##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Michael Kinnaird]{.underline}

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

Official School Name [Advanced Technologies Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [2501 Vegas Drive]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Las Vegas]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ [NV
89106-1643]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 702 ) 799-7870]{.underline} Fax [( 702 ) 799-0656]{.underline}

Website/URL [http://www.atech.org]{.underline} Email
[mkinnaird@atech.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Mr. Carlos A. Garcia]{.underline}

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

District Name [Clark County School District]{.underline} Tel. [( 702 )
799-5011]{.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 [Ms. Sheila Moulton]{.underline}

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: [172]{.underline} Elementary
schools

[43]{.underline} Middle schools

[-0-]{.underline} Junior high schools

[33]{.underline} High schools

\_[248]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\$5,077]{.underline}

Average State Per Pupil Expenditure: [\$3,660]{.underline}

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

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

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

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       135       79          214

  **3**                                                     **10**      127       76          203

  **4**                                                     **11**      112       54          166

  **5**                                                     **12**      109       70          179

  **6**                                                     Other                             

                                    **TOTAL                                                   762
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [54.7]{.underline} % White

the students in the school: [10.6]{.underline} % Black or African
American

[18.9]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        26
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    754
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.034
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.44
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_[14]{.underline}\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [27]{.underline} %

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

> If this method is not 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: [2]{.underline} %

[15]{.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 \_\_[1]{.underline}\_\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[12]{.underline}\_Specific Learning
Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_[2]{.underline}\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [3]{.underline}

Classroom teachers [60]{.underline}

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

Paraprofessionals [0]{.underline}

> Support staff [8]{.underline}
>
> Total number [72]{.underline}

12\. Student-"classroom teacher" ratio: [21-1]{.underline}

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 97.1        94.9        97          97.8        97.1

  Daily teacher attendance 93          94.9        96          95.6        90.8

  Teacher turnover rate    0.07        0.04        0.04        0.04        0.05

  Student dropout rate     0.8         0.4         0.1         0.1         0.8

  Student drop-off rate    2.5         1.8         2.5         1.5         1.2
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 176          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 67 %         |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 18 %         |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 1 %          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 4 %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 7 %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0 %          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 3 %          |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

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 and begin the first sentence with the
school's name, city, and state.

The Advanced Technologies Academy in Las Vegas, Nevada, is the public
senior high high-tech magnet school in the nation's sixth-largest school
district. The mission of Advanced Technologies Academy is to provide an
ethnically and otherwise diverse student population with the opportunity
to acquire and to apply knowledge, skills, creativity and a sense of
responsibility necessary to succeed in a highly competitive and changing
technological world.

Since it is a magnet school, students from all over the district apply
for admittance each year. As a result, A-TECH students know that they
have been selected from a group of gifted, highly motivated applicants.
With a student population of just over a thousand, A-TECH is one of the
district's smaller schools. These two facts combine to create an
atmosphere in which students know one another and take great pride in
their work. A-TECH students are not lost in the crowd. A-TECH students
do not by into the view that achievement "isn't cool."

The educational emphasis is well-documented. This year, 215 schools in
our district were rated "adequate." Thirty were rated "inadequate." Two
were rated "high achieving." A single school was rated "exemplary." That
school is the Advanced Technologies Academy.

This is the sixth year the schools have been rated. One year A-TECH was
rated "high achieving." The other five years, it was rated "exemplary."

A-TECH mirrors excellence on many fronts. Each newly admitted student
chooses to concentrate in at least one area of specialization from the
seven offered: Computer Science, Banking and Finance, Information
Technology, Computer Graphics, Law-Related Careers, Systems Technology
Support, and Pre-Engineering. The school is comprehensive: students take
the six courses per day students would take at any regular high school,
and then they attend two additional program-area courses per day to
develop their specializations.

The students are highly motivated, and their education is rigorous.
Faculty members are encouraged to identify specific behavioral
objectives in their instruction and to communicate those objectives to
the students. Their lesson plans must include those objectives, as well
as to identify teaching strategies and activities and the instructional
technology required. Specific rubrics are available whereby the students
may assess their own work before it is formally graded.

The students are among the academic elite, but the school assiduously
avoids elitism. A-TECH is open to students with a wide range of
abilities. Students with special needs are seamlessly accommodated, and
provisions are made for those at both ends of the ability spectrum. The
one characteristic virtually every student shares is the desire for
excellence. To the motivated, wonderful opportunities are daily events.

Whether studying Crime Scene Investigations in the criminalistics
course, building online animations in a website course, or achieving
advanced certifications in real-world local area network courses, the
student at the Advanced Technologies Academy is involved in building a
career based on systematic, documented excellence.

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

> The State of Nevada mandate of statewide testing in grades four,
> eight, and ten for accountability purposes was enacted by the Nevada
> legislature in 1977. The test data provided for the reporting years is
> from the TerraNova Achievement Test (CTBS/5^th^ Edition). The State
> Board of Education adopted the TerraNova as the test for the fourth
> and eighth grades, and the legislature subsequently mandated it as the
> test for the tenth grade. At the high school, all students other than
> those in the tenth grade are excluded from this statewide testing.
>
> Students are required to pass proficiency tests at a designated level
> in math, reading, and writing. These proficiency tests, which together
> function as an exit exam, are administered for the first time during
> the eleventh grade, and are repeated that year and the next for those
> who have not passed. Ninth grade students take a practice level of the
> TerraNova test that provides high schools with assessment information
> of the skill base of that particular class of students and with
> direction for any necessary remediation.
>
> Reviewing the disaggregated test data for the subgroups for the
> reporting years would indicate no significant disparities among the
> percentile scores in math, language, and reading. While there is a
> difference in each subgroup's percentile scores, all are above the
> average scores of both the district and the state. The differences
> among the subgroup disaggregated test data can be attributed to
> differences in retention of skills taught previously, as well as
> differences in test-taking skills.

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

Assessment results come from the classroom, mandated exams, and elective
exams. Classroom assessment is an ongoing daily process used to
determine the students' level of understanding and their readiness for
new material. It also indicates a need for additional teaching
strategies.

The mandated exams include the Nevada Proficiency Exams in the areas of
Math, Reading, Writing, and Science and TerraNova test. Proficiency
results are mailed to the student at the home address. Non-proficient
students are notified of tutoring programs available for them to
increase their skill level. A breakdown each student's scores is
provided to the school's tutor so that the instruction will meet the
individual needs of each student.

For the TerraNova, the results are mailed to the home. The department
coordinators review the results to determine area objectives to address
test deficiencies. A plan is developed based on the objectives. The plan
is then implemented followed, by reassessment and evaluation to
determine if additional objectives are needed.

Strategies based on the results of the PSAT and PLAN are provided to the
students to implement in order to best prepare themselves for taking the
SAT and/or ACT. Students are encouraged to complete the SAT and/or ACT
early enough to implement strategies to improve their results if
desired.

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

> All tested students receive individual test profile cards, which are
> mailed to their homes. Accompanying the profile card is an explanation
> for parents/guardians about how to interpret the test assessment
> information on the card. Students and their parents that desire
> further assistance in understanding the results are invited to consult
> with the student's academic counselor.
>
> When the school district receives the test results, it conducts a
> press conference and publishes the results in a local newspaper to
> inform the community about the overall student performance by school,
> using percentile scores. In this way, parents/guardians of students at
> individual schools are able to compare their child's test scores with
> those of students at other district schools.
>
> On a day-to-day basis, student grades are posted by student number on
> the school's website in an effort to keep the students and parents
> apprised of the students' current status. In addition, parents are
> given teachers' voice mail and email contact information in order to
> cultivate an ongoing communication with the home front.
>
> Parent/guardians who attend the monthly Parent Advisory Council
> meeting when the school's test assessment is reviews have the
> opportunity to hear from the principal the overall analysis of the
> test results and their impact on the school's curriculum.

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

Ever since the Advanced Technologies opened in 1994, we have opened our
doors to a steady stream of interested educators from all over the world
who have requested tours of our facility. Each tour typically goes
beyond a simple walk-through, however. The visitor is supplied with the
story behind this singular institution and his or her questions are
answered. A special cadre of students is assembled and trained each year
to conduct the tours and to provide the visitors with a view from the
student point of view. We are proud of our successes, and we believe
that our positive and productive educational environment can be
replicated in other locations. To that end, we are happy to consult with
interested colleagues.

In addition, our school website ([http://atech.org](http://atech.org/))
provides access to information about our programs and approaches, as
well as supplying contact information to those who might seek to
investigate further.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

As a magnet school, A-TECH's curriculum includes courses to meet
graduation requirements, courses which meet the requirements but are at
the Honors level or Advanced Placement level, and courses related to a
student's selected program area. Students attend all eight periods on
Mondays, Tuesdays, and Fridays. On Wednesdays and Thursdays, block days,
only four of the eight classes are held each day with the length of the
period being doubled. Freshmen have seven required courses including
math, science, English, physical education, health, computer
fundamentals, and the first course in their program area, and one
elective. The number one elective selected by the students is foreign
language. Sophomores have seven required classes including math,
science, English, physical education, world history, and two classes in
their selected program area. Sophomores also have one elective class.
Juniors have four or five required courses depending on the number of
math credits they have earned. The required areas are U.S. History,
English, and two program credits. In addition to the required courses,
students are encouraged to enroll in math all four years and in science
for at least three years.

Advanced placement classes are available to students in Chemistry,
Physics, Calculus, Statistics, U.S. History, U.S. Government, English
Literature and Composition, Spanish, and Computer Science. In addition,
to the Advanced Placement courses, Honors classes are available to
students at each grade level:

+----------------+----------------+----------------+------------------+
| English I, II  | Geometry       | U.S.           | Spanish for      |
| Honors         | Honors         | Government     | Spanish          |
|                | PreCalculus    | Honors         |                  |
| American       | Honors         |                | Speakers II, III |
| Literature     |                | World History  | Honors           |
| Honors         | Biology Honors | Honors         |                  |
|                |                |                | Computer Science |
| World          | Chemistry I,   | French II      | II Honors        |
| Literature     | II Honors      | Honors         |                  |
| Honors         |                |                |                  |
|                | Physics I      | Spanish II,    |                  |
| Algebra I, II  | Honors         | III, IV Honors |                  |
| Honors         |                |                |                  |
|                | U.S. History   |                |                  |
|                | Honors         |                |                  |
+----------------+----------------+----------------+------------------+

Average level classes include

+--------------+-------------------+----------------+-----------------+
| English I,   | Journalism I, II  | Weight         | U.S. Government |
| II           |                   | Training       |                 |
|              | Spanish I         |                | Psychology      |
| American     |                   | Principles of  |                 |
| Literature   | French I          | Science        | Sociology       |
|              |                   |                |                 |
| World        | Algebra I A       | Biology I      | Advanced Band   |
| Literature   |                   |                |                 |
|              | Algebra I, II     | Chemistry I    | Advanced        |
| Creative     |                   |                | Orchestra       |
| Writing      | Geometry          | Marine Science |                 |
|              |                   |                | Principles of   |
| Business     | Trigonometry      | Applied        | Leadership      |
| Co           |                   | Physics        |                 |
| mmunications | Statistics        |                | Publications I, |
|              |                   | Physics I      | II              |
| Speech I, II | Physical          |                |                 |
|              | Education I, II   | World History  | Theater I       |
| Forensics I, |                   |                |                 |
| II           |                   | U.S. History   |                 |
+--------------+-------------------+----------------+-----------------+

A minimum of seven credits is required for each of the seven program
areas. The seven program areas are Business and Finance, Computer Art
and Graphic Design which includes an emphasis in Graphic Design and an
emphasis in Computer Aided Design, Computer Science, Engineering
Technology, Information Technology, Law Related Education, and Systems
Technology Support. Articulation programs with the community college and
art institutes allow students to earn up to 15 college credits for
courses completed while at A-TECH. In addition, students in Engineering
Technology complete a three-credit engineering course through the
university in both the junior and senior year. Students may also elect
to take other courses at the community college and/or university as
juniors and seniors for dual credit.

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

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

Students accepted at A-TECH have a minimum G.P.A. of 2.0. Using
information such as 8^th^ grade report cards, standardized tests, and
teacher recommendations, counselors place students in classes designed
for specific abilities.

During the first week of school, teachers administer reading pretests to
determine the reading level of each student. The resulting information
is used in planning lessons and to select the appropriate level from
available study guides.

Our students are high achievers, and they are immersed in writing
strategies that combine the analytic traits learned in their middle
schools, with the sophisticated essays expected from them in the first
semester. In the second semester of the freshman year, all students are
taught the elements of the research paper, gradually increasing from 5
to 12 pages in length.

When weaknesses are identified through standardized tests, the English
Department implements strategies throughout the classes, including
vocabulary study and specific usage drills. When spelling difficulties
were noted, the department implemented direct instruction of spelling
rules to eliminate errors in those words that follow the rules of our
English language.

More than half of our students graduate from A-TECH having completed our
honors English curriculum, and in the last 5 years, 18 percent of the
seniors have enrolled in the Advanced Placement course.

**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.**

**[Business and Finance]{.underline}** Course Sequence: Introduction to
Business and Finance; Accounting I;

Computer Business Applications II; Economics and Global Finance;
Financial Services; Marketing; Entrepreneurship; Financial Planning;
College Based Accounting (elective); Business Communications (elective);
Speech (recommended)

For example: *Financial Services* is structured as a competency-based
course taught in a professional, simulated office environment for
students desiring training along with instruction in the financial
services industry. This course empowers students through choice,
accountability, and training for the development of \"life\"
skills\--goal setting, organization, time management, prioritization,
and responsibility.

The Business and Finance department maintains its own web site where
teachers communicate course objectives, course expectations, contact
information, grade reports, course training modules and assignments.
<http://www.atech.org/faculty/harmon/bf/index.htm>

Upon completion of all Internet lessons, students generate a completed
company manual (portfolio) of their work. Marketing, Entrepreneurship
and Financial Planning offered as a block course is structured to
facilitate the research and development of an individualized, detailed,
operational Business Plan by each Senior of the Business and Finance
program area.

**Instructional Methods:** Work/Office Simulations; Teacher Multimedia
presentations; Team Multimedia Presentations. Students utilize a
combination of website and links to multimedia presentations by team
members to the class. Students are able to access chapter presentations
via the network for independent study.

**Online instructional modules**:
<http://www.atech.org/faculty/harmon/bf/fsroutline.htm>

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

The A-TECH science curriculum is representative of the school's
multi-faceted instructional approach. To keep current with students'
strengths and deficiencies, the science department has instituted a
school-wide, broad-based pre-test to track needed improvements.

In the past two years, , the U.S. Department of Education recognized the
A-TECH modeling physics program as one of the 7 best K-12 educational
technology programs out of 134 programs evaluated, and as one of two
exemplary programs in Science Education for the year. According to the
*Force Concept Inventory,* A-TECH Applied Physics students score on
average 47%; other Las Vegas schools averaged 38%. A-TECH honors
students score 75%; college students at ASU and Harvard regular students
scored 64% and 77% respectively.

Teachers are encouraged to present lessons through multiple approaches,
including written, aural, and visual. Many routinely use online labs.
Students explore realistic situations in science with interactive
programs. Technology provides students with tools for them to perform
laboratories, computations and simulations.

The forensic science program also promotes involvement among typically
under-representative minorities. At the university level, female,
Hispanic, and Black enrollment in science, particularly the physical
sciences, is disproportionately low. Outreach efforts included forensic
science workshops for minority groups and students from inner city
schools. Demographics of students in the forensic science program are
similar to those of the Las Vegas community.

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

The thrust of professional development at the Advanced Technologies
Academy has always been to allow individuals to participate in training
they feel will increase their expertise and which they will find useful
in developing their courses. A-TECH's professional development program
has always endeavored to capitalize on the strengths of its faculty and
to seek to ameliorate its weaknesses. The richest source of ideas for
professional development opportunities has been the members of the
faculty themselves.

In addition, those who plan and implement professional development try
to make sure that individual teachers are allowed to spend time further
developing professional expertise by working directly with community
practitioners of the various careers for which A-TECH provides training.
Students benefit directly when their teachers are regular recipients of
real-world perspectives and real-world skills.

The administration at A-TECH allows time for planning. Individuals work
together in curricular groups to facilitate resource planning, compare
curricular successes (and disasters), and to plan and develop course
materials. Students benefit from a well-coordinated program whose team
members each contribute his or her expertise to the overall program.

A-TECH administrators have high expectations for instructional quality
and accountability. To that end, they offer a high degree of support to
achieve the expected levels of instruction by delivering the
professional development opportunities the teachers have identified as
productive.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

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\_\_\_\_\_\_\_\_
Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_\_\_\_\_\_ Publisher
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

Number excluded\_\_\_\_\_\_\_\_ Percent excluded\_\_\_\_\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

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

> The only criterion referenced test taken by students in our district
> is a writing test taken in the eighth grade. No criterion referenced
> data are available for A-TECH students.
>
> **[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[10]{.underline}\_\_\_\_\_\_ Test\_\_\_\_\_\_\_[Math
TN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[5^th^ Edition]{.underline} Publisher
\_\_\_[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
The State of Nevada mandates tenth-grade testing at high schools for
accountability purposes.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------
                                     2001-2002               2000-2001        1999-2000      1998-1999        1997-1998

  Testing month                      10                      10               10             10               10

  **SCHOOL SCORES**                                                                                           

  Total Score                        [84]{.underline}        85               90             86               82

  Number of students tested          799                     188              200            186              201

  Percent of total students          100                     99.5             99.5           100              
  tested                                                                                                      

  Number of students excluded        0                       1                1              0                0

  Percent of students excluded                               .0053            .005                            

  SUBGROUP SCORES                                                                                             

  1Native American (specify     \-                      88               93                              95   
  subgroup)                                                                                                   

  2Asian (specify subgroup)     88                      84               94                              82   

  3Hispanic (specify subgroup)  76                      68               76                              76   

  4African American (specify    76                      68               68                              56   
  subgroup)                                                                                                   

  5White (specify subgroup)     89                      78               90                              85   
  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[10]{.underline}\_\_\_\_\_\_ Test\_\_\_\_\_\_\_[Reading
TN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[5^th^ Edition]{.underline} Publisher
\_\_\_[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
The State of Nevada mandates tenth-grade testing at high schools for
accountability purposes.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------
                                     2001-2002               2000-2001        1999-2000      1998-1999        1997-1998

  Testing month                      10                      10               10             10               10

  **SCHOOL SCORES**                                                                                           

  Total Score                        [84]{.underline}        85               90             86               82

  Number of students tested          799                     188              200            186              201

  Percent of total students          100                     99.5             99.5           100              
  tested                                                                                                      

  Number of students excluded        0                       1                1              0                0

  Percent of students excluded                               .0053            .005                            

  SUBGROUP SCORES                                                                                             

  1Native American (specify     \-                      89               87                              57   
  subgroup)                                                                                                   

  2Asian ( specify subgroup)    74                      76               75                              76   

  3Hispanic (specify subgroup)  82                      68               83                              60   

  4African American (specify    61                      62               88                              65   
  subgroup)                                                                                                   

  5White (specify subgroup)     87                      77               88                              88   
  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------

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

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade\_\_[10]{.underline}\_\_\_\_\_\_ Test\_\_\_\_\_\_\_[Language
TN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_[5^th^ Edition]{.underline} Publisher
\_\_\_[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
The State of Nevada mandates tenth-grade testing at high schools for
accountability purposes.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------
                                     2001-2002               2000-2001        1999-2000      1998-1999        1997-1998

  Testing month                      10                      10               10             10               10

  **SCHOOL SCORES**                                                                                           

  Total Score                        [84]{.underline}        85               90             86               82

  Number of students tested          799                     188              200            186              201

  Percent of total students          100                     99.5             99.5           100              
  tested                                                                                                      

  Number of students excluded        0                       1                1              0                0

  Percent of students excluded                               .0053            .005                            

  SUBGROUP SCORES                                                                                             

  1Native American (specify     \-                      91               75                              56   
  subgroup)                                                                                                   

  2Asian (specify subgroup)     76                      84               83                              84   

  3Hispanic (specify subgroup)  80                      72               66                              66   

  4African American (specify    74                      70               82                              73   
  subgroup)                                                                                                   

  5White (specify subgroup)     84                      69               81                              79   
  ----------------------------- ---- ------------------ ---- ----------- ---- ----------- -- ----------- ---- -----------

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

  ------------------------------ ----------- ----------- ----------- ----------- -----------
                                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  **NATIONAL SCORES**                                                            

  Total Score                                                                    

  **STANDARD DEVIATIONS**                                                        

  Total Standard Deviation                                                       
  ------------------------------ ----------- ----------- ----------- ----------- -----------