##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[x\] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Nick Hughes]{.underline}

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

Official School Name [Wauwatosa East High School]{.underline}

(As it should appear in the official records)

School Mailing Address [7500 Milwaukee
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Wauwatosa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[WI]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_53213-2299\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_[Milwaukee]{.underline}\_\_\_\_\_\_\_ State School Code
Number\*\_\_\_\_\_\_[6244]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(414 )773-2010]{.underline} Fax [( 414 )
773-2020]{.underline}

Web site/URL [www.wauwatosaschools.org]{.underline} E-mail
[hughesni@wauwatosa.k12.wi.us]{.underline}\_\_\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Phil Ertl]{.underline}

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

District Name [Wauwatosa School District]{.underline} Tel.
[(414)773-1000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

[President/Chairperson Mrs. Lois Weber]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_\_[9]{.underline}\_
Elementary schools

\_\_\_[2]{.underline}\_ Middle schools

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

\_\_\_[2]{.underline}\_ High schools

\_\_\_[4]{.underline}\_ Other

\_\_[17]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$9,590]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_[\$10,604]{.underline}\_\_\_

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

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

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

4\. [\_\_\_\_1\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

[\_\_\_\_6\_\_]{.underline} 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**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       166       115         281

  **2**                                                     **10**      127       150         277

  **3**                                                     **11**      135       157         292

  **4**                                                     **12**      160       157         317

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1,167
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [\_\_\_81\_]{.underline}% White

the school: [\_\_\_12\_]{.underline}% Black or African American

[\_\_\_\_2\_]{.underline}% Hispanic or Latino

[\_\_\_\_4\_]{.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:
\_\_\_\_\_[6]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      19
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      56
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    75
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1164
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0644
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           6.4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[3]{.underline}\_ %

\_\_\_[34]{.underline}\_ Total Number Limited English Proficient

Number of languages represented: \_\_\_[11]{.underline}\_\_\_\_

Specify languages: amh (Amharic), bos (Bosnian),cdo (Min Dong Chinese),
cmn (Mandarin Chinese), hmn (Hmong), hrv (Croation), khm (Khmer), lao
(Lao), mah(Marshallese),spa (Spanish), urd (Urdu)

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

Total number students who qualify: \_\_[100]{.underline}\_\_

> 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:
\_\_\_\_[11]{.underline}\_\_%

\_\_\_[134]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[6]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_[24]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[58]{.underline}\_Specific
Learning Disability

\_[15]{.underline}\_Emotional Disturbance \_\_[4]{.underline}\_Speech or
Language Impairment

\_\_[4]{.underline}\_Hearing Impairment \_\_[1]{.underline}\_Traumatic
Brain Injury

> \_\_[5]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Visual
> Impairment Including Blindness
>
> \_[17]{.underline}\_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) \_\_\_\_\_[3]{.underline}\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_[77]{.underline}\_
\_\_\_\_\_[7]{.underline}\_\_

Special resource teachers/specialists \_\_\_\_\_[8]{.underline}\_
\_\_\_\_\_[1]{.underline}\_\_

Paraprofessionals \_\_\_\_\_[5]{.underline}\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[20]{.underline}\_ \_\_\_\_\_\_[9]{.underline}\_
>
> Total number \_\_\_[113]{.underline}\_ \_\_\_\_\_[17]{.underline}\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[19:1]{.underline}\_

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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance   96%         96%         96%         96%         96%

  Teacher turnover rate      11%         5%          9%          7%          11%

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

  Student drop-off rate      0%          0%          0%          0%          0%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

13. **(*High Schools Only. Delete if not used.*)**

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_\      |
|                                                         | _[265]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_[      |
|                                                         | 74.3]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_[      |
|                                                         | 17.4]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | [1.9]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\_     |
|                                                         | [1.1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | [1.5]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_     |
|                                                         | [1.1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\_     |
|                                                         | [2.7]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Wauwatosa East High School (WEHS) is one of two high schools in
Wauwatosa, an economically diverse community of 47,000 residents. WEHS
participates in both the Open Enrollment and the Chapter 220 Programs;
thus, 1,167 students from Wauwatosa and the surrounding Milwaukee area
attend. It is our mission to work with parents and the community to
deliver an outstanding education that equips and inspires our students
to conquer their challenges now and in the future.

WEHS is celebrated by the community for its excellent academic programs
and its high standards. For the past five years, our students have
exceeded the state and national averages on the ACT. Last year, 161
students took 245 AP tests and 83% scored a 3 or higher. Our band and
orchestra are invited to perform overseas yearly, and we have graduated
several Presidential Scholars and Scholastic Arts Award recipients. Our
critically acclaimed theater/drama department produces two
professional-quality shows a year. WEHS offers more than 100 courses in
order to meet the needs of a diverse population. In addition to numerous
AP courses, a rigorous philosophical seminar course, and four to six
years of French, German, and Spanish, and four years of Latin, there are
a variety of courses in the areas of art, music, theater, family and
consumer education, physical education and business. There are also
work-related programs in multiple areas and an ESL program to serve our
growing international population. The programs and curriculum are
routinely updated to reflect the ever-changing needs of a global
community.

The highly professional faculty at WEHS collaborates regularly and an
environment of open collegiality is enjoyed within and among all
departments. The faculty takes part in Action Teams that are created and
informed by insights gleaned at the Data Retreat attended by
administrators and teachers each summer. Currently, the teams are
focused on the achievement gap, the emotional culture of the school, the
delivery model, differentiation of instruction, mentoring, and
technology practices.

WEHS is dedicated to closing the Achievement Gap and meeting the diverse
needs of all of our students, and therefore, has created a variety of
innovative programs to better serve all students. In collaboration with
the PTA and the Principal's Advisory Team, consisting of parents and
community members who meet monthly to address concerns, the faculty
diagnoses problems and implements effective solutions. Personal,
Academic and Social Success (PASS) was created to assist selected
freshmen who need help with organizational skills and receive
personalized instruction in core curricular areas as they begin
adjusting to high school. At this time, there are 37 students in five
sections. The School within a School program is for sophomores who have
been recognized as at risk and serves 20-25 students each year. Math
Emphasis, a course designed to address the specific math needs of our
student population, currently has 50 students in five sections, assisted
by 27 peer tutors. Our Writing Center, staffed by 41 student tutors,
serves all students with their individual writing needs and concerns in
all content areas. Homework Club was created to ensure that all students
are prepared for classroom instruction and as a means to promote
personal responsibility.

Beyond our strong academic programs, WEHS is known for its competitive
athletic programs and enriching club activities. There are more than 40
clubs and organizations from which to choose. During semester one of the
2006-2007 school year, 555 (47%) students received athletic clearance
cards to participate on one or more athletic teams. Also, we boast an
award winning student newspaper, literary magazine, competitive
forensics team and various academic and service oriented clubs.

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

1.  **Assessment Results:** Beginning in the 2005-06 school year, the
    federal No Child Left Behind Act requires all states to test all
    students in reading and mathematics in grades 3 through 8 and once
    in high school (grade 10 under Wisconsin law s.118.30).  These tests
    are referred to as the Wisconsin Knowledge and Concepts
    Examination - Criterion-Referenced Tests (WKCEcrt). Student
    performance on these assessments is reported in proficiency
    categories and is used to determine the adequate yearly progress of
    students at school, district and state levels.

These standardized tests include commercially-developed questions used
in schools across the country and questions developed specifically for
Wisconsin in order to improve coverage of Wisconsin academic standards.
The WKCEcrt measures achievement in reading, language applications,
mathematics, science, and social studies using multiple-choice and
short-answer questions. Students also provide a rough draft writing
sample. Students with a proficient or advanced score are considered
those meeting the academic standards. (<http://dpi.wi.gov/index.html>)

-   ***Advanced:*** Demonstrates an in-depth understanding of academic
    knowledge and skills tested on WKCEcrt.

-   ***Proficient:*** Demonstrates competency in the academic knowledge
    and skills tested on WKCEcrt.

-   ***Basic:*** Demonstrates some academic knowledge and skills tested
    on WKCEcrt.

-   ***Minimal Performance:*** Demonstrates very limited academic
    knowledge and skills tested on WKCEcrt.

When looking at the area of mathematics, 90% of WEHS students score in
the proficient and advanced range in mathematics, a 9% overall increase
since 2002. More impressive are the overall gains made in the
disparities of our subgroups. In 2002, the gap between students with
disabilities and students without disabilities was 44%; currently the
gap is at 33%. The percentage of students with disabilities scoring
proficient or advanced on state assessments has improved by 20% since
2002. In 2002, the gap between economically disadvantaged students and
those not economically disadvantaged was 19%; the difference today is
12%. The number of economically disadvantaged students scoring
proficient or advanced in mathematics has increased by 16% since 2002.
Finally, in 2002 the difference between Black Students (Not of Hispanic
Origin) and White Students (Not of Hispanic Origin) scoring proficient
or advanced in mathematics was 36%; current scores indicate a difference
of 30%, with an increase of 15% of Black Students (Not of Hispanic
Origin) scoring proficient or advanced in mathematics.

Reading scores at WEHS have improved over the last three years by 7%.
Currently 90% of our students are proficient or advanced in the area of
reading. Similar to mathematics we have seen an increase in the overall
proficient or advanced scores of students in our subgroups with the
exception of students with disabilities whose scores have generally
remained constant since 2002. In 2002, the gap between students who were
economically disadvantaged and those who were not was at 16%; currently
the difference between these groups is 16%. In addition the number of
economically disadvantaged students whose scores were proficient or
advanced in reading has improved 7% since 2002. Finally, in 2002 the
difference between Black Students (Not of Hispanic Origin) and White
Students (Not of Hispanic Origin) scoring proficient or advanced in
reading was 25%, current scores indicate a difference of 16%, with an
increase of 16% of Black Students (Not of Hispanic Origin) scoring
proficient or advanced in reading.

2.  **Using Assessment Results:** Wauwatosa East High School uses four
    lenses of assessment data to continually improve student and school
    performance:

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1.  Student Data

2.  Professional Practice Data

3.  Family and Community Data

4.  Programs and Structure Data

Student Data includes the use of student demographics and Level I
(teacher assessments and grades), Level II (student learning district
assessments), and Level III (standardized test results) assessments.
Student data is our most frequently used and longest tracked set of
assessments. It is fair to say that we use data everyday to improve
student learning. WEHS teachers carefully design Level I assessments to
align with our district and state standards. More importantly, the staff
at WEHS continually aligns curricula to assessment results to maximize
student learning.

Professional Practice Data includes results from the Professional
Practice Inventory that is given district wide but is disaggregated so
that we may compare WEHS within our district. We use these results to
plan staff development and training opportunities for all staff so that
we may become more effective instructors, communicators and leaders
within our district and the State of Wisconsin.

Family and Community Data includes the results from the school
perception survey, the school resource officer survey, and the wellness
survey. WEHS sees student safety and wellness as an integral part of
student success. We rely on our community to help us continually improve
school safety.

Programs and Structure Data includes advanced placement test scores,
course selection, and attrition rates of offered courses. WEHS believes
that all students should have an opportunity to take advanced courses.
We continually strive to offer the courses that students demand both for
enrichment and post secondary preparation. The 83% success rate on AP
examinations, developing new courses offerings such as AP Art History,
and allowing for flexibility in scheduling are essential for student
growth and achievement.

3.  **Communicating Assessment Results:** Parents are informed of their
    children's academic performance frequently and routinely.
    Confidential information regarding test scores and report cards are
    picked up at evening parent-teacher conferences or delivered via the
    mail. Many parents receive progress updates though weekly phone
    calls, emails, and personal meetings. Daily, through the internet
    and public address system, students and staff are provided with
    information regarding student achievement. The *Cardinal News*, our
    student newspaper, also serves as a means to communicate student
    performance within the high school and the community. Parents are
    kept abreast of student performance through our monthly Newsletter,
    the *Red Raider Report*, and the *School Profile* link on our
    school's website. Also, Parent Advisory meetings provide
    opportunities for parents, teachers, and administrators to share and
    discuss assessment results.

Annually, WEHS holds a series of events to recognize and promote the
academic and civic achievements of our students. Our school hosts a
National Honor Society induction ceremony for juniors and seniors
entering the organization; a Scholarship Awards Assembly where seniors
are rewarded financially by the school, the community, and a variety of
agencies and organizations for being excellent students and citizens;
and an annual Achiever Breakfast when students from all grade levels are
recognized by faculty members for their significant academic and/or
social growth through the academic year.

The Superintendent's office works to ensure community stakeholders and
the surrounding communities are informed of our student performance
through a variety of media outlets, such as *The Milwaukee
Journal-Sentinel*, *The Wauwatosa News Times*, and the Wauwatosa Public
School Access Channel. An annual calendar is mailed to the public at
large that is prefaced with a letter from the Superintendent to inform
the public about the state of our schools and to share student
performance information.

4.  **Sharing Success:** The WEHS faculty is dedicated to professional
    development and sharing its successes with other schools and
    professional organizations to promote student growth and achievement
    locally and throughout the state and nation. WEHS is one of two high
    schools in the Wauwatosa School District. Our teachers regularly
    share our innovative programs and/or instructional strategies with
    colleagues at Wauwatosa West High School to ensure strength and
    continuity in our district. Because our faculty is highly qualified,
    teachers and administrators are frequently invited and seek
    opportunities to present to their respective professional
    organizations. Within the last year alone, a teacher presented a
    media literacy program at the National Council of Teachers of
    English's national convention and another at the Journalism
    Education Association's national convention; a teacher's artwork and
    educational philosophy was published in the National Foundation for
    Arts Association magazine; both associate administrators published
    articles in *The Point After*; and several teachers presented at the
    Southwestern Educational In-service Organization. Our educators
    design, collaborate and present at CESA 1, DPI, and WEAC to provide
    meaningful professional development opportunities and to share the
    success of the curricula they design. The National Board Certified
    teachers at WEHS have designed a series of workshops at Alverno
    College to promote and provide assistance through the rigorous and
    worthwhile National Board Certification process. WEHS also hosts
    several staff members who serve as adjunct professors at neighboring
    colleges and universities. The WEHS faculty routinely demonstrates a
    commitment to collegial collaboration to develop and strengthen the
    educational opportunities available to students, a commitment that
    extends to the athletic extra-curricular programs offered at WEHS.
    Our coaching staff prepares and facilitates workshops for coaches
    and athletes on effective leadership and sportsmanship within the
    Greater Metro Athletic Association.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** WEHS provides meaningful learning experiences for
    all students that are intellectually challenging at all levels. The
    curricula are designed using essential questions and enduring
    understandings that all students need to know and are able to do.
    Each subject offered at WEHS provides various levels of instruction
    that meets the students' needs and learning styles. WEHS's
    comprehensive curriculum that is aligned to district and state
    standards offers twelve Advanced Placement (AP) courses and
    Challenge Seminar, a college-level philosophy seminar required for
    an honors diploma, as well as classes such as Math Emphasis and PASS
    which offer support to students so as to ensure achievement in core
    curricular areas. Logical and creative thought processes and
    effective communication are promoted in all areas. English and Art
    are described in sections 2 and 3, respectively, and the other
    curricular areas are described below.

*The Business and Technology Education Department* offers a wide breadth
and depth of courses that provide practical, technical skills needed in
a changing workplace and global economy. Students develop the knowledge
base and practical training necessary to succeed in life and business,
and achieve financial goals in the future. Technology courses range from
basic software applications and networking to advanced level graphic
communications and web page design functions. Business course offerings
consist of beginning level marketing and financial literacy, to advanced
level accounting and business law.

*The Family and Consumer Education Department* offers courses designed
to build knowledge, attitudes, and skills that enable the students to
deal critically and creatively with the challenges of living and
preparing for careers. They actively engage in hands on and laboratory
experiences and analyze what they learn. Students are provided with
opportunities to participate in Student Internships, Volunteer
Experiences, Co-op, Youth Apprenticeships, Competitions, Work
Experiences, Career Shadowing and Mentoring Programs and State and
National Certification Programs.

*The Mathematics Department* offers a wide variety of courses at various
levels to meet the learning needs and interests of each student. All
courses emphasize the rule of four: problem solving through the use of
numerical, symbolic, graphic and verbal reasoning. A balance between
skill building, application and appropriate use of technology is an
integral component of each course offered. As seniors, students have
numerous options, such as college preparatory mathematics, statistics
and discrete mathematics and AP Calculus, to suit their future interests
and to prepare them for post-secondary mathematics studies.

*The Music Department* offerings encompass band, chorus and orchestra.
They provide students with opportunities that develop skill and a deep
appreciation of music through a refined understanding of musical
concepts related to performance and listening. Students perform, listen
to, and create music that will enable them to create and enhance
positive attitudes to last a lifetime.

*The Physical Education Department* offers programs that prepare and
motivate all students to learn about and engage in activities that
promote health and physical well-being. This is accomplished through a
blending of theory with practice, education with experience, and action
with reflection.

*The Science Department* offers courses that provide classroom and
laboratory experiences for students to develop and apply scientific
knowledge and processes, while fostering curiosity and a love of
science. The students' experiences will develop their scientific
literacy and enable them to be critical thinkers and problem solvers
within the global community.

*The Social Studies Department* provides courses that enable the
students to learn the knowledge, processes, skills, and values necessary
to be responsible citizens in a democratic society. We encourage
students to put civic knowledge and understanding into practice by
inviting community members into our classrooms and facilitating
simulations, such as mock trials, constitution convention simulation and
mock congress. All course offerings ensure our students have the skills
to stay informed on important social, political, legal and economic
issues.

*The World Language Department* offers courses in German, Spanish,
French and Latin that allow students to develop and hone their language
skills and gain an appreciation for other cultures inside and outside
the classrooms. Opportunities beyond the classroom setting, such as
trips abroad and service learning through a partnership with a Milwaukee
school, provide students with rich, meaningful experiences to attain the
worthwhile objective of fluency and cultural appreciation.

2b. **(Secondary Schools)** **English:** The WEHS English curriculum
effectively meets students' needs with content and instruction that is
aligned to the state standards. The curriculum promotes the development
of critically literate individuals' ability to read, analyze,
synthesize, evaluate and produce all forms of communications. The
curriculum encompasses the various domains of English language arts:
language, literature, the reading process, the writing process, speaking
and listening, viewing and producing media texts, and research and
inquiry. Our district's scope and sequence outlines the specific
concepts and skills students need to know and be able to perform at each
grade level to provide continuity throughout courses and across grade
levels.

Specific course offerings range from intellectually rigorous college
prep to academically challenging, grade appropriate courses for students
who will complete their formal education in 12 years. Within each of
these offerings, the teachers utilize differentiated strategies that
appeal to a variety of learning styles and are adapted to meet the needs
of individual students. The required courses of English 9, 10 and Oral
Communication provide a strong foundation for student growth and
achievement as readers, writers, speakers, and thinkers. Student growth
is then fostered in the elective course offerings in the subsequent
semesters that meet specific student needs and interests.

Because the English Department has a strong reading and writing
emphasis, the needs of struggling readers and writers are met through a
variety of instructional approaches, ranging from remedial direct
instruction provided by special education instructors to differentiated
literature selections by the classroom teachers who collaborate
regularly to research and develop effective classroom strategies. In
addition, identified ninth grade students receive personalized
instruction to ensure their needs are met through our PASS program, an
elective course offered to ease the high school transition, and all
students benefit from one-on-one tutoring provided by our Writing
Center, which operates throughout the school day and after school.

3.  **Additional Curriculum Area:** WEHS provides an exceptional fine
    arts education that includes a broad, sequential selection of
    courses. Our core belief is that it is essential for students to not
    only be visually literate by the time they graduate, but that all of
    our students have artistic voice and that discovering that voice is
    powerful and vital to future success. Though the program teaches
    technique, the emphasis is on students and their ability to ask
    questions, seek answers, take creative risks, problem solve, and
    trust their ideas. This practice gives them the essential skills and
    confidence to excel in a wide range careers.

Where many public schools continue to cut the arts, WEHS has doubled its
art department in the past ten years, supporting our school's philosophy
to educate the whole child. Art continues to expand; two new courses
have been added for 2007-08. AP Art History will give students who are
interested in studying art, but are not necessarily interested in
creating art, the opportunity to do so. Fashion and Fibers will expand
our 3D program.

WEHS students learn to contribute to our community. They frequently
donate work to Children's Hospital and the Task Force Against Domestic
Violence. Students have created murals for a local restaurant and
participated in other activities (art walks, community shows, elementary
school visits) that foster good citizenship.

We are the recipients of many regional and national awards, including
top awards from the NFAA and Scholastic, and millions of dollars in
scholarship offers. Two of our students have been invited to the White
House as Presidential Scholars in the arts. Teachers have received
National Gold Portfolio Teacher Awards and have been nominated as Coca
Cola Distinguished Teachers in the Arts. Graduates attend top colleges
and universities, such as Rhode Island School of Design, UW-Madison, Art
Center, and Maryland Institute College of Art.

4.  **Instructional Methods:** The Faculty at WEHS uses our district
    belief statements as a guide for improving student learning and
    delivering instruction.

-   We believe in respecting and promoting diversity.

-   We believe that positive relationships are a foundation of
    successful schools.

-   We believe in continuous improvement.

-   We believe in excellence.

-   We believe there is an essential unity between the community and its
    School District.

-   We believe all students can learn and excel.

-   We believe that everyone has the right to emotional and physical
    safety.

Because each child learns in a unique way and every child is capable of
learning at a proficient or advanced level, we do not believe that
acceleration is for the gifted child only. Every child should have
opportunities throughout high school to challenge themselves and reach
their highest potential in a variety of subjects; therefore, the
student's needs drive the teacher's instructional methods.

This student-centered philosophy requires our faculty to be current on
research about learning and associated factors. Therefore, our faculty
develops its pedagogical knowledge base through in-services, seminars,
and courses to be sure they understand the developmental, economic,
cultural, and behavioral impacts on how students learn. This knowledge
is then utilized to make pedagogical decisions about the methods used in
the classroom, and a variety of instructional methods -- including, but
not limited to, lecture, discussions, cooperative groups, peer
instruction, project work, laboratory assignments/utilization,
demonstration, and a plethora of technological strategies/tools
available -- are employed to foster student growth and achievement.
Beyond the regular classroom setting, WEHS utilizes instructional
methodologies of immersion in the areas of world languages, theater, and
music and peer instruction in the areas of writing and math.

5.  **Professional Development:** The professional development program
    at WEHS is an ongoing process designed to enhance the knowledge and
    skills of educators and to maximize the achievement of the students.
    Annually, each teacher sets goals as a guideline for his/her
    professional growth as a classroom educator. Teachers also
    participate in a needs assessment. Those results are compiled and
    staff development opportunities are designed to meet the needs
    identified by the faculty. Because WEHS's faculty is dedicated to
    staying abreast of current and future trends in education and
    technology, students are prepared to succeed in the ever-changing
    world they will face after graduation. The faculty has opportunities
    for professional development available at individual, building and
    district levels. WEHS teachers have affordable and accessible
    opportunities to earn continued education credits due to
    collaborative relationships with partner universities. These
    universities employ district teachers to introduce new ideas and
    concepts through courses in areas of their expertise. Topics have
    included instructional technology, differentiated learning, gifted
    and talented programs, crisis prevention and intervention, cultural
    diversity and others that satisfy state standards. Additionally, the
    district provides in-service programs aligned with district goals,
    workshops taught by peers to broaden educational knowledge, and
    presentations by renowned local and national experts. WEHS also
    utilizes a two year mentoring program that allows teachers new to
    teaching and new to the district to develop relationships with
    experienced educators who are trained in mentoring and developing
    professional development plans. Through the rich and varied
    professional development opportunities offered and encouraged at
    WEHS, educators are able to develop the essential strategies needed
    to promote student achievement.

    \\

    **PART VII - ASSESSMENT RESULTS**

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: East High School, Wauwatosa School District

Subject: Mathematics

Grade: 10

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  Testing month                          November        November        November

  **SCHOOL SCORES**                                                      

  \% Proficient + Advanced               90%             78%             81%

  \% Advanced                            51%             38%             42%

  Number of full academic year students  276             304             282
  tested                                                                 

  Percent of total students tested       100%            100%            99%

  Number of students alternatively       0               0               0
  assessed                                                               

  Percent of students alternatively      0%              0%              0%
  assessed                                                               

                                                                         

  SUBGROUP SCORES                                                        

                                                                         

                                                                         

                                                                         

                                                                         

  1\. Black, non-Hispanic                                                

  \% Proficient + Advanced               65%             45%             50%

  \% Advanced                            12%             9%              15%

  Number of full academic year students  34              22              26
  tested                                                                 

  2\. Hispanic                                                           

  \% Proficient + Advanced                               70%             60%

  \% Advanced                                            20%             13%

  Number of full academic year students  5               10              15
  tested                                                                 

  3\. Asian                                                              

  \% Proficient + Advanced               77%             47%             80%

  \% Advanced                            46%             18%             50%

  Number of full academic year students  13              17              10
  tested                                                                 

  4\. Students with Disabilities                                         

  \% Proficient + Advanced               57%             24%             37%

  \% Advanced                            19%             3%              5%

  Number of full academic year students  21              34              19
  tested                                                                 

  5\. Economically Disadvantaged                                         

  \% Proficient + Advanced               78%             8%              62%

  \% Advanced                            19%             0%              29%

  Number of full academic year students  27              12              21
  tested                                                                 
  -------------------------------------- --------------- --------------- ---------------

**[Wisconsin 2006-07 Blue Ribbon School Nominee Proficiency
Information]{.underline}**

School and District Name: East High School, Wauwatosa School District

Subject: Reading

Grade: 10

Test: Wisconsin Knowledge and Concepts Examination --
Criterion-Referenced Test (WKCE-CRT)

Edition: 2005-06

Publisher: Wisconsin Department of Public Instruction and
CTB/McGraw-Hill

  -------------------------------------- --------------- --------------- ---------------
                                         **2005-2006**   **2004-2005**   **2003-2004**

  Testing month                          November        November        November

  **SCHOOL SCORES**                                                      

  \% Proficient + Advanced               90%             83%             83%

  \% Advanced                            64%             68%             65%

  Number of full academic year students  276             304             282
  tested                                                                 

  Percent of total students tested       100%            99%             100%

  Number of students alternatively       0               0               0
  assessed                                                               

  Percent of students alternatively      0%              0%              0%
  assessed                                                               

                                                                         

  SUBGROUP SCORES                                                        

                                                                         

                                                                         

                                                                         

                                                                         

  1\. Black, non-Hispanic                                                

  \% Proficient + Advanced               74%             54%             58%

  \% Advanced                            18%             27%             35%

  Number of full academic year students  34              22              26
  tested                                                                 

  2\. Hispanic                                                           

  \% Proficient + Advanced                               70%             94%

  \% Advanced                                            50%             47%

  Number of full academic year students  5               10              15
  tested                                                                 

  3\. Asian                                                              

  \% Proficient + Advanced               76%             53%             80%

  \% Advanced                            38%             35%             40%

  Number of full academic year students  13              17              10
  tested                                                                 

  4\. Students with Disabilities                                         

  \% Proficient + Advanced               43%             33%             42%

  \% Advanced                            24%             21%             26%

  Number of full academic year students  21              34              19
  tested                                                                 

  5\. Economically Disadvantaged                                         

  \% Proficient + Advanced               74%             50%             67%

  \% Advanced                            30%             25%             38%

  Number of full academic year students  27              12              21
  tested                                                                 
  -------------------------------------- --------------- --------------- ---------------