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

*U.S. Department of Education*

**[REVISED -- MARCH 19, 2005]{.underline}**

**Cover Sheet** Type of School: \_\_ Elementary \_X\_ Middle \_X\_ High
\_\_ K-12

Name of Principal \_\_\_Mr. Steve Chamberlin

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

Official School Name \_\_\_Hopkinton High School

(As it should appear in the official records)

School Mailing Address \_\_\_297 Park
Avenue\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_Contoocook\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_NH\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_03229-0297\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_Merrimack\_\_\_\_\_\_\_\_\_ School Code
Number\*\_\_\_330390000177\_\_\_\_\_\_\_\_\_

Telephone [( 603 ) 746-4167]{.underline} Fax [( 603 )
746-5109]{.underline}

Website/URL [www.hopkintonschools.org]{.underline} E-mail
[schamberlin@hopkintonschools.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)

Name of Superintendent\* Dr. Richard Ayers

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

District Name [Hopkinton School District]{.underline} Tel. [( 603 )
746-5186]{.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. Arpiar Saunders

President/Chairperson

(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)

*\*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 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_2\_\_\_ Elementary schools

\_\_1\_\_\_ Middle schools

\_\_0\_\_\_ Junior high schools

\_\_1\_\_\_ High schools

\_\_\--\_\_\_ Other

\_\_\_4\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$9,241.41\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\$8,022.55\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**       52        38          90

  **K**                                                     **8**       37        51          88

  **1**                                                     **9**       46        34          80

  **2**                                                     **10**      49        55          104

  **3**                                                     **11**      40        43          83

  **4**                                                     **12**      50        43          93

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   538
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: [\<1]{.underline} % Black or African
American

[\<1]{.underline} % Hispanic or Latino

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

[\<1]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_2\_\_\_\_%

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

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

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

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

  **(4)**   Total number of students in the school as of 538
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .02
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          2
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_N/A\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_5\_\_\_\_\_%

Total number students who qualify: \_\_\_25\_\_\_\_\_

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

10\. Students receiving special education services: \_\_\_13\_\_\_\_\_%

\_\_\_\_74\_\_\_\_Total Number of Students Served

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

\_\_2\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_13\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_51\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_7\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_1\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_1\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_2\_\_\_\_ \_\_\_0\_\_\_\_\_

Classroom teachers \_\_\_41\_\_\_\_ \_\_\_15\_\_\_\_\_

Special resource teachers/specialists \_\_\_\--\_\_\_\_
\_\_\_\--\_\_\_\_\_

Paraprofessionals \_\_\_9\_\_\_\_ \_\_\_2\_\_\_\_\_

> Support staff \_\_\_5\_\_\_\_ \_\_\_0\_\_\_\_\_
>
> Total number \_\_\_57\_\_\_\_ \_\_\_17\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_17:1\_\_\_\_\_

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

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

  Daily student attendance   95%         95%         95%         95%         94%

  Daily teacher attendance   88%         90%         86%         92%         93%

  Teacher turnover rate      0%          0%          6%          12%         12%

  Student dropout rate       2%          2.4%        2.4%        0%          0%
  (middle/high)                                                              

  Student drop-off rate      1%          1.3%        1.4%        1%          1%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_87\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_76\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_10\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | >          |
|                                                         | \_\_0\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_       |
|                                                         | > 12\_\_%  |
+---------------------------------------------------------+------------+
| Military service                                        | >          |
|                                                         | \_\_1\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         | \_\_0\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | \_\_1\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Hopkinton High School has served the Hopkinton community for 101 years.
Grades 7 -- 12 are organized into two schools: a grade 7 and 8 middle
school which organizes instruction around teams and a grade 9 -- 12 high
school organized by departments. The middle and high schools' 540
students and 83 staff members take tremendous pride in our many
strengths.

We are proud of the middle and high schools' positive and energetic
climate. The student center/cafeteria is filled with the "buzz" of
student work, as students work together on projects in the halls and the
walls display a variety of student art work. In classrooms, strong
relationships exist between students and teachers. It is common to see
an informal atmosphere of teachers and students working side by side in
the pursuit of learning in a number of settings.

We are proud of the middle and high schools' incredibly rich curricula.
A typical middle school student begins his/her day with a World Language
class (a choice of French, German or Spanish) followed by one of six
unified arts (Family and Consumer Science, Wood Technology, Computer
Aided Design, Music, Drama, and Art). The four "core" classes of
mathematics, social studies, English and science occur during the middle
of the day. A middle schooler's day ends with opportunities for chorus,
physical education, band, a home based advisory program, and study hall.
The middle school offers an "Adventure in Reading" class, guided study
halls, and various learning centers to support all students' unique
educational needs.

A high school student experiences eight blocks over a two day period
(A-B block schedule). Student opportunities include five Advanced
Placement (AP) courses, an elective-based social studies and English
program for upperclassmen, laboratory-based science classes and math
courses from Integrated 1 through Calculus II, as well as five levels of
three World Languages, all five components of the "Project Lead the Way"
engineering curriculum, art, music, theatre, adventure education,
business and physical education classes. High school students have also
had the recent opportunity to participate in an innovative Senior
Project program.

Believing that busy young people are safer young people, we are proud of
the vast co-curricular opportunities offered to students. Two-thirds of
the students at HHS participate on one of twenty two interscholastic
athletic teams. Students also participate in a variety of clubs: ping
pong club, "Student for the Environment" club, drama club, interact
club, and a forensics club all have strong membership. Chapters of the
National, French, German and Spanish Honor Societies are other important
opportunities for young people.

The climate, the curricula, and the after-school opportunities support
the mission statement below. A committee of teachers, students,
administrators and a school board member developed the statement that
was unanimously endorsed by the faculty and school board in December of
2004.

[HOPKINTON MIDDLE/HIGH SCHOOL MISSION]{.underline}

We foster a learning environment that is safe, supportive, and
respectful.

We promote personal integrity, intellectual curiosity, and civic
responsibility.

We provide traditional and innovative opportunities for students to
maximize their potential.

We look forward to making the mission statement an important part of the
culture of Hopkinton Middle and High Schools. It represents our school's
fundamental values and beliefs about student learning.

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

1\. Description of the meaning of the school's assessment results in
reading (language arts or

English) and mathematics, including disparities among subgroups.

Hopkinton High School relies on a variety of assessment tools for our
students. The one indicator that is standardized across our state is the
standardized testing created within the New Hampshire Educational
Improvement and Assessment Program; this assessment is an
English/Language Arts and Math test given each year to all tenth
graders. The NHEIAP is based on the New Hampshire Frameworks that
outline expectations for English/Language Arts and Math study for grades
3, 6, and 10. \[In 2004, the state created a new list of benchmarks
called "Grade Level Equivalencies" (GLE) that will be assessed with a
new assessment test that will phase out the NHEIAP test called the New
England Common Assessment Program (NECAP).\] The NHEIAP places each
student's score on this test into one of four categories: Advanced,
Proficient, Basic, or Novice. The State of New Hampshire specifies that
those students who score at the \"Basic\" level and above have acquired
the requisite skills outlined in the New Hampshire Frameworks. A full
definition of each of these performance levels can be found on the
state's website: [www.ed.state.nh.us](http://www.ed.state.nh.us/).

Since the inception of the NHEIAP testing, Hopkinton High School's
performance has steadily improved; and over the past three years, that
progress has been dramatic. Both English/Language Arts and Math scores
consistently place our students among the top 10% of students in schools
across New Hampshire. The progress has been most dramatic in the past
three years, culminating in the school's 2003-2004 performance which led
to the ranking of second in the state in Math and first in the state in
English/Language Arts.

In Math in each of the last three years, the percentage of students who
earned the "Advanced" designation increased from 9% in 2001-2002 to 13%
in 2002-2003, and finally to 23% in 2003-2004. This is a 14% increase in
the number of Advanced students over the three year period. Furthermore,
percentages of students at the "Proficient" level increased from 33% in
2001-2002 to 34% in 2002-2003 to 41% in 2003-2004, representing a 9%
increase over this three-year period. Equally important, the number of
students in the lowest category -- "Novice" -- declined from 21% to 15%
to 9% over that same three-year time frame. These results placed
Hopkinton High School second in the state's Math rankings in 2003-2004.

Results in the performance of students in English/Language Arts showed a
more sizable increase in improvement than the impressive Math numbers.
For example, the percentage of students at Hopkinton High School who
placed in the top [two]{.underline} proficiency levels climbed from 8%
Advanced and 34% Proficient in 2001-2002, to 30% Advanced and 55%
Proficient in 2003-2004. Our 2003-2004 performance compares favorably to
state averages of 9% Advanced and 34% Proficient in the same year. Our
performance in 2003-2004 placed us first among all high schools in the
state English/Language Arts rankings for that year. Of equal importance
as an indicator of student success is the steadily *decreasing*
percentage of students at the "Basic" and Novice levels. Between
2001-2002 and 2003-2004 the percentage of students at Hopkinton High
School who scored at the Basic level decreased from 48% to 13%, the
percentage of students at the Novice level decreased from 10% to 1%.

Though we are proud of these results, we use other measures of student
progress and achievement as well. We monitor the PSAT, SAT, ACT, and AP
scores of those students who take those tests; we record college
acceptance rates; and, we survey recent graduates (both college bound
and non-college bound students) to determine students' preparedness for
the rigors of college and the expectations in the world of work. These
indicators, in combination with our traditional and innovative classroom
assessment techniques, give each teacher a balanced picture of student
performance.

2\. Description of how the school uses assessment data to understand and
improve student and school performance.

The school community of Hopkinton High School takes advantage of a
variety of forms of assessment and has historically used assessment data
to understand and improve student and school performance. In a recent
survey presented to faculty in an effort to capture a "snapshot" of the
types of assessments used at Hopkinton High School, results showed that
the following assessment types are currently in use to assess students:
class participation, tests, quizzes, presentations, papers/essays, labs,
homework, projects, journals, and a variety of performance assessments.
In addition, Hopkinton High School students take PSAT's, SAT's, AP
tests, and the New Hampshire standardized test known as NHEIAP.

Part of our success with assessment comes from the teachers' desire to
[assess]{.underline} what our students know versus testing them for the
sake of testing them. Following the release of the NHEIAP testing
results, department heads at Hopkinton High School took a number of
steps to understand how the students performed and scrutinized the
test's questions in an effort to find ways to improve student
performance. Department heads would get a copy of the test online,
compare our school's scores with the state average, and then determine
the types of questions that highlighted student weakness (these were
typically indicated when our students scored lower on a specific
question than the state average). The department heads would meet with
members of the department and review the assessment results, question by
question. The discussion proved to be most worthwhile in determining how
to go about correcting any areas of performance that were lower than
expected.

Overall, teachers were expected to take a close look at how the students
in our school were improving from year to year. This was an important
process as each department looked carefully to be sure that local
curriculum aligned with state standards and that the school was meeting
the needs of all students on an annual basis.

3\. Description of how the school communicates student performance,
including assessment

data, to parents, students, and the community.

While a great majority of the standardized testing facilitated by the
state over the years has been publicized on state websites and in the
newspapers, Hopkinton High School does a good job of communicating
student successes in a number of forms. Teachers submit progress reports
to parents that show how each student is progressing in the classroom
based on in-class assessment results. Our school hosts an Open House
night for parents and community members to visit and learn about student
successes. We regularly publicize high honor and honor roll lists in the
newspaper, as well as honor student performance with individual
induction into the school's chapter of the National Honor Society.
Hopkinton High School has had several Merit Scholars based upon
individual PSAT scores and we have been able to highlight a variety of
exemplary student performance in a weekly email note that we send to all
parents.

In recent months we have had the opportunity to pilot a new assessment
tool created by NWEA called the Measures of Academic Progress (MAP)
assessment. This assessment gives students and teachers immediate
results on assessment tests in English, Reading and Math, as well as
offering teachers a plethora of information related to individual
student performance within 48 hours. Ultimately, these tests might be
used in parent conferences to discuss student improvement and levels of
performance. While it is not our intention as a school to publicize
individual scores, it is one more way to inform our instruction of
students and help each student reach a level of achievement at the
highest of his/her potential.

As a school, our philosophy to offer diverse assessments in the
classroom only aids in our constant mission to improve individual
student performance in every aspect of school life.

4\. Description of how the school has shared and will continue to share
its successes with other schools.

It is important to participate in activities and organizations as well
as develop relationships that allow successes to be shared. Sharing
successes always creates opportunities to learn. The sharing of "best
practice" allows efficient replication as opposed to inefficient
reinvention. There are a variety of ways that we share our successes
that also provide important learning opportunities:

-   Staff members participate on high school and university
    accreditation teams.

-   Staff members attend and make presentations at national, regional
    and state conferences.

-   Four to six college students a year complete their student teaching
    experience at Hopkinton High School.

-   Faculty and students have participated in state-facilitated summits
    on the redesign of high school education.

-   We collaborate with the administration and staff of neighboring
    schools.

-   We encourage staff to publish articles in professional journals.

-   We participate in pilot programs offering input on product design
    and training.

-   We participate in a regional, professional development consortium.

-   Teachers participate as master teachers in a nationwide engineering
    program.

-   Teachers participate in the development of state wide assessments.

Our goal is to re-establish a monthly regional administrator meeting to
share best practice. We have found that sharing promotes learning, and
our sharing has improved our school.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Description of the school's curriculum, including the core of each
curriculum area and a description of how all students are engaged with
significant content based on high standards.

The curriculum at Hopkinton High School is meant to provide a
comprehensive, rigorous, and relevant course of study for all students.
Regarding the **mathematics** curriculum, Integrated Mathematics I and
II are foundation courses covering basics in algebra, geometry,
trigonometry,

probability, and statistics which all students must take and pass. Third
and fourth year options include Integrated Math III, Advanced Algebra
and Geometry, Advanced Math, Calculus I and Calculus II. The **English**
curriculum includes full-year honors and non-honors classes through
freshman and sophomore years. Freshmen and sophomores focus on grammar,
usage and vocabulary as well as on reading, writing, and analysis of
fiction and non-fiction in a variety of genres including the short
story, poetry, the novel, drama, and film. Junior/senior offerings
develop skills in narration, description, exposition, and persuasion.
Students must take two writing classes: Composition (required) and
Journalism, Creative Writing, Public Speaking, or Technical English
along with two literature-based electives (World Literature, Science
Fiction, Women's Literature, Shakespeare, Modern American Literature,
Nonfiction Seminar, or The Short Story). (Advanced Placement English is
also available.)

The **science** curriculum offers laboratory classes such as Physical
Science, Biology, Chemistry and Physics which emphasize scientific
thinking, science process skills, methods of inquiry, and the
integration of science concepts across the curriculum. Biology 2 Plus,
Physics 2, and AP Chemistry offer much greater depth while other
electives include Creative Chemistry and Environmental Science. The
**Social Studies** curriculum offers full year courses in World History
and U.S. History with honors credit available. Core expectations involve
knowledge of key events, issues, movements and people at the various
stages of human society. Economics is a required semester course and
electives include The Law and You, Geography, Psychology I and II,
Sociology, Contemporary Issues, Eastern Studies, 20^th^ Century America,
and Advanced Placement U.S. History. **World Language** offers French,
Spanish, and German starting at Grade 7 with a potential for language up
to 5 years. Listening and speaking skills along with an understanding of
basic grammar begins the process, followed by proficiency-based
listening, speaking, reading and writing skills. The customs and culture
of the country are subjects of continuing study. The fourth and fifth
levels are mastery-based and move toward fluency. Opportunities for
foreign travel and exchange programs exist.

**Fine Arts** include the visual, musical and dramatic arts. Hopkinton
High School offers classes in drawing, two- and three-dimensional
design, sculpture, ceramics, photography, and painting. In the area of
music and theatre, fine arts include Chorus, Concert Band, Jazz Band,
Steel Pan Band and Introduction to Theatre. Hopkinton offers
**Business** electives from keyboarding to accounting and management
courses available for college credit through Project Running Start. The
**Computer** curriculum starts with an introductory course and advances
to Desktop Publishing, Programming, and Yearbook Production which teach
real-world projects with Page-maker and Pascal programs. The **Family
and Consumer Sciences** department offers a required career pathways
course along with courses in fiber arts, food preparation, human
relationships and independent living skills. Hopkinton offers a required
**Health** course as well as **Physical Education** and individual
fitness courses. Several engineering courses are part of the **Project
Lead the Way** program designed to help students explore five
technology-related careers while potentially receiving college credit.
**Technical Education** includes several wood technology classes and a
lathe class. **Unique programs** that Hopkinton High School offers
include internships, college courses through NH Technical Institute and
New England College, peer instruction, independent study, adventure
education and driver's education. Finally, Hopkinton High School
participates in part-time **Cooperative Technical Education** for
interested juniors and seniors through an arrangement with the Concord
Regional Technology Education Center. Programs include but are not
limited to: Auto Technology, Graphic Arts, Construction Technology,
Criminal Justice, Culinary Arts, Early Childhood Ed., Health Science and
Technology, and Marketing.

2b. Description of the school's English language curriculum, including
efforts the school makes to improve the reading skills of students who
read below grade level.

The English curriculum at Hopkinton High School is designed to increase
a student\'s understanding of language in order to meet the broadest
applications of its use. To help a student develop his or her
understanding of language, our English program develops a student's
skills and proficiency in writing, reading, listening, and speaking.
English instruction, however, gives a student more than the ability to
use language acceptably; language study gives a student a means of
understanding. We teach students reading strategies that provide them
the means to approach any text with confidence and then to express what
they think and know in both written and oral formats. Skill acquisition
is the focus of our ninth and tenth grade curriculum while skill
application characterizes our English curriculum for eleventh and
twelfth graders.

Ninth grade English introduces students to the characteristics of
various literary genres and requires that they read in each of those
genres over the course of their freshman year. Their writing instruction
concentrates on the paragraph as the unit of composition but also
provides instruction in all four modes of written discourse. In tenth
grade students acquire close reading skills necessary for literary
analysis and respond to the reading in a variety of written formats.
Formal writing instruction emphasizes persuasive essay writing in
response to questions associated with the students' reading. The
centerpiece of eleventh grade English is Composition 11, an essay
writing class where students compose essays in all four major modes with
a strong emphasis on the persuasive essay; a five to ten page, research
based persuasive essay is central to this course and teaches research
skills, proper documentation of sources, and use of evidence to support
an argument. After Composition 11, eleventh and twelfth graders are
required to select two reading electives and one more writing elective
from a menu of seven reading based classes and six writing based courses
to complete their high school English studies. Each of these courses
gives students an opportunity to apply those close reading strategies
and writing skills they developed in ninth and tenth grade while
providing them the ability to choose those areas of greatest interest to
them individually.

Our English language instruction assists those students who may read
below grade level in two ways. First, since most of our classes are
heterogeneously grouped and follow the full inclusion model, teachers
differentiate instruction by providing some reading choice within a
particular assignment, selecting alternative reads that more closely
match a student's reading level. Second, our Special Education staff
conducts reading instruction outside of the English classroom
specifically designed to improve each identified student's needs to
supplement regular classroom instruction; these same Special Educators
often assist in the instruction of English classes.

3\. Description of the science curriculum and how it relates to
essential skills and knowledge based on the school's mission.

The strength of the science department is that we maximize our student's
potential by providing both traditional and innovative curriculum,
instruction and assessment. The curriculum offers students traditional
courses in biology, chemistry and physics and innovative courses such as
Geographic Information Systems (GIS) and Creative Chemistry. Advanced
Biology, AP Chemistry and Physics II provide students with an
opportunity to further immerse themselves in science as do the peer
instructor and independent study opportunities that are available within
the department. Science instruction is innovative in its use of
technology such as in-house video, spreadsheets, and in-house web sites
rich in content. A Physical Science course taught using a theme of
Forces and a Physics course taught by spiraling through four recurrent
themes are but two examples of how a thematic approach can improve
student learning. The instructional spotlight is often shifted to the
students as they teach themselves in recitation sessions, mock
conventions, and in independent study units. Naturally, laboratory work
is a dominant focus, occurring both in school and in the field.
Assessment is varied, authentic, and innovative. Examples include: a
midyear exam in which students stage and solve crimes, laboratory
components to tests, student exhibitions and projects. The science
program at Hopkinton High School does indeed maximize our student's
potential by both traditional and innovative means as evidenced by the
fact that this year more than ten percent of the student body is taking
two or more science courses simultaneously.

4\. Description of the various instructional methods employed by the
school's faculty in an effort to improve student learning.

Hopkinton High School teachers utilize a variety of instructional
strategies to insure the success of students. These include the more
traditional forms of delivery (lecture, question and answer, and drill).
However, teachers are more likely to utilize student-centered approaches
such as teacher demonstrations with video or PowerPoint, as well as
student-led demonstrations which also utilize the latest technologies or
hands-on approaches. With the wide variety of offerings in our small
school, students have many different learning approaches and
opportunities available to them.

In World Language classrooms one would likely see instruction in the
target language. Small group interactions, partner work, plenary
discussions, team work on projects, portfolio completion and much more
are the order of the day.

All of this is also true in English classes, where students truly are
guided to become better writers and thinkers. The Socratic Method is
also utilized at all levels in English. One is likely to see students
being asked to step outside their commonly held notions about the world
and attempt to see the world from a different point of view.

In the science department students are invited to use a hands-on
approach to their investigations of the natural world. Opportunities for
real world investigations are not unusual. An example is the recent
testing of a local lake by the Creative Chemistry class. Students were
charged with investigating various aspects of the lake water and to
report their findings to a panel of evaluators. These evaluators
utilized an instructor-created rubric to assess the students'
performance of the assigned tasks. This type of assignment is the norm
in science. Non-traditional opportunities exist for students in the
Project Lead the Way classes. Students learn important skills in
pre-engineering and in engineering. It is a lot of "experience by
doing."

In mathematics, an integrated approach and peer and/or teacher coaching
have led to greater success on the part of students in math classes. In
all areas, we strive to make every student matter and to match
instructional approaches to the material and the clientele.

In short, Hopkinton offers instruction and coursework in a variety of
challenging ways. We also have a significant number of AP classes that
are available to [all]{.underline} students. We also provide
opportunities for students to pursue vocational education at our
regional vocational school.

5\. Description of the school's professional development program and its
impact on improving student achievement.

During the past couple of years our school's professional development
program has shifted to training staff toward a more results-driven
educational model to insure that what we do via Understanding by Design,
NWEA assessment, diversity, block scheduling, and other training alters
instructional behavior in a way that benefits students. The ultimate
goal of staff development is to improve performance on the part of
students, staff, and our school. Each staff member develops an annual
Teacher Evaluation Plan (TEP), which links district, building, and
school goals systemically. These plans allow teachers many opportunities
to assess student outcomes, analyze data, develop and synthesize aspects
of their curriculum, adopt appropriate strategies for student
assessment, and to implement innovative approaches in instruction in
order to ensure a seamless connection between student achievement,
curriculum and professional development.

Our school is currently involved with the Understanding by Design (UbD)
model by which we create units of instruction with emphasis on varied
strategies for assessment. This model also helps us to promote the use
of differentiated instruction in the classroom to meet the needs of all
our students.

Our school's staff development embraces a philosophy, which promotes
opportunities for action research, conversations with peers, service
learning, reflective practices, collaboration in team teaching/support
staff, as well as job-embedded learning. These professional development
strategies and the shift to focus on improving student achievement, have
proved both significant and powerful in that everyone in our learning
community \-- students, teachers, principals, and support staff -- are
both learners and teachers.

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

Please see attached the assessment results on the statewide assessment
test for our student population, 2000-2004. The results have been
disaggregated for socioeconomic factors and show consistent high student
achievement.

  --------------- --------------------- ------------------ ------------- ------------- -------------
  **S T A T E C R                                                                      
  I T E R I O N -                                                                      
  R E F E R E N C                                                                      
  E D T E S T R E                                                                      
  S U L T S**                                                                          

  **H O P K I N T                                                                      
  O N H I G H S C                                                                      
  H O O L**                                                                            

                                                                                       

                  **Subject**           Reading (prev.                                 
                                        English/Language                               
                                        Arts)                                          

                  **Grade**             10                                             

                  **Test**              NHEIAP                                         

                  **Ed./Pub. Yr.**      2001 - 2004                                    

                  **Publisher**         Measured Progress                              
                                        Dover, NH                                      

                                                                                       

                  ** **                 **2003-04**        **2002-03**   **2001-02**   **2000-01**

  **Testing                             May                May           May           May
  month**                                                                              

                                                                                        

  **SCHOOL                                                                              
  SCORES**                                                                             

                  **% at or above       98                 87            90            80
                  Basic**                                                              

                  **% at or above       85                 58            42            42
                  Proficient**                                                         

                  **% at or above       30                 20            8             4
                  Advanced**                                                           

                  **Scaled Score        273                263           257           254
                  (mean)**                                                             

                  ** **                                                                 

                  **Number students     82                 94            89            69
                  tested**                                                             

                  **% of total students 100                100           100           100
                  tested**                                                             

                  **Number students     0                                               
                  alt. tested**                                                        

                  **% of students alt.  0                                               
                  tested**                                                             

                  ** **                                                                 

  **SUBGROUP      ** **                                                                 
  SCORES**                                                                             

                  **1. Regular Ed                                                       
                  Students**                                                           

                  **% at or above       99                 91            99            87
                  Basic**                                                              

                  **% at or above       88                 68            49            46
                  Proficient**                                                         

                  **% at or above       33                 24            9             5
                  Advanced**                                                           

                  **Number students     76                 78            74            63
                  tested**                                                             

                  **Scaled Score        274                267           262           257
                  (mean)**                                                             

                  ** **                                                                 

                  **2. Male**                                                           

                  **% at or above       98                 81            86            77
                  Basic**                                                              

                  **% at or above       87                 48            37            23
                  Proficient**                                                         

                  **% at or above       21                 17            6             3
                  Advanced**                                                           

                  **Number students     38                 48            49            35
                  tested**                                                             

                  ** **                                                                 

                  **3. Female**                                                         

                  **% at or above       101                93            97            90
                  Basic**                                                              

                  **% at or above       87                 70            49            68
                  Proficient**                                                         

                  **% at or above       40                 24            10            6
                  Advanced**                                                           

                  **Number students     43                 46            39            31
                  tested**                                                             

                  ** **                                                                 

  **STATE         ** **                                                                 
  SCORES**                                                                             

                  **% at or above       78                 69            75            70
                  Basic**                                                              

                  **% at or above       43                 33            37            34
                  Proficient**                                                         

                  **% at or above       9                  7             6             7
                  Advanced**                                                           

                  **Number students     15980              15799         15486         15104
                  tested**                                                             

                  **Scaled Score        255                250           251           250
                  (mean)**                                                             
  --------------- --------------------- ------------------ ------------- ------------- -------------

  --------------- --------------------- ------------- ------------- ------------- -------------
  **S T A T E C R                                                                 
  I T E R I O N -                                                                 
  R E F E R E N C                                                                 
  E D T E S T R E                                                                 
  S U L T S**                                                                     

  **H O P K I N T                                                                 
  O N H I G H S C                                                                 
  H O O L**                                                                       

                                                                                  

                  **Subject**           Mathematics                               

                  **Grade**             10                                        

                  **Test**              NHEIAP                                    

                  **Ed./Pub. Yr.**      2001 - 2004                               

                  **Publisher**         Measured                                  
                                        Progress                                  
                                        Dover, NH                                 

                                                                                  

                  ** **                 **2003-04**   **2002-03**   **2001-02**   **2000-01**

  **Testing                             May           May           May           May
  month**                                                                         

                                                                                   

  **SCHOOL                                                                         
  SCORES**                                                                        

                  **% at or above       91            95            79            65
                  Basic**                                                         

                  **% at or above       64            47            42            23
                  Proficient**                                                    

                  **% at or above       23            13            9             6
                  Advanced**                                                      

                  **Scaled Score        267           260           255           247
                  (mean)**                                                        

                  ** **                                                            

                  **Number students     82            94            89            69
                  tested**                                                        

                  **% of total students 100           100           100           100
                  tested**                                                        

                  **Number students     0             0             0             0
                  alt. tested**                                                   

                  **% of students alt.  0             0             0             0
                  tested**                                                        

                  ** **                                                            

  **SUBGROUP      ** **                                                            
  SCORES**                                                                        

                  **1. Regular Ed                                                  
                  Students**                                                      

                  **% at or above       95            91            91            70
                  Basic**                                                         

                  **% at or above       70            53            50            25
                  Proficient**                                                    

                  **% at or above       25            16            11            6
                  Advanced**                                                      

                  **Number students     76            78            74            63
                  tested**                                                        

                  **Scaled Score        269           263           261           249
                  (mean)**                                                        

                  ** **                                                            

                  **2. Male**                                                      

                  **% at or above       93            88            73            63
                  Basic**                                                         

                  **% at or above       77            50            43            23
                  Proficient**                                                    

                  **% at or above       24            17            12            6
                  Advanced**                                                      

                  **Number students     38            48            49            35
                  tested**                                                        

                                                                                  

                  **3. Female**                                                    

                  **% at or above       90            84            87            74
                  Basic**                                                         

                  **% at or above       53            44            41            26
                  Proficient**                                                    

                  **% at or above       23            9             5             6
                  Advanced**                                                      

                  **Number students     43            45            39            31
                  tested**                                                        

                  ** **                                                            

  **STATE         ** **                                                            
  SCORES**                                                                        

                  **% at or above       65            63            60            61
                  Basic**                                                         

                  **% at or above       33            27            26            26
                  Proficient**                                                    

                  **% at or above       9             6             7             7
                  Advanced**                                                      

                  **Number students     15980         15799         15486         15104
                  tested**                                                        

                  **Scaled Score        251           247           246           246
                  (mean)**                                                        
  --------------- --------------------- ------------- ------------- ------------- -------------