach faculty including
contact information by both phone and email. Teacher-counselor-parent
communication is exceedingly open and parents express high satisfaction
with access to counselors and the teaching staff.

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

We are fortunate to have in place strong county organizations for the
sharing of information. Our superintendent is an active member of the
Camden County Superintendents' Roundtable as well as the University of
Pennsylvania School Study Council. Our assistant superintendent
participates in the Assistant Superintendents' county meetings, and our
principal is a member of the Camden County Principals and Supervisors
Association. These organizations serve as a strong support network for
disseminating newsworthy programs and the individuals involved are
always more than willing to share successes with each other.
Additionally, our principal and assistant superintendent are involved in
the Principals' Center for the Garden State. This organization provides
valuable professional development opportunities and is a unique forum
for administrators in the state to meet together and share ideas.
Individual faculty members have presented workshops to teachers in other
districts and to organizations such as the New Jersey Association for
Curriculum Development. We are also investigating inviting teachers from
other districts to attend workshops that we provide during professional
development time. Several of our teachers have attended the Schools
Attuned training and this also provides a forum to share with teachers
from other districts.

An additional forum for sharing our programs is our high school web
site. This site contains information about curriculum, special projects,
and programs of interest. We would be happy to place our application on
our web site to make it available to other schools. From time-to-time we
have visitors from other schools in the state who come to HMHS to talk
with our faculty about our programs and curriculum. Last year we had
several teachers and students from a school in Soest, Germany spend a
week with us as part of an exchange program. This year we have teachers
from Armenia visiting in the spring. Every summer we have students and
teachers travel internationally as part of People to People as well as
students and staff who spend time in Central and South America. Over the
past few years we have had three teachers participate as members of the
Fulbright Teachers Exchange Program. These teachers spend three weeks in
Japan and they spend time in Japanese school. The vast majority of our
teachers are involved in their professional organizations in the state
and we encourage them to attend local and national conferences. All of
these contacts with educators in other schools offer a way for us to
share what we do well and for us to learn from others.

**PART V -- CURRICULUM AND INSTRUCTION**

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

Haddonfield Memorial High School offers a rich and challenging
curriculum that is based upon high standards aligned with the Core
Curriculum Content Standards for the State of New Jersey. The core areas
of math and English are highlighted under the Indicators of Academic
Success section of the application. All courses begin at the college
prep level and then move to accelerated and Advanced Placement levels in
math, science, English, social studies, world languages, art, and music.
For more than ten years, students have been challenged with various
forms of authentic assessments and collaborative learning experiences.

In science, all freshmen are engaged in a laboratory-based physical
science course, all sophomores take biology, and all juniors take
chemistry. Beyond these three required courses, we have an average of
sixty-eight to seventy percent of our seniors enrolled in physics on an
annual basis. AP courses are offered in biology, environmental science
and physics. Chemistry will be added in the fall of 2004.

Our world languages curriculum engages students in listening, speaking
and reading in the languages of Latin, Spanish, French, and German. The
majority of our students begin the study of a language in middle school
and therefore are able to start their high school immersion in a
language at the second level. As a result, many students study two
languages during their high school years. AP courses are offered in
Spanish, French, and German.

The State of New Jersey requires all students to take world
civilizations as well as two years of United States History. Several
interesting electives are offered in the social studies department
including Vietnam, Holocaust and Genocide, Contemporary Issues, AP US
Government and Politics, as well as AP European History. Students in
social studies courses have been highly involved with authentic learning
tasks over a number of years.

HMHS offers a strong program of studies in the fine, visual and
performing arts. The visual arts curriculum is primarily
discipline-based such that lessons are related to art history, art
criticism, aesthetics, or studio studies. Students are required to write
about and/or discuss their work. Our music curriculum includes courses
in band, chamber choir, orchestra, and AP Music Theory. As an outgrowth
of the vocal music program, select students are involved in an
enormously popular Madrigals singing group, as well as both men's and
women's choirs. Additional electives in this area are business courses
such as Entrepreneurship, Managing Personal Finances, Sales and
Advertising, and Marketing Co-op. We offer Food and Nutrition courses
and American International Cuisine, Woodworking, CAD, Robotics and
Microcomputers, and C++ Programming Language. These elective courses are
varied and meet the needs and interests of our student body.

Ninety-nine percent of all students in our special education program are
fully included in the regular education program. Inclusion classes are
available in math, science, social studies, and English. All of our
special education teachers are involved in co-teaching in the regular
education classes and students are supported in study skills classes.

Finally, all of our students follow a four-year program of health and
physical education. Each student takes one semester of health each year
with topics ranging from wellness, drivers education, and the "baby
project' which involves students having a computerized baby for a period
of three days and nights. Lifelong fitness activities are integrated
into the physical education component and students have the option of
using our fitness room and may also elect to take Dance I or II.

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

In fulfilling the school's mission to develop the unique potential of
each student, the English curriculum offers a rigorous, yet
individualized program for students in grades nine through twelve.
Students may take college preparatory, accelerated or Advanced Placement
levels of English. At each level, instruction focuses on a reading,
writing, speaking, and listening curriculum. This curriculum is spiraled
to challenge students with increasing levels of knowledge and skills in
research, vocabulary, grammar, creative and analytical writing. Literary
forms studied include poetry, drama, short stories and essays. The
literature sequence moves from world literature in ninth, to American
literature in tenth, to British literature in eleventh, and again to
world literature in twelfth grade. An Advanced Placement course is
offered to senior students. In addition to the core subjects, students
have the option of electing to study Acting and Public Speaking, Film as
Art, or Composing Poetry.

Interdisciplinary projects such as the ninth grade humanities essays,
authentic assessments, the Senior Project, technology integrated into
instruction, and an emphasis on critical thinking, creative
problem-solving, and the writing process in every grade are significant
aspects of the curriculum. These strengths have enabled students to
achieve great success as indicated by a 99.5% passing rate on the HSPA,
outstanding SAT and ERB scores, a remarkably high percentage of
graduates entering four-year colleges, and exceptional performance in
state-wide contests such as Teen-Arts. When graduated students return to
the high school, they frequently cite the fact that the writing
component of the English curriculum has provided them with a solid
footing for beginning their college studies.

Students who read below grade level receive remediation through Basic
Skills classes and the Read 180 program, in which teachers help students
to make significant progress by differentiating instruction to meet
their individual needs. Of the original thirteen students in the program
in September 2003, four students have already tested out of the class
and three are currently reading on grade level.

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

At HMHS, we are committed to encouraging students to consider their math
curriculum as a continuing endeavor, both here and in their future
education. While the NJ state requirement is for 3 years of math, with a
minimum exit level of Algebra I, Geometry, and Algebra II, over 93% of
our students enroll for 4 years of math, with 85% of the senior class
taking Trigonometry and Intro to Precalculus, Precalculus, or Calculus.

In order to fulfill the Haddonfield Public Schools' (HPS) Mission to
"develop the unique potential of each individual by creating a
challenging and diverse learning climate..." we offer 3 levels of math,
and multiple paths within those. Students choose among regular,
advanced, and accelerated courses to meet their current and future needs
based on interest, competence, and confidence. After making such
choices, when/if their needs, abilities, and goals change, students have
the flexibility to elect multiple courses in a given academic year, or
use summer study to advance their program or change levels completely.

At the highest level, in addition to AP Statistics, we offer 3 levels of
Calculus, from Applied to AP Calculus-BC. These enroll 95 of our 191
seniors, with 49 of those electing the AP level. Each year, between 25
and 30% of the graduating class has taken one or two Advanced Placement
courses in math. Students in need of assistance are supported by an
adaptable BSIP Math. This course is offered in addition to their current
math course, rather than in lieu of it. All courses in the math
curriculum are designed and taught with the use of the graphing
calculator as an integrated tool for both the teacher and students, so
that problem solving and the view of topics under investigation are
enhanced and expanded by this technology.

The aforementioned flexibility of course selection, availability of
advanced courses, support structure, and integration of technology
fulfill the math department's dedication to complete the Haddonfield
Public School's Mission to "promote the development of the whole student
and prepare its students with the knowledge and skills to meet life's
challenges..."

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

The impact of a superior curriculum is reinforced by the quality of the
instructional methods used to implement it. HMHS teachers are
knowledgeable about multiple intelligences and different learning styles
of students and diversify their teaching strategies to maximize the
potential of every student. Although teachers may use traditional
lecturing, and small and large group discussions, which are part of
their repertoire, they employ other creative ways to help students
become life-long learners. In fishbowl discussions and Socratic Seminars
students practice analyzing literature with specific support for their
arguments. Such substantive discussions help students to build
confidence to express their ideas. Panel discussions and class
presentations offer students opportunities in public speaking. By
facilitating cooperative learning groups, teachers help students to hone
their academic as well as their social skills. Several teachers co-teach
classes, presenting a collaborative model that students can emulate.
Technology is integrated into instruction through the use of tools such
as the Smart Board and software such as Inspirations and Draft Builder.
Teachers routinely use conferences for one-on-one instruction and often
organize study groups for students who need extra support.

Students demonstrate their learning through traditional tests,
portfolios, as well as individual and class presentations, and authentic
assessment tasks. Assessments are varied to be congruent with the
diversified delivery of instruction.

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

Ongoing, systemic, embedded in teaching professional development is a
high priority of the Haddonfield Public Schools. The Board of Education
supports and encourages all professional staff to engage in professional
development that will directly impact their teaching, student learning
and achievement. For the past two years, the district has had a
relationship with the University of Pennsylvania and teachers in
English, social studies, math, science, and health have been engaged in
activities that they can implement in the classroom to improve student
writing across all of these curriculum areas.

Yearly professional development is designed by a group of teachers and
administrators who work together to develop workshops that meet the need
of teachers. The district supports a four-day program of professional
learning in February. This year teachers are able to select from a menu
of offerings such as Geometer Sketch Pad, Using Smartboard in the
Classroom, Curriculum Mapping, Webquests in the Classroom, Co-teaching,
Biotechnology Teacher Training, and Facing History and Ourselves.
Emphasis is placed on collaborative learning, developing interpersonal
communication within the classroom

During the course of the school year and during the summer, teachers
attend professional conferences in their area of teaching in order to
learn about the latest methods and discoveries that they can share with
their students and with each other. The district supports this
professional development in the operating budget. Technology courses are
offered all year to assist teachers in implementing technology into the
curriculum. Summer study abroad programs take place in France, Germany,
Italy, and South American countries.

In addition to traditional methods of teacher observation intended to
improve teaching and learning, our tenured teachers have the opportunity
to engage in collegial observation. Study groups abound in the district
around topics of interest to a group of teachers. We have been doing
work with Charlotte Danielson and her model of *Enhancing Professional
Practice.* With all of the knowledge gained through these various
avenues, teachers can better meet student's needs through exemplary
instructional strategies, curriculum design and classroom management
that enables every student to maximize their individual potential.

**PART VII - ASSESSMENT RESULTS**

#### STATE CRITERION-REFERENCED TESTS

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade 11

Test: High School Proficiency Test -- 1998 -- 1999, 2000 to 2001 --
Language Arts

High School Proficiency Assessment 2001- 2002, 2002 -- 2003 - Language
Arts Literacy

Edition/publication year: Annual Publisher: New Jersey Department of
Education

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

Number of students who took the test: See Below

What groups were excluded from testing? Why, and how were they assessed?
No student was excluded from testing in any of the reporting years.

Number excluded: 0 Percent excluded: 0%

Explain the standards for basic, proficient, and advanced (or the
relevant state categories), and make clear what the test results mean in
a way that someone unfamiliar with the test can interpret the results.

For the first three years reported during the assessment period
outlined, the state assessment was the High School Proficiency Test
(HSPT). This measured students strictly on a pass/fail basis. Possible
scores ranged from 100 to 500 with a 300 set as the "proficient" cut off
score. Students were required to achieve a level of "proficient" in
reading, writing, and mathematics in order to be eligible to graduate
from high school. The test was first administered in October of junior
year and then again in April of junior year and October of senior year
(for those who were unable to achieve at the level of proficiency on any
or all of the assessed subject areas). A Special Review Assessment (SRA)
was necessary to implement for any student who was not able to meet the
requirement in any or all of the three subject area tests after all
three attempts.

This state assessment was renamed the High School Proficiency Assessment
(HSPA) in April of 2002. This assessment revised the number of subject
areas assessed to two (language arts literacy and mathematics) while
increasing the number of proficiency levels to three. Possible scores
now range from 100 to 300 with 200 being the minimum for a "proficient"
rating and 250 for an "advanced proficient" rating. A score below 200
would be classified as "partially proficient" and any student falling
into this category would be required to take the assessment again in the
spring. These changes were made in order to align consistently with the
previously phased in state assessments at the elementary (ESPA) and
middle (GEPA) levels as well as the Core Curriculum Content Standards.
The advantage of these additional proficiency levels, especially a the
lower grades, is to be able to identify at-risk students in order to
accommodate instruction and provide the necessary assistance to help
these students improve and achieve the necessary proficiency.

**STATE CRITERION-REFERENCED TESTS**

> Data Display Table for **Language Arts**
>
> **\*HSPA Language Arts Literacy -- 2001-2002, 2002-2003**
>
> **\*\*HSPT Language Arts -- 1998-1999, 2000-2001**

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

  Testing month                4/03\*      4/02\*      10/00\*\*   10/99\*\*   10/98\*\*

  **SCHOOL SCORES**                                                            

  \% At or Above Basic         0%          1.4%        N/A         N/A         N/A

  \% At or Above Proficient    59%         66.1%       100%        99.4%       100%

  \% At Advanced               40.5%       32%         N/A         N/A         N/A

  Number of students tested    187         167         155         162         155

  Percent of total students    99.5%       99.5%       100%        100%        100%
  tested                                                                       

  Number of students excluded  1           1           0           0           0

  Percent of students excluded .5%         .5%         0%          0%          0%

                                                                               

  SUBGROUP SCORES                                                              

  1.\_\_\_Special Education                                                    
  (specify subgroup)                                                           

  \% At or Above Basic         15.7%       20%         N/A         N/A         N/A

  \% At or Above Proficient    80%         80%         100%        100%        61.6%

  \% At Advanced               4.3%        0%          N/A         N/A         N/A

  Number of students tested    20          15          7           12          13

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Basic         19.8%       17.4%       N/A         N/A         N/A

  State Mean Score                                                             

  \% At or Above Proficient    65.1%       72.6%       89.9%       90.2%       89.4%

  State Mean Score                                                             

  \% At Advanced               15.1%       10%         N/A         N/A         N/A

  State Mean Score                                     369.7       371.9       372.3
  ---------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> Grade 11
>
> Test: \* High School Proficiency Test -- 1998 -- 1999, 2000 to 2001 -
> Mathematics
>
> \*\* High School Proficiency Assessment 2001- 2002, 2002 -- 2003 -
> Mathematics
>
> Edition/publication year: Annual Publisher: New Jersey Department of
> Education
>
> Number of students in the grade in which the test was administered See
> Below
>
> Number of students who took the test See Below
>
> What groups were excluded from testing? Why, and how were they
> assessed? No student was excluded from testing in any of the reporting
> years.
>
> Number excluded 0 Percent excluded 0%
>
> •Please refer to the explanation for basic, proficient and advanced on
> page 13
>
> **STATE CRITERION-REFERENCED TESTS**
>
> Data Display for **Mathematics**

**\*HSPA Mathematics 2001-2002, 2002-2003**

\*\*HSPT Mathematics 1998-1999, 2000-2001

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

  Testing month                   4/03\*      4/02\*      10/00\*\*   10/99\*\*   10/98\*\*

  **SCHOOL SCORES**                                                               

  \% At or Above Basic            1%          2.4%        N/A         N/A         N/A

  \% At or Above Proficient       46%         54.6%       100%        100%        100%

  \% At Advanced                  53%         43%         N/A         N/A         N/A

  Number of students tested       187         167         155         162         155

  Percent of total students       99.5%       99.5%       100%        100%        100%
  tested                                                                          

  Number of students excluded     1           1           0           0           0

  Percent of students excluded    .5%         .5%         0%          0%          0%

  SUBGROUP SCORES                                                                 

  1.\_\_\_Special Education                                                       
  (specify subgroup)                                                              

  \% At or Above Basic            30%         40%         N/A         N/A         N/A

  \% At or Above Proficient       60%         53.3%       100%        100%        84.6%

  \% At Advanced                  10%         6.7%        N/A         N/A         N/A

  Number of students tested       20          15          7           12          13

  **STATE SCORES**                                                                

  \% At or Above Basic            34.2%       22.2%       N/A         N/A         N/A

  State Mean Score                                                                

  \% At or Above Proficient       46.3%       54.6%       91.4%       92.3%       92%

  State Mean Score                                                                

  \% At Advanced                  19%         23.2%       N/A         N/A         N/A

  State Mean Score                N/A         N/A         396.6       395         392.3
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

> Grade 11
>
> Test: High School Proficiency Test -- 1998 -- 1999, 2000 to 2001 -
> Writing
>
> High School Proficiency Assessment 2001- 2002, 2002 -- 2003 -- No
> longer administered as a separate test.
>
> Edition/publication year: Annual Publisher: New Jersey Department of
> Education
>
> Number of students in the grade in which the test was administered:
> See Below
>
> Number of students who took the test: See Below
>
> What groups were excluded from testing? Why, and how were they
> assessed? No student was excluded from testing in any of the reporting
> years.
>
> Number excluded: 0 Percent excluded: 0%
>
> • Please refer to the explanation for basic, proficient and advanced
> on page 13
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**
>
> Data Display Table for **Writing**

High School Proficiency Test

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

  Testing month                                           10/00       10/99       10/98

  **SCHOOL SCORES**                                                               

  \% At or Above Basic                                    N/A         N/A         N/A

  \% At or Above Proficient                               100%        99.4%       97.8%

  \% At Advanced                                          N/A         N/A         N/A

  Number of students tested                               155         162         155

  Percent of total students                               100%        100%        100%
  tested                                                                          

  Number of students excluded                             0           0           0

  Percent of students excluded                            0%          0%          0%

  SUBGROUP SCORES                                                                 

  1.\_Special Education (specify                                                  
  subgroup)                                                                       

  \% At or Above Basic                                    N/A         N/A         N/A

  \% At or Above Proficient                               100%        100%        53.8%

  \% At Advanced                                          N/A         N/A         N/A

  Number of students tested                               7           12          13

  **STATE SCORES**                                                                

  \% At or Above Basic                                    N/A         N/A         N/A

  State Mean Score                                                                

  \% At or Above Proficient                               94.1%       91.9%       93.1%

  State Mean Score                                                                

  \% At Advanced                                          N/A         N/A         N/A

  State Mean Score                                        371.8       352.3       367.8
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade: 11 Test: Scholastic Aptitude Test- SAT

Edition/publication year: Annual Publisher: The College Board

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

Number of students who took the test: See Below

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

  Testing month                          Varied               Varied      Varied      Varied      Varied

  **SCHOOL SCORES**                                                                               

  Total Score                            [1149]{.underline}   1174        1175        1159        1138

  Number of students tested              176                  174         167         143         156

  Percent of total students tested       99%                  99.4%       98%         99%         100%

  Number of students excluded            0                    0           0           0           0

  Percent of students excluded           0%                   0%          0%          0%          0%

  SUBGROUP SCORES                                                                                 

  1.\_\_\_\_\_\_\_Male\_\_\_\_\_\_\_\_   1137                 1198        1197        1164        1120
  (specify subgroup)                                                                              

  Number of students tested              83                   87          94          73          75

  2.\_\_\_\_\_\_\_Female\_\_\_\_\_\_\_   1158                 1149        1146        1154        1155
  (specify subgroup)                                                                              

  Number of students tested              93                   87          73          70          81
  -------------------------------------- -------------------- ----------- ----------- ----------- -----------

\*All represent recentered scores

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**        1026        1020        1020        1020        1016
  ------------------------------ ----------- ----------- ----------- ----------- -----------

Grade: 10 Test: Preliminary Scholastic Aptitude Test -- PSAT

Edition/publication year: Annual Publisher: The College Board

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

Number of students who took the test: See Below

What groups were excluded from testing? Why, and how were they assessed?
None

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

  Testing month                                            October            October            October            October            October

  **SCHOOL SCORES**                                                                                                                    

  Total Score                                              55                 56                 51                 56.4               54.5

  Number of students tested                                127                144                131                140                121

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

  Number of students excluded                              0                  0                  0                  0                  0

  Percent of students excluded                             0%                 0%                 0%                 0%                 0%

  SUBGROUP SCORES                                                                                                                      

  1.\_\_\_\_\_\_\_Male\_\_\_\_\_\_\_\_\_\_\_\_     54%                 55.7               50.4               57.4               54     
  (specify subgroup)                                                                                                                   

  Number of students tested                                                                                                            

  2.\_\_\_\_\_\_\_Female\_\_\_\_\_\_\_\_\_\_\_\_   56.9%               56.6               51.7               55.4               54.9   
  (specify subgroup)                                                                                                                   
  ------------------------------------------------ ------- ----------- ------ ----------- ------ ----------- ------ ----------- ------ -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**        48.7        48.9        48.8        48.9        49
  ------------------------------ ----------- ----------- ----------- ----------- -----------