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

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

## ***Cover Sheet***

Name of Principal [Mr. Bill Sillau]{.underline}

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

Official School Name [Marcus-Meriden-Cleghorn Community School
District]{.underline}

(As it should appear in the official records)

School Mailing Address [P.O. Box 667, 400 East Fenton
Street]{.underline}

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

###  

City [Marcus]{.underline} State [Iowa]{.underline}
[51035-0667]{.underline} Zip Code+4 (9 digits total)

Tel[. (712) 376-4171]{.underline} Fax [(712) 376-4302]{.underline}

Website/URL [www.marcus-mer-cleg.k12.ia.us/]{.underline} Email
[bsillau@marcus-mer-cleg.k12.ia.us]{.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.]{.underline}*

Name of Superintendent [Mr. Kevin Hart]{.underline}

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

District Name [Marcus-Meriden-Cleghorn Community School
District]{.underline} Tel.[(712) 376-4171]{.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 [Mr. Bryan Petersen]{.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 district: **1** Elementary schools

**1** Middle schools

Junior high schools

**1** High schools

> **[3]{.underline}** TOTAL

2\. District Per Pupil Expenditure: **[\$4592]{.underline}**

Average Sate Per Pupil Expenditure: **[\$4557]{.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 urban area

\[ \] Suburban

\[ \] Small city or town in a rural area

\[√ \] Rural

4.  **[10]{.underline}** Number of years the principal has been in
    his/her 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**       28        23          51        

  **3**                                                  **10**      26        15          41        

  **4**                                                  **11**      23        27          50        

  **5**                                                  **12**      20        24          44        

  **6**                                                  **Other**                                   

                                    **Total                                                          **186**
                                    Students                                                         
                                    in the                                                           
                                    Applying                                                         
                                    School**                                                         
  ----------- --------- ----------- ---------- --------- ----------- --------- ----------- --------- ---------

6.  Racial/ethnic composition of 98.5 % White

> the students in the school: 0.5 % Black or African American
>
> 0.5 % Hispanic or Latino
>
> 0.5 % Asian/Pacific Islander
>
> 0.0 % American Indian/Alaskan Native
>
> **100 % Total**

7.  Student turnover, or mobility rate, during the past year: **4%**

> (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 Oct
> 1, multiplied by 100.

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

  **(2)**        Number of students who            0
                 transferred *from* the school     
                 after Oct. 1 until the end of the 
                 year                              

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

  **(4)**        Total number of students in the   187
                 school as of Oct. 1               

  **(5)**        Subtotal in row (3) divided by    0.005
                 total in row (4)                  

  **(6)**        Amount in row (5) multiplied by   0.5
                 100                               
  -------------- --------------------------------- -----------------------

8.  Limited English Proficient students in the school: **0.0** %

**0.0** Total Limited English Proficient

Number of languages present: **[1]{.underline}**

Specify languages: **English**

9.  Students eligible for free/reduced price meals: **17** %

> **32** Total of 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 **8** %

> **15** Total Number of Students Served
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

\_\_**1**\_\_Deafness \_\_\_\_\_Other Health Impaired

\_\_\_\_\_Deaf-Blindness \_**14**\_\_Specific Learning Disability

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

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

\_\_\_\_\_Multiple Disabilities \_\_\_\_\_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}**

Administrators **1 0**

Classroom teachers **18 0**

Special resource teachers/specialists **1 0**

Paraprofessionals **0 0**

Support Staff **4 0**

Total Number **24 0**

12\. Student-"classroom teacher" ratio: **10:3**

13\. MMC High School has regretfully experienced one student each year
during the last three years who has dropped out of classes and then
failed to graduate from our alternative program. The drop-off rate
includes students who graduate at midyear. MMC averages about five move
outs a year except for 1999-2000 where we had no movement either in or
out during school year.

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

  Daily student         179.8           195.1           203.1           205.25          207.34
  attendance                                                                            

  Daily teacher         99%             99%             99%             99%             99%
  attendance                                                                            

  Teacher turnover rate 12%             11%             11%             10%             10%

  Student dropout rate  0.5%            0.5%            0.5%            0%              0.5%

  Student drop-off rate 4%              4%              2%              2%              2%
  --------------------- --------------- --------------- --------------- --------------- ---------------

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

September 2002.

Graduating class size 47

Enrolled in a 4-year college or university 58 %

Enrolled in a community college 17 %

Enrolled in vocational training 6 %

Found employment 8 %

Military service 2 %

Other (travel, staying home, etc.) 0 %

Unknown 0 %

**Total 100 %**

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

Marcus-Meriden-Cleghorn High School in Marcus, Iowa has one powerful
mission statement:

*Striving for Excellence in preparing **all** students for success
throughout life.*

MMC is the school that never sleeps. Any day begins at 5:55 a.m. when
Coach Clayberg opens the weight room for dedicated athletes. By 6:55
a.m. Madrigal Choir or Jazz Band begin practice. Our Jazz Band has
competed at the state level four out of five years to bring home the
first place trophy twice. The choir program had the distinction of four
students selected to all-state this year. Our music program of 116
participants always expects the best from each member.

By this time several students have run several miles around the
all-weather track. Trophies in the case prove their devotion. At the
same time, twenty high-steppers arrive to prepare for Drill Team Night,
a long tradition at MMC.

The first of three college classes begins at 7:00 A.M. in the Iowa
Communications Network (ICN) room via the cable system. Dr. Andreasen
and his students have now arrived to trouble-shoot our computer system.
By 7:15 A.M. both the art and speech teacher are working with creative
fine arts students preparing for the next contest. This year Mrs. Bork
boasted that two student paintings received the highest honors at a
recent regional Scholastic Art Show. Miss Diment just found out via
e-mail that MMC had an extraordinary record breaking nine events
selected to the prestigious Iowa All-State Individual Speech Festival.

At 7:20 A.M. the Industrial Technology teacher, Mr. Pearson, arrives to
continue building an elaborate playhouse for the Children's Miracle
Network with the construction class. His work is never done. He and his
students have built a computer desk for the principal, garage for a
community organization, and new restrooms for the golf course.
Concurrently he is preparing 29 students for the Technology Student
Association State conference. By 7:45 A.M. teachers are tutoring
early-arriving students.

On Thursdays at 7:50 A.M. Successfully Teaching At-Risk Students (STARS)
meetings are held. Faculty make action plans for students falling behind
academically, socially, behaviorally, or emotionally to ensure that each
aspect of the student's needs are met. Classes begin at 8:25 A.M.
Secretaries report 98 percent daily attendance. Students receiving
excellence in academics and showing involvement in the community are
invited to a pizza party during lunch. All students are enjoying low-fat
snacks provided by Mrs. Boothby's nutrition class.

By 3:10 P.M. the final bell rings, but the halls are hardly empty.
Peering into rooms will find teachers tutoring individual students. Our
math department works until all have been helped sometimes until 6:00
P.M. It's called "Quality Time." The counselor is bombarded with seniors
filing for scholarships. Last year \$270,000 in scholarships were given.
The Spanish Club is preparing for their annual fund-raiser for another
trip to Mexico. The yearbook and newspaper staffs are busy flashing
pictures and determining cut-lines. The library is inundated with
students researching articles for Advanced Biology. The activity
director is organizing a photo shoot for our Iowa State third place
wrestling team. Leadership Team members are posting advertisements for
the newest community service project, May baskets for shut-ins. Last
year 99 percent participated in at least one service project. A
curriculum writing committee is meeting in the social studies room.
Intern students returning from businesses arrive in time for golf
practice.

Tonight is a Parent-Student-Teacher Association (PSTA) meeting. The
topic tonight is "how to talk to your child or teen about war." PSTA
will compete with vocal and band students practicing in the hall for
there are no rooms available. The saws are still buzzing in the
Industrial Tech room. The last one leaving locks the door around 10:00
P.M. It is no accident that the school that never sleeps has ranked in
the top 10 percent of Iowa Schools for years. Excellence runs deep.

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

1\. At MMC High School we choose to report our scores using National
Percentile Rank (NPR). The National Percentile Rank (NPR) with school
norms is a score that indicates a school's standing within a nationally
representative group of schools in the same grade who were tested at the
same time of year as the students from our school. NPRs are based on
national standardization-the testing of large numbers of students in
each grade in a set of schools that represents the nation in terms of
enrollment size, geographic region, and other characteristics. The NPR
(school norms) is derived by comparing the average standard score (SS)
for the grade group with average standard scores achieved by other
groups of students in the same grade in schools across the nation. For
example, in our report, the average standard score on the Math Total
test is 290. When this average SS was compared to the estimated
distribution of grade nine averages for schools through out the United
States, approximately 98 percent of these grade nine groups had an
average SS for Math Total that was less than 290. Thus, our ranking in
the national testing was 98 out of 100 schools.

> a\. According to Iowa Department of Education, we may disaggregate the
> data for only two subgroups: socioeconomic and gender. It should be
> noted that our total score is according to national school norms.
> However, our subgroups can only be interpreted using national student
> norms. Little disparity is seen between our subgroups.
>
> b\. No groups are excluded from our data. As stated on the test data
> pages, in rare incidences a student may miss the testing for extended
> illness or blatant disregard for the test. These students are then
> assessed with our alternate testing procedures required by the state
> of Iowa.
>
> c\. Test data is attached. Please refer to pages 9-12.

2.  The primary purpose of using a standardized achievement battery like
    the Iowa Tests of Educational Development (ITED) is to provide
    information that can be used to improve instruction and student
    learning. It is valuable to the extent that its use contributes to
    better instructional decisions than our educators could make without
    it. ITEDs do not replace careful teacher observation or information
    gained through thoughtful classroom assessment, but it does provide
    supplementary information used in selecting learning targets and
    choosing instructional materials. The ITED scores determine areas of
    relative strength and weakness in skill development and to estimate
    year-to-year growth. These norms also allow our students to be
    compared with other students and allow our school to be compared to
    other schools. This affords the opportunity for our school to look
    at the achievement levels of our students in relation to a
    nationally representative student group. One inservice per year is
    scheduled to analyze the ITED scores. Our teachers are especially
    interested in the group item analysis report provided by the Iowa
    Testing Program. This helps our teachers identify weaknesses in our
    curriculum and an understanding of how our students problem-solve on
    individual test questions. Teachers also spend time looking at
    individual student scores to help decide which methods or approaches
    to use with individuals to reach our learning targets.

3.  Six weeks before the testing in the fall, the counselor probes the
    previous year's test results with the students. The students
    evaluate their own individual strengths and weaknesses and determine
    goals for this year's testing. The students need to know their
    scores so they can allocate time and effort to their learning and
    which specific content areas in which they may want to expend extra
    effort. As soon as the test scores are returned from processing, the
    counselor meets with the students to determine if individual goals
    were met. MMC believes it is important to inform the students as
    quickly as possible as to their performance. As they get older,
    students need to make realistic decisions about future learning
    opportunities and career possibilities. Parents likewise need this
    information to allow them to support the development of their child
    and offer realistic guidance for the types of decisions the student
    will need to make. Results from the ITED battery helps to supplement
    the other information available to students and their parents for
    these purposes. We publish our school scores in the local and county
    newspaper and our scores are included in our Annual Progress Report
    (APR). For our patrons, visitors, and our students, a summary of our
    school scores is posted in the hallways. Our community can be proud
    of our children's achievements. Each year the counselor also gives a
    presentation to the MMC school board on the ITED results.

4\. MMC High School is more than high test scores. Our student body is
our greatest advertisement. Whether our students are participating in
sports, speech, or music contests, we are proud of our student body
character away from MMC. We believe that this aspect more than any other
will best share our success. Our students have presented at the Iowa
State School Board convention in Des Moines, and would look forward to
presenting at the School Administrators of Iowa annual meeting. Our
school is not unique to Iowa. We represent over 300 high schools in
Iowa, which are similar in size and demographics. We are not unique to
rural schools across the mid-west. We would welcome the opportunity to
share our successes with these schools as well. Rural schools have
unique features of our own, but consistent among them all is pride. A
passion to be the best to bring the best out of each student. MMC was
ecstatic to be nominated for the Blue Ribbon School program and if
selected would be humbly honored to share our story.

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

1\. MMC High School maintains a high standard by requiring 44 credits to
graduate. Of these 28 are required classes. For all students we require
eight semesters of English, six semesters of Social Studies, four
semesters of science, one semester of computer applications, and two
semesters of physical education. In addition, we require five semesters
of math, two semesters of living skills classes and one semester of
communications skills. Thus, all our students graduate with a
broad-liberal arts background. In addition, 80 percent of our students
choose to take at least two years of foreign language. Added to our
four-year sequencing of Spanish is a fifth year of Spanish Literature.
In its first year, 16 students chose to participate. Approximately 90
percent of the graduating class continue on to post-secondary education
each year. Graduate follow-up surveys indicate that 98 percent of our
college students feel "very well prepared" in the areas of English,
science, and math. Our vocational classes include computer programming,
industrial technology, family & consumer sciences, business and
marketing. 17 percent take community college/vocational courses and 9
are involved in a job intern program. Our vocational students are able
to take auto mechanics, construction trades and industrial machining at
the local community college. Several students each year take anatomy and
physiology, as well. Within the last four years we have seen a 42
percent increase in our juniors and seniors that have taken college
classes while in high school. Next year we have 50 percent of our
juniors and seniors already pre-registered for college courses. Through
our Iowa Communications Network (ICN), Internet courses (Iowa State
University Biology 123 and AP Calculus) and correspondence courses
(French and Latin) our students have advantage.

2\. The educational diversity of the high school Language Arts program
fulfills the needs of a student body with a variety of challenge levels
and educational desires. The core curriculum includes English I and II,
and American literature. Students must fulfill two additional English
requirements. They have a variety of classes to choose from with varying
degrees of educational intensity: Journalism I and II, speech, practical
writing and grammar, advanced composition, modern contemporary
literature, mythology, British literature, and advanced placement
English.

> Students begin their language arts experience with English I. In this
> introductory course, students experience multiple genres of
> literature: short stories, poetry, drama, novels, and mythology.
> Furthermore, this course provides the basis for other venues of
> Language Arts, including speech, vocabulary comprehension, grammar and
> mechanics, the writing process, and resource use.
>
> To promote reading, students continue their involvement in the
> Accelerated Reader program. Students must earn a set number of points
> each quarter by taking literacy quizzes over their books or presenting
> traditional and non-traditional book reports. The points they earn are
> based on the readability levels of the books. Students can choose
> novels at a comfortable reading level without the pressures of staying
> caught up with a regimented reading program.
>
> The instruction in the English curriculum is derived from current
> educational research on teaching strategies. Students experience
> active learning techniques as they engage in collaborative groups,
> reciprocal teaching activities, and discovery learning. Students take
> on the challenges of classrooms that promote literary engagement and
> community, whether they are discussing young adult novels in
> contemporary literature or analyzing canonical classics in advanced
> placement English.

3\. The MMC High School mathematics curriculum is designed to prepare
all students for success in life by offering a variety of courses that
meet the needs of students in our district. Because the majority of our
students are college-bound, they strive for excellence in their high
school mathematics course work and complete more than the two and
one-half year requirement. Courses they take are Algebra I, geometry,
Algebra II, advanced math and an elective, discrete math, all of which
emphasize a strong foundation of the essential skills related to number
sense, measurement, algebra, geometry, trigonometry, and data analysis.
For the graduating classes of 2001-2003, 72 percent took Algebra II and
41 percent took advanced math.

> Our other students also strive for excellence in their mathematics
> courses. Their options include Algebra I in two years (Math I and Math
> II), informal geometry, and vocational math. (Several however elect to
> take geometry and Algebra II upon completion of
>
> Math II.) These courses are designed to prepare students for success
> in vocational and technical fields. Skills emphasized include number
> sense, measurement, algebra, geometry, and data analysis.
>
> One of the main reasons students succeed in math is because of the
> variety of teaching methods employed. Lessons are designed to utilize
> graphing calculators, explorations with computers, and cooperative
> learning. The instructors, in cooperation with administrators and
> parents, strive to help each student reach his full potential by
> working individually with students before and after school, by
> maintaining frequent contact with parents, and by completing various
> professional development programs to enhance their teaching methods.

4\. MMC teachers prepare students by varying their teaching styles to
match up with individual students. As a district, our administration has
been directly involved in challenging our teachers to use a wide range
of styles when interacting with students. The entire district implements
components of the Dimensions of Learning program, which is a
comprehensive model that uses what researchers and theorists, know about
learning. Its premise includes five dimensions: 1. Establish positive
attitudes 2. Acquire and integrate knowledge 3. Extend and refine
knowledge 4. Use knowledge meaningfully 5. Develop habits of the mind.
Teachers understand the diversity of students, thus plan lessons which
include Dr. Gardner's Multiple Intelligences. These learning styles
involve how students use their abilities. Our staff has studied the
newest of brain research by studying Dr. David Sousa. Teachers
incorporate a multi-sensory approach consistently so students are
actively involved in their learning. In an effort to motivate our
students, teachers commonly provide learning opportunities, which will
be expected in "real world" situations. We provide a construction class
in the fall, internship experiences in the spring and a student-run
restaurant and pre-school in May. Our computer applications classes
prepare brochures, video advertisements and business presentations for
our community. Our availability to provide college classes assists to
challenge the high-achieving students. Through the Iowa Teaching
Standards, our teachers realize the responsibility of their impact on
students. Our teachers are striving for mastery.

5.  Our professional development program is based on our comprehensive
    school improvement plan. Our goals are:

    a.  To increase the reading comprehension skills of all MMC
        students.

    b.  To increase the problem-solving ability of all MMC students.

    c.  To support improved student learning by increasing the use of
        technology in math and science.

    d.  To ensure our school environment is safe, inviting and suitable
        for learning.

> The high school staff worked to develop a curriculum vocabulary list
> for all students to meet the first reading goal. Students are then
> tested each semester on these critical vocabulary words. The second
> and third goal led the high school teachers to develop a plan to
> analyze ITED test scores in math, science, and problem-solving.
> Weaknesses in areas are evaluated and plans for improvement are
> incorporated into teaching methods. Based on the Iowa Youth Survey,
> teachers and staff developed a character education program that
> fosters respectful behaviors. This is one way we are meeting our final
> goal. Teachers continue to attend workshops and participate in
> research studies based on these goals.
>
> In the last two years the faculty and staff have completed studies in
> character education development, effective teaching strategies based
> on the Dr. Harry Wong model and a book study on [The Explosive
> Child]{.underline} by Dr. Ross Greene. In addition, our curriculum
> writing is broken down into a six-year cycle. Each year teachers K-12
> examine the curriculum to guarantee the highest of standards. Our
> teachers are encouraged to attend Area Educational Association
> meetings in their special subject areas.

Marcus-Meriden-Cleghorn High School

**Referenced Against National Norms**

**1999-2002**

###### Grade: 9 Language Scores Test: Iowa Tests of Educational Development

**Edition/Publication year**: 1993/2000 **Publisher:** Riverside
Publishing Company

**What groups were excluded from testing? Why, and how were they
assessed?** No groups were excluded. In rare occasions extended illness
or absenteeism or blatant disregard of the test may be reasons for
exclusion.

**Scores are reported here as:** National Percentiles

+-------------------------------+------------+------------+------------+
|                               | 2001-2002  | 2000-2001  | 1999-2000  |
+-------------------------------+------------+------------+------------+
| Testing Month                 | November   | November   | October    |
+-------------------------------+------------+------------+------------+
| # **School Scores**           |            |            |            |
+-------------------------------+------------+------------+------------+
| Total Scores                  | 90         | 97         | 90         |
+-------------------------------+------------+------------+------------+
| Number of Students Tested     | 41         | 51         | 51         |
+-------------------------------+------------+------------+------------+
| Percent of Total Students     | 100%       | 94%        | 100%       |
| Tested                        |            |            |            |
+-------------------------------+------------+------------+------------+
| Number of Students Excluded   | 0          | 3          | 0          |
+-------------------------------+------------+------------+------------+
| Percent of Students Excluded  | 0%         | 6%         | 0%         |
+-------------------------------+------------+------------+------------+
| **SUBGROUP SCORES (using      |            |            |            |
| national student norms)**     |            |            |            |
+-------------------------------+------------+------------+------------+
| 1.Low                         | 86%PR      | 86%PR      | 56%PR      |
| Socio-Econ\--Free/Reduced     |            |            |            |
| Lunch                         |            |            |            |
+-------------------------------+------------+------------+------------+
| 2.Males                       | 90%PR      | 76%PR      | 69%PR      |
+-------------------------------+------------+------------+------------+
| 3.Females                     | 99%PR      | 89%PR      | 73%PR      |
+-------------------------------+------------+------------+------------+
| 4.Ethnic/Racial               | N/A        | N/A        | N/A        |
+-------------------------------+------------+------------+------------+
|                               |            |            |            |
+-------------------------------+------------+------------+------------+

Marcus-Meriden-Cleghorn High School

**Referenced Against National Norms**

**1999-2002**

###### Grade: 9 Math Scores Test: Iowa Tests of Educational Development

Edition/Publication year: 1993/2000 Publisher: Riverside Publishing
Company

**What groups were excluded from testing? Why, and how were they
assessed?** No groups were excluded. In rare occasions extended illness
or absenteeism or blatant disregard of the test may be reasons for
exclusion.

**Scores are reported here as:** National Percentiles

+-------------------------------+------------+------------+------------+
|                               | 2001-2002  | 2000-2001  | 1999-2000  |
+-------------------------------+------------+------------+------------+
| Testing Month                 | November   | November   | October    |
+-------------------------------+------------+------------+------------+
| # **School Scores**           |            |            |            |
+-------------------------------+------------+------------+------------+
| Total Scores                  | 91         | 99         | 99         |
+-------------------------------+------------+------------+------------+
| Number of Students Tested     | 41         | 51         | 51         |
+-------------------------------+------------+------------+------------+
| Percent of Total Students     | 100%       | 94%        | 100%       |
| Tested                        |            |            |            |
+-------------------------------+------------+------------+------------+
| Number of Students Excluded   | 0          | 3          | 0          |
+-------------------------------+------------+------------+------------+
| Percent of Students Excluded  | 0%         | 6%         | 0%         |
+-------------------------------+------------+------------+------------+
| **SUBGROUP SCORES (using      |            |            |            |
| national student norms)**     |            |            |            |
+-------------------------------+------------+------------+------------+
| 1.Low                         | 88%PR      | 99%PR      | 62%PR      |
| Socio-Econ\--Free/Reduced     |            |            |            |
| Lunch                         |            |            |            |
+-------------------------------+------------+------------+------------+
| 2.Males                       | 96%PR      | 97%PR      | 87%PR      |
+-------------------------------+------------+------------+------------+
| 3.Females                     | 99%PR      | 90%PR      | 65%PR      |
+-------------------------------+------------+------------+------------+
| 4.Ethnic/Racial               | N/A        | N/A        | N/A        |
+-------------------------------+------------+------------+------------+
|                               |            |            |            |
+-------------------------------+------------+------------+------------+

Marcus-Meriden-Cleghorn High School

**Referenced Against National Norms**

**1999-2002**

###### Grade: 11 Language Scores Test: Iowa Tests of Educational Development

**Edition/Publication year:** 1993/2000 **Publisher:** Riverside
Publishing Company

**What groups were excluded from testing? Why, and how were they
assessed?** No groups were excluded. In rare occasions extended illness
or absenteeism or blatant disregard of the test may be reasons for
exclusion.

###### Scores are reported here as: National Percentiles

+-------------------------------+------------+------------+------------+
|                               | 2001-2002  | 2000-2001  | 1999-2000  |
+-------------------------------+------------+------------+------------+
| Testing Month                 | November   | November   | October    |
+-------------------------------+------------+------------+------------+
| # **School Scores**           |            |            |            |
+-------------------------------+------------+------------+------------+
| Total Scores                  | 92         | 96         | 93         |
+-------------------------------+------------+------------+------------+
| Number of Students Tested     | 45         | 46         | 53         |
+-------------------------------+------------+------------+------------+
| Percent of Total Students     | 98%        | 96%        | 95%        |
| Tested                        |            |            |            |
+-------------------------------+------------+------------+------------+
| Number of Students Excluded   | 1          | 2          | 3          |
+-------------------------------+------------+------------+------------+
| Percent of Students Excluded  | 2%         | 4%         | 5%         |
+-------------------------------+------------+------------+------------+
| **SUBGROUP SCORES(using       |            |            |            |
| national student norms)**     |            |            |            |
+-------------------------------+------------+------------+------------+
| 1.Low Socio-Econ              | 92%PR      | 68%PR      | 82%PR      |
| (free/reduced lunch)          |            |            |            |
+-------------------------------+------------+------------+------------+
| 2.Males                       | 87%PR      | 65%PR      | 67%PR      |
+-------------------------------+------------+------------+------------+
| 3.Females                     | 99%PR      | 96%PR      | 75%PR      |
+-------------------------------+------------+------------+------------+
| 4.Ethnic/Racial               | N/A        | N/A        | N/A        |
+-------------------------------+------------+------------+------------+

Marcus-Meriden-Cleghorn High School

**Referenced Against National Norms**

**1999-2002**

###### Grade: 11 Math Scores Test: Iowa Tests of Educational Development

**Edition/Publication year:** 1993/2000 **Publisher:** Riverside
Publishing Company

**What groups were excluded from testing? Why, and how were they
assessed?** No groups were excluded. In rare occasions extended illness
or absenteeism or blatant disregard of the test may be reasons for
exclusion.

###### Scores are reported here as: National Percentiles

+-------------------------------+------------+------------+------------+
|                               | 2001-2002  | 2000-2001  | 1999-2000  |
+-------------------------------+------------+------------+------------+
| Testing Month                 | November   | November   | October    |
+-------------------------------+------------+------------+------------+
| # **School Scores**           |            |            |            |
+-------------------------------+------------+------------+------------+
| Total Scores                  | 95         | 96         | 99         |
+-------------------------------+------------+------------+------------+
| Number of Students Tested     | 45         | 46         | 53         |
+-------------------------------+------------+------------+------------+
| Percent of Total Students     | 98%        | 96%        | 95%        |
| Tested                        |            |            |            |
+-------------------------------+------------+------------+------------+
| Number of Students Excluded   | 1          | 2          | 3          |
+-------------------------------+------------+------------+------------+
| Percent of Students Excluded  | 2%         | 4%         | 5%         |
+-------------------------------+------------+------------+------------+
| **SUBGROUP SCORES(using       |            |            |            |
| national student norms)**     |            |            |            |
+-------------------------------+------------+------------+------------+
| 1.Low Socio-Econ              | 97%PR      | 80%PR      | 94%PR      |
| (free/reduced lunch)          |            |            |            |
+-------------------------------+------------+------------+------------+
| 2.Males                       | 99%PR      | 78%PR      | 87%PR      |
+-------------------------------+------------+------------+------------+
| 3.Females                     | 99%PR      | 74%PR      | 86%PR      |
+-------------------------------+------------+------------+------------+
| 4.Ethnic/Racial               | N/A        | N/A        | N/A        |
+-------------------------------+------------+------------+------------+

#####