##### U.S. Department of Education 

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

**Cover Sheet**

Name of Principal [Mr. Richard D. Zarkowski]{.underline}

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

Official School Name [David S. D'Evelyn Junior/Senior High
School]{.underline}

(As it should appear in the official records)

School Mailing Address [10359 West Nassau Avenue]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Denver
Colorado]{.underline}\_\_[80235-1400]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [(303 ) 982-2600]{.underline} Fax [(303 ) 982-2601]{.underline}

Website/URL [http://jeffcoweb.Jeffco.k12.co.us/high/develyn]{.underline}
E-mail [rzarkows@jeffco.k12.co.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 [February 10, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Cindy Stevenson]{.underline}

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

District Name [Jefferson County Public Schools]{.underline} Tel. [( 303
) 982-6500]{.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 [February 10, 2004]{.underline} (Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Jon DeStefano

(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 [February 10, 2004]{.underline}

(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**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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.

*-2-*

**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: 94 Elementary schools

19 Middle schools

0 Junior high schools

19 High schools

0 Other (Briefly explain)

**132 TOTAL**

2\. District Per Pupil Expenditure: \$6,598

Average State Per Pupil Expenditure: \$5,795

**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\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

[0]{.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**       108       91          199

  **1**                                                     **8**       86        97          183

  **2**                                                     **9**       109       96          205

  **3**                                                     **10**      57        86          143

  **4**                                                     **11**      44        86          130

  **5**                                                     **12**      61        55          116

  **6**                                                     Other                             

                                    **TOTAL                                                   976
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*-3-*

6\. Racial/ethnic composition of [88.5]{.underline} % White

the students in the school: [1.5]{.underline} % Black or African
American

[4.4]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 4.53 %

> (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 45
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        45
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    992
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0453
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.53
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 0 %

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages:

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

9 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: 0.5 %

5.  Total Number of Students Served

> *-4-*
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

Autism Orthopedic Impairment

[1 Deafness]{.underline} Other Health Impaired

Deaf-Blindness [3 Specific Learning Disability]{.underline}

[1 Hearing Impairment]{.underline} 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}**

Administrator(s) 4 0

Classroom teachers 44 1

Special resource teachers/specialists 0 2

Paraprofessionals 2 0

> Support staff 22 1
>
> **Total number 76 4**

12\. Average school student-"classroom teacher" ratio: 21.7:1

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 96.6%       96.5%       96.5%       95.8%       94.8%

  Daily teacher attendance 98.4%       98.9%       99.0%       98.8%       99.0%

  Teacher turnover rate    13.3%       6.6%        8.8%        2.2%        6.6%

  Student dropout rate     1.0%        0%          0%          0%          0%

  Student drop-off rate    9.9%        12.4%       11.7%       15.4%       14.8%
  ------------------------ ----------- ----------- ----------- ----------- -----------

\*Students (other than drop-outs) who choose to leave D'Evelyn have
either moved away from the Jefferson County School District, or they
have enrolled in other Jefferson County Schools.

*-5-*

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 111          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 88%          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 9%           |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 0%           |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 3%           |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

> *-6-*

David S. D'Evelyn Junior/Senior High School

David S. D'Evelyn Junior/Senior High School was formed in 1993 as a
liberal arts, college-preparatory secondary school. The school is
located in the southwest corner of the Denver, Colorado metropolitan
area. D'Evelyn is a school of Choice within the Jefferson County Public
Schools in Colorado, the largest school district in the state with
86,000 students and more than 12,000 employees. The D'Evelyn Program was
developed to continue the alternative educational environment
exemplified by the Dennison Fundamental Alternative School Program.
Approximately 45% of the seventh graders that come to D'Evelyn
matriculate directly from Dennison Elementary School's 6^th^ grade. The
other 55% of in-coming 7^th^ graders are selected from throughout the
district through a lottery process. Parents of prospective students are
required to attend one of three informational meetings held in October,
November, and January of each school year. Parents fill out an
application which is entered into the school's computer system, and
following the January meeting, a random lottery selection is made to
complete the 7^th^ grade roster for the up-coming school year.

D'Evelyn's Program is based on the belief that all students, not just an
elite group, should be held to rigorous academic and behavioral
standards, and that all students can achieve in a challenging learning
environment. D'Evelyn's founders believed the purpose of education is to
convey an essential body of cultural knowledge to the next generation,
and that a solid liberal arts education is required in order for all
citizens to be effective participants in their communities. Independent,
analytical reasoning, based on objective knowledge, is an essential
skill and is strongly encouraged throughout the instructional program.
There is an emphasis upon year-to-year, sequential continuity in the
development of basic knowledge and competence, with gradually increasing
complexity and requirements. A mastery of skills and knowledge acquired
through the study of basic academic subjects is the foundation of all
subsequent learning, regardless of the student's future pursuits.

Although the academic disciplines are distinct, they are also related
and reinforce each other. A sound, content-rich curriculum should
consist of a healthy balance of required, basic subjects, augmented by
equally challenging electives. Students are evaluated using an objective
grading system (letter grades A through F). Each graduate of the school
will have successfully completed at least the following areas of study:
4 years of English; 4 years of Social Studies; 3 years of Mathematics; 3
years of Science; 3 years of Foreign Language, and 1 course in Fine
Arts. Students must demonstrate the ability to use a computer for word
processing, database, and spreadsheet formats. Students must also
participate in physical education and choose electives to complete the
22 credits required for graduation within the Jefferson County District.
Students desiring a more challenging level of studies are able to select
honors and Advanced Placement courses to replace required courses in
grades 10-12.

The following operating principles are critical to the successful
implementation of D'Evelyn's overall philosophy: 1) Good discipline and
order will be maintained to ensure an atmosphere conducive to effective
teaching and learning; 2) Courtesy and respect for high moral and
ethical standards will be required, and patriotism will be emphasized;
3) Class sessions will meet daily for a consistent period of time \[six
50-minute periods each day with a 40-minute activity period at the end
of each day\] on a regular schedule; 4) Students remain on campus during
the entire school day; 5) At specified intervals \[every six weeks\]
each student will receive letter grades based on individual performance
in each course of study; 6) Teachers have the responsibility to assign
homework which is purposeful and relevant; 7) Assigned textbooks will be
mandatory for each student in each course. Other resources will be made
available, and the use of primary sources will be encouraged; 8)
Parental involvement will be strongly encouraged; and 9) Students in
need of special assistance will have tutoring available to them as well
as accommodations for their individual learning.

Finally, the goal of the D'Evelyn Program is to provide students with a
sound liberal arts education providing a continuous challenge to all
students, with specialized support as needed. With an expanded level of
knowledge and mastery of skills, students can enter college/university
life with confidence.

-7-

**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.**

Every junior at D'Evelyn, as well as all juniors from across the state
of Colorado take the Colorado ACT Test in the spring of the school year.
Once this assessment has been taken, the exam yields scores for students
in the areas of English, Mathematics, Reading, and Science Reasoning, as
well as a Composite Score for all four parts of the test. Colleges and
universities across the United States use the ACT examination results as
one of several criteria for the admission of students into its academic
programs. Class rank, individual course grades, cumulative grade point
average, the rigor of the courses taken by students, as well as other
factors constitute each place of education's formal criteria for
admission.

The ACT has been designed to serve as a predictor of success for college
students. Student scores for each part of the test and the composite
score can range from zero to 36, and 36 would be a perfect score. The
composite score is a near average of the four separate parts of the
exam. As we look at these scores, both individually and as a collective
group, the higher the composite score, the higher the probability that
the student will be successful in her/his college studies.

The table below shows D'Evelyn's group scores for all juniors in each of
three separate years as compared to the group scores for all juniors
during those same years in the state of Colorado.

Colorado ACT Scores 2001-2003

Year English Mathematics Reading Science Reasoning Composite

(D'Evelyn)

2001 25.6 26.4 27.0 24.7 26.1

2002 24.1 25.0 24.8 24.1 24.7

2003 24.1 26.8 26.0 25.0 25.6

(Colorado)

2001 18.7 19.4 19.9 19.7 19.6

2002 18.0 18.6 18.9 19.3 18.8

2002 18.7 19.6 20.0 19.9 19.7

As you can see from the data presented, D'Evelyn student scores
consistently rank well above the scores for all juniors in Colorado. In
Reading, for example the differences in the scores are: 2001 + 7.1;
2002 + 5.9; and 2003 + 6.0. The differences in Mathematics scores for
the same year are: 2001 + 7.0; 2002 + 6.4; and 2003 + 7.2. The same
general scenario also exists for the Composite Scores for the exam, with
differences of: 2001 + 6.5; 2002 + 5.9; and 2003 + 5.9.

In an informal analysis of the data, we can safely generalize that as a
group, D'Evelyn juniors consistently perform at higher levels than the
total group of all Colorado Juniors on the ACT Test in both Reading and
Mathematics. We can also make the same generalization for the Composite
Scores for both groups. It must be noted that we are talking about
comparisons with two groups of scores for the test. Individual student
scores must be analyzed separately against both the full range of
possible student scores in the high school and across the state.

As a liberal arts, college preparatory school, we strive to fully
prepare our students for academic success in a college or university
setting. We are also accredited by the North Central Association as a
college preparatory school---the only public school in Colorado with
such an accreditation. It stands to reason, then, that our students'
test scores must and do reflect our overall philosophy and mission.

-8-

2\. Show in one-half page how the school uses assessment data to
understand and improve student performance.

It is not enough to just collect individual and collective data from
student assessments. Educators must use this data to inform instruction
and to improve the quality of the learning and instruction that we
provide for our students. The Jefferson County School District has made
available a program entitled VirtualEd for all buildings. Every
certificated person at D'Evelyn has been trained in the use of
VirtualEd, and we can identify information on individual student scores
for each exam (CSAP). Item analyses have also been made for each content
standard contained in these criterion-referenced exams so that we can
pinpoint each element of every test given and how well or how poorly
students have performed. Items on the various tests can then be matched
to the standards as they are being taught in the classroom to determine
the emphasis that must be placed upon this material.

Additional time is used to provide remediation for those students who
need the interventions necessary to help them to improve their overall
performance. Teachers can also use the data to make curricular
connections with separate groups of students when it has been determined
that emphasis must be placed on daily learning for an entire group or
grade level of students. It must be emphasized that we are not teaching
test preparation. Instead, we determine what should be done within the
scope and sequence of our existing curriculum to more fully prepare
students to use that instruction in all aspects of their learning,
including taking the state and standardized examinations. The excellent
results that D'Evelyn has experienced show us that the curriculum and
philosophy of the school are heading us in the right direction. We
cannot and will not rest on our laurels. We will continually find ways
in which to sustain these good efforts to provide the very best for the
students under our direct care.

We have recently created student study groups consisting of students who
have earned grades of D or F in their classes and whose performance on
the state examinations is either partially proficient or unsatisfactory.
These students are brought together during the school's 40-minute
Activity Period for concentrated work with teams of teachers in the core
academic areas. Study teams meet two to three times during each week.

> -9-

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

The communication of student performance takes several different avenues
at D'Evelyn. Daily assessments of various kinds are recorded in
teachers' gradebooks and electronically in the student administration
and data program (SASI) used by the district and school. Each six weeks
this data is drawn from the teacher's electronic gradebooks, tabulated,
and generated as a progress report during the 6^th^ and 12^th^ week. At
the end of each semester the same process yields the students' final
grades, which are printed on each student's transcript. With each
grading period, the information is mailed home to parents.
Parent/Teacher conferences are held directly after the 6^th^ and
12^th^-week progress reports have been sent home. Both report cards and
up-dated transcripts are mailed to each family following final exams at
the end of each semester. Student grades and cumulative grade point
averages are given to each individual teacher for the classes that
he/she teaches. We also calculate all course grades for each department.
Course grades and department totals, along with a cumulative grade point
average for the entire school is made available to all faculty and staff
and the school's steering committee.

Additionally, teachers keep students very well informed on a continual
basis of their academic progress in each of their courses by printing
individual reports for each student at intervals of one to two weeks
throughout the school year.

As the results from CSAP examinations, the Colorado ACT, and other
standardized tests are received, the individual scores are communicated
with each student, and parents are promptly mailed the printed test
results. Collective testing results, which are also tabulated, are
shared with all stakeholders within the D'Evelyn
Community---administrators, counselors, teachers and departments; the
D'Evelyn Steering Committee, which serves as the governing board for the
school; the D'Evelyn Accountability Committee, which serves as an
advisory group for the Steering Committee and the Principal as a part of
the overall CDM process. Collective test results are also communicated
to the D'Evelyn Community via the school's newsletter, and soon they
will be available to everyone on the school's web site.

-10-

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

D'Evelyn has consistently been at or near the top of the Colorado
Student Assessment Program (CSAP). We have also achieved the top
composite score on the Colorado Act during each of the three years in
which that assessment has been given to our students. These have earned
the school (both the junior high and senior high) the recognition of
being a John Irwin School of Excellence for the three years that this
prestigious award has been given. Additionally, the school has been
rated as excellent each of the last three years in the Colorado
Department of Education School Accountability Reports (SARs). The
newspapers have printed all scores from all of the state's schools.

Our students take a total of 13 separate criterion-referenced
assessments in grades 7 through 10, and all juniors take the Colorado
form of the ACT. Several schools have contacted us recently wanting to
know how we prepare our students to do so well on the statewide tests.
Our answer is a simple one. We do not do any kind of test preparation as
a part of our normal, day-to-day instruction. The magnitude of our
content-rich curriculum does not give us any time in which to do these
kinds of things. The important aspect of our curriculum is that we delve
deeply into each subject area provided in order to give our students the
very best learning at each grade level in each content area. We do,
however, share our program document, our school's philosophy as a
liberal arts, college preparatory institution, our comprehensive
discipline code, the course description booklet, the student/parent
handbook, and our beliefs about homework, as well as the scope and
sequence and the content and mapping skills for each of the courses that
we offer.

We have set up many visitations by groups of teachers, administrators,
and parents from other schools on several occasions, and we spend
anywhere from a couple of hours to a full day presenting information
about the school and providing tours of the school. We also allow
observations within our classrooms so that people can see first hand
what takes place as a part of our normal day-to-day instruction.
Visitors get a good overview of our program, and we answer as many
questions as they may have about the school.

-11-

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 the foreign languages in the descriptions.

When D'Evelyn was founded in 1994 as a liberal arts, college preparatory
secondary school, the school was based on the belief that students
should study an essential body of cultural knowledge. The overall
curriculum in each content area has been established in a sequential set
of courses, with each course serving as a stair-step or building block
for the next subject, and the sum total of what is learned in one course
builds directly upon the next. D'Evelyn is committed to the premise that
mastery of the skills and knowledge acquired through the study of these
core academic subjects is the foundation for all subsequent learning.

Courses are designed to provide in-depth coverage within each content
area so that our students have an expanded knowledge of topics. Fine
arts classes include not only the hands-on work such as in art or music,
but also a historical and philosophical perspective of the subjects.

Each of the content areas listed below shows the required course
offerings in each curricular area from 7^th^ through 12^th^ grade.
Elective courses are also listed following the required courses. Every
student takes the same curriculum at each grade level, and advanced
courses allow students to accelerate their learning.

The Computer curriculum consists of the following elective courses:
Keyboarding 7/8, Programming in Visual Basic, and AP Computer Science AB
(JAVA).

The English curriculum consists of the following required courses:
Language Arts 7, Language Arts 8, Literature and Composition 9, British
Literature and Composition 10, American Literature and Composition 11,
Classical Literature and College Composition 12. English elective
courses include Literature and Composition 9 Honors, British Literature
and Composition 10 Honors, American Literature and Composition 11
Honors, Classical Literature and Composition 12 AP, Creative Writing,
Mythology, and Shakespeare and the Renaissance.

The Foreign Languages curriculum consists of the following required
courses: French I, II, and III; Latin I, II, and III; or Spanish I, II,
and III. Foreign Language electives include French IV and AP; Latin IV
and AP, or Spanish IV and AP.

The Mathematics curriculum consists of the following required courses:
Pre-Algebra, Algebra/Geometry Introduction, Algebra/Geometry I,
Algebra/Geometry II, and Algebra/Geometry III. Elective courses in
Mathematics include Math Analysis/Trigonometry, Math
Analysis/Trigonometry Honors, Math Analysis/Calculus Honors, AP BC
Calculus, and AP Statistics. Senior students experiencing difficulty in
Mathematics may also qualify for a course in regular Geometry. Students
are given a placement test when they enter the school, and they have the
opportunity to accelerate in mathematics classes based on how well they
do in the placement testing.

The Physical Education required courses are Physical Education 7/8 and
Lifetime Fitness 9-12.

The Science curriculum consists of the following required courses: Life
Science 7, Physical Science 8, Biology, Chemistry and Physics. Science
electives include AP Biology, AP Chemistry, and AP Physics.

The Social Studies curriculum consists of the following required
courses: Geography 7, American History 8, Geography/Non-Western
Civilization, Western Civilization, American History 11, American
Government/Economics. Social Studies electives include Psychology, World
Religions Eastern, World Religions Western, and AP United States
History.

The Fine arts curriculum consists of the following elective courses:
Arts and Ideas; Acting and Theater Arts; Art 7/8, Drawing I, Drawing II,
Painting 1, Painting II, 3D Art, 3D Art Intermediate, 3D Art Advanced;
Photography I, Photography II, and Photography III; Mixed Choir 7/8,
Mixed Choir 9-12, Women's Choir 9-12, and Concert Choir; String
Orchestra, Advanced Orchestra, Intermediate Band, Concert Band, and Wind
Ensemble; Speech 7/8, Speech 9-12; and Yearbook.

> -12-

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

The D'Evelyn English program stresses the foundational aspects of
language and its application as represented in recognized great
literature of the ages. Each student, upon graduation, will have studied
literature, grammar, vocabulary, and composition as the foundation of
linguistic knowledge. That knowledge will be cemented and augmented by
spoken and written exercises, providing practice essential to developing
the skill of effective communication.

Great literature, at one level, brings insight into the human heart and
thoughts, its motivations and complexity. At another level, it brings
insight into the interactions and consequences of human behavior. The
literature of the ages encompasses richness in vocabulary and
composition and enables students to enter into and experience life
circumstances well beyond those normally available in a lifetime.

The pursuit of excellence will continue through each year of this most
central element of our educational philosophy. Students will be expected
to continually increase their understanding and use of vocabulary and
grammar. Oral and written exercises will be designed to elicit
increasing sophistication of thought and structure in student products.

To adequately measure students' growth in the recognition and
understanding of literary elements, the use of written essay is
emphasized. Essay writing requires a thorough knowledge of the pieces
studied, and it allows the students to support their observations,
interpretations, and evaluations by use of citation and logical
argument. Essay-based exercise requires the student to really know,
analyze, and interpret the material. It also fosters mastery of writing
skills by the practice of writing on subjects of established and
recognized value. It also requires the clarification of ideas and the
ability to identify material necessary to support well-formed
interpretations and/or positions.

Skillful reading requires immediate recognition of symbols. Reading
literature filled with symbols provides a rich store of knowledge and
skills upon which students can readily draw. The heavy focus on great
literature, with its accompanying wealth of personal growth, recognizes
that education is not simply to prepare students for jobs, but also to
prepare students for life.

Students that have reading difficulties are allowed the opportunity to
participate in summer reading and study programs where the novels and
other pieces of literature are discussed in depth with more time for
guided reading. This reading begins with each incoming 7^th^ grade, and
the books are made available to students and parents before they start
attending classes at the school.

-13-

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.

The D'Evelyn Mathematics Department makes extensive use of the Saxon
Mathematics curriculum for all levels and topic areas. Saxon Mathematics
makes use of problem sets for daily instruction with one topic as the
focus for each day's work. Three to five problems in each problem set
deal directly with the topic of the day, while the rest of the problems
in the set are a review of topics and mathematical elements from
previous sets. Students, then, are continually reviewing all areas of
subject matter in an on-going sequence of learning. We believe that this
is much better than covering topics as a single entity and then moving
on to the next topic. This continual practice (Students will do more
that 25,000 problems in their six years at the school.) assists the
students to remember foundational mathematical work, while constantly
expanding their overall knowledge base.

Our educational philosophy embraces the concept that mathematics is an
essential component to the development of an educated mind. The study of
mathematics develops and refines the use of logical reasoning skills.
The disciplined approach of mathematics is readily extended to all other
areas of thought, providing an essential element to many occupations and
further schooling, especially in the sciences. We believe that all
students can succeed in mathematics, if taught carefully from effective
texts.

Mathematics reinforces the powers of concentration, memory, and logical
thinking. These habits of the mind are essential in all areas of the
curriculum. Mathematics is the language of science, without which the
study of chemistry and physics, as well as all higher-level scientific
study is impossible. It has been well publicized that American students,
for far too many years, have lagged behind those of other developed
countries in overall mathematics and science achievement. We firmly
believe that our graduates must be broadly prepared to pursue any career
that they desire. To that end, our graduates will leave the school with
adequate, essential mathematics skills to qualify them for further
studies, apprenticeships, and/or employment.

-14-

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

Utilizing Instructional Theory Into Practice as a basic classroom model
for the delivery of instruction, a variety of methods are emphasized for
pedagogy at D'Evelyn. From anticipatory set to the closure for each
class period, the methodologies used at D'Evelyn include, but are not
limited to: extensive use of lecture, for the delivery of important
information in every curricular area; discussion, where active
participation for all students is highly encouraged; question-and-answer
sessions, with carefully framed questions for the analysis, synthesis,
application, and evaluation necessary for higher-level, critical
thinking and skill-building; modeling, especially with all forms of
writing, by teachers highly skilled and knowledgeable in each of their
content areas; demonstrations, lab investigations, and experiments in
the sciences; oral interpretation, role playing and simulations, for the
analysis of literature and historical perspectives; the use of extensive
examples, metaphors, and analogies to expand meaning for students;
research techniques, for the use of reference materials and the on-line
capabilities within classrooms, and especially in the Library Media
Center (LMC); detailed analysis of reading assignments, problems, and
situations presented in textbooks and the classrooms; hands-on learning
in the areas of art, photography, theater, vocal and instrumental music,
and computer technology; reading, writing, listening and speaking, in
the languages (Latin, Spanish, and French), as well as in English and
speech classes; and the limited use of Multiple Intelligences, as
appropriate to the curricular area involved.

Each of these methodologies serves to enhance teaching and learning
through the basic elements of instruction---thorough planning,
concentrated learning activities, production of materials and resources,
and the strategies necessary to make learning highly effective.
D'Evelyn's primary instructional methods are delivered in an atmosphere
and coherent structure of high expectations, enthusiasm for learning,
maximum time-on-task, and the integration of subject matter between
content areas.

-15-

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

In the ten years that D'Evelyn has been in existence, the school has
experienced the normal amount of teacher turnover, and only nine of the
original teachers out of the forty-five present teachers are still
providing instruction at the school. During the past three years to
maintain the extremely important integrity of the school's overall
program, efforts at professional development have been focused on every
faculty and staff member being thoroughly cognizant of the school's
philosophy and its liberal arts, college preparatory program. As a full
faculty and staff, we have spent time during our in-service days and at
faculty meetings, department meetings, and administrative team meetings
studying, analyzing, and discussing the documents and other research
works that went into the formulation of the school. We have also focused
our efforts at what it means to be educational leaders, no matter what
our position might be within the school.

We have also spent a great deal of time looking at the elements of
quality teaching, learning and reviewing the best practices of
instruction, and building a professional learning community that takes
the time necessary to reflect on instruction and ways in which teaching
and learning can be improved.

Additionally, all faculty and staff have received in-service in the area
of technology and its use in the classroom. Included in this aspect of
professional development have been the following areas: the internet and
electronic databases to augment printed reference materials; the use of
Aver Key, PowerPoint, and other programs to enhance the delivery of
instruction within the classroom; electronic grading with InteGradePro
to provide instantaneous information to both students and parents about
achievement; and the use of VirtualEd to review data on state and
district assessments in order to make improvements in the curriculum.

Our primary goals have been: to build a solid base of understanding for
the liberal arts and related curriculum; to enhance and expand the ways
in which this curriculum is delivered to our students; and to use
technology as an important tool and resource for information gathering
and presentation, as well as accurate and up-to-the-minute access to
student assessment and performance.

-16-

S**AMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**

> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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 [Colorado ACT]{.underline}
>
> Edition/publication year [2001]{.underline} Publisher [American
> College Testing]{.underline}
>
> Number of students in the grade in which the test was administered 118
>
> Number of students who took the test 118

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> 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.
>
> *-17-*

David S. D'Evelyn Junior/Senior High School

Colorado ACT Test Results

Spring 2001

Student Science

Count English Math Reading Reasoning Composite

D'Evelyn

118 25.6 26.4 27.0 24.7 26.1

Males

59 25.9 27.3 26.9 25.6 26.6

Females

59 25.4 25.5 27.2 23.7 25.6

There are not sufficient numbers within either socioeconomic or
ethnic/racial groups to disaggregate data for administration of the
Colorado ACT at D'Evelyn.

> -18-
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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 [Colorado ACT]{.underline}
>
> Edition/publication year [2002]{.underline} Publisher [American
> College Testing]{.underline}
>
> Number of students in the grade in which the test was administered 122
>
> Number of students who took the test 122

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> 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.
>
> *-19-*

David S. D'Evelyn Junior/Senior High School

Colorado ACT Test Results

Spring 2002

Student Science

Count English Math Reading Reasoning Composite

D'Evelyn

122 24.1 25.0 24.8 24.1 24.7

Males

56 24.2 25.7 25.0 25.0 25.2

Females

66 24.0 24.5 24.7 23.5 24.3

There are not sufficient numbers within either socioeconomic or
ethnic/racial groups to disaggregate data for administration of the
Colorado ACT at D'Evelyn.

-20-

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> 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 [Colorado ACT]{.underline}
>
> Edition/publication year [2003]{.underline} Publisher [American
> College Testing]{.underline}
>
> Number of students in the grade in which the test was administered 119
>
> Number of students who took the test 119

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded [0]{.underline} Percent excluded [0]{.underline}
>
> 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. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> 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.
>
> *-21-*

David S. D'Evelyn Junior/Senior High School

Colorado ACT Test Results

Spring 2003

Student Science

Count English Math Reading Reasoning Composite

D'Evelyn

122 24.1 26.8 26.0 25.0 25.6

Males

56 23.5 26.7 25.2 25.1 25.2

Females

66 25.1 27.1 27.3 25.0 26.2

There are not sufficient numbers within either socioeconomic or
ethnic/racial groups to disaggregate data for administration of the
Colorado ACT at D'Evelyn.

-22-