##### *Revised 3/2/2006*

##### *2005-2006 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. Michael Zapicchi]{.underline}

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

Official School Name [West Windsor-Plainsboro High School
North]{.underline}

(As it should appear in the official records)

School Mailing Address [90 Grovers Mill
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Plainsboro]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[NJ]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[08536]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_[Mercer\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\* [21-5715-025\_\_\_\_\_\_\_]{.underline}

Telephone [( 609 )716-5100]{.underline} Fax [( 609
)716-5142]{.underline}

Website/URL
[http://www.west-windsor-plainsboro.k12.nj.us/north/index.html]{.underline}

E-mail [michael.zapicchi@ww-p.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. Robert Loretan]{.underline}

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

District Name [West Windsor-Plainsboro Regional School
District]{.underline} Tel. [( 609 )
716-5000\_\_\_\_\_\_\_\_\_\_\_]{.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 Hemant Marathe

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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_\_\_[6]{.underline}\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_[10\_\_]{.underline}TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$10,941\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\_\$10,725\_\_\_]{.underline}

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

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

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

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

[NA]{.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**       212       164         376

  **2**                                                     **10**      180       155         335

  **3**                                                     **11**      170       171         341

  **4**                                                     **12**      177       179         356

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   1408
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [54]{.underline} % White

the students in the school: [\_\_\_ 7]{.underline} % Black or African
American

[4]{.underline} % Hispanic or Latino

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

\% 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:
\_\_[4]{.underline}\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      30
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      19
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    49
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1328
                            the school as of October 1  

  **(5)**                   Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[4]{.underline}\_\_\_

Specify languages: English, Hindi, Mandarin, Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[3]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[39]{.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:
\_\_[15]{.underline}\_%

\_\_[207\_]{.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.

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

\_\_\_\_Deafness \_[13]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[98]{.underline}\_Specific Learning Disability

\_[13]{.underline}\_Emotional Disturbance \_[12]{.underline}\_Speech or
Language Impairment

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

> \_\_[8]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_[57]{.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}\_\_\_ [7 (supervisors shared
w/otherHS)]{.underline}

Classroom teachers \_\_[84]{.underline}\_\_ \_\_\_[16]{.underline}\_\_\_

Special resource teachers/specialists \_\_[24\_]{.underline}\_
\_\_\_\_[3\_]{.underline}\_\_

Paraprofessionals \_\_[18\_]{.underline}\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[14]{.underline}\_\_\_ \_\_\_\_[1\_\_\_]{.underline}
>
> Total number [\_143\_\_\_]{.underline} \_\_\_[27]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[11]{.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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   97 %        97 %        97 %        96 %        96 %

  Daily teacher attendance   95 %        95 %        96 %        93 %        95 %

  Teacher turnover rate      3 %         6 %         7 %         9 %         13 %

  Student dropout rate       0.5 %       0.1 %       0.0 %       0.5 %       2 %
  (middle/high)                                                              

  Student drop-off rate      0.5 %       +3 %        +3 %        +.04 %      4 %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [        |
|                                                         | \_307\_]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [        |
|                                                         | \_83]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [        |
|                                                         | \_10]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [\       |
|                                                         | _\_1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_       |
|                                                         | \_[3]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_       |
|                                                         | \_[2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [\       |
|                                                         | _\_2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

**WEST WINDSOR - PLAINSBORO HIGH SCHOOL NORTH** has been serving the
municipalities of West Windsor Township and Plainsboro Township since
its formation in October 1997. In its mission statement, WWPHS-North
states:

*The mission of West Windsor-Plainsboro High School North, valuing our
tradition of excellence, is to develop all of our students as
passionate, confident, life-long learners who have competence and
strength of character to realize their aspirations and thoughtfully
contribute to a diverse and changing world.*

West Windsor - Plainsboro High School North reflects the lifestyle of a
community that takes pride in its continuing tradition of academic and
cultural achievement. The richness of our academic programs, alternative
options, and extracurricular activities expands learning beyond
classroom boundaries. High School North provides an educational
environment that motivates students to learn and requires them to
exercise imagination and sensibility in solving problems. Approximately
1400 students may choose from over 150 courses offered in a program of
studies that reflects a demanding and challenging curriculum. Close
partnerships have been developed with area businesses of Princeton and
the Route 1 research corridor, Educational Testing Service, James
Forrestal Research Campus of Princeton University, and Princeton
University. West Windsor- Plainsboro High School North offers
state-of-the-art resources and technology that allow faculty to provide
interdisciplinary instruction with maximum flexibility. Our innovative
rotating schedule allows for the maximum teacher /student contact with a
minimum of disruptions. West Windsor- Plainsboro High School North
offers teams in 29 sports and sponsors various student publications,
acclaimed performing groups in vocal and instrumental music, academic
teams, and over 30 clubs/activities devoted to specialized interests.
Approximately 12 percent of the senior class earned National Merit
semifinalist or commended scholar status. Traditionally, the West
Windsor -- Plainsboro Regional School District has the largest number of
National Merit semifinalists in New Jersey. Approximately 95 percent of
our graduates continue their education with 86 percent going on to
four-year colleges. In addition, HSN is exceedingly proud of its many
students who volunteer countless hours in service of their community.

The academic and cultural resources of West Windsor and Plainsboro have
attracted a dedicated and highly trained instructional staff that
welcomes the challenges and excitement of a diverse student population.
The high school values its 11 to1 student to faculty ratio. About 55
percent of the 125 teachers

hold advanced degrees (M.A. or Ph.D.). Additionally, many faculty
members serve as educational consultants or teach part time at local
colleges and universities.

The population of West Windsor - Plainsboro High School North reflects
the growing trend toward pluralism in American society. Students
represent all major racial and cultural groups, and speak 33 languages.
This diversity affords students excellent opportunities for
intercultural understanding and provides them with a global view of
world issues.

West Windsor - Plainsboro High Schools have been accredited by the New
Jersey Department of Education. West Windsor- Plainsboro High School
North has been recognized as the #1 High School in the state of New
Jersey by New Jersey Monthly magazine, in its first year (2004) of
eligibility, and also as one of the nation's best high schools by
Newsweek (2004). These recognitions have been earned through the
commitment of staff and students to the quality of life and learning.

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

**1. Assessment Results -** The New Jersey state legislature determined
that a statewide test was needed to measure the reading, writing, and
mathematical skills that high school graduates need to function
politically, economically, and socially in our increasingly complex
society. The school year 2000-2001 was the last year the Grade 11 High
School Proficiency Test (HSPT11) served as the statewide high school
graduation test for juniors. All first time Grade 11 students who
entered Grade 11 on or after September 1, 2001 are required to take and
pass the High School Proficiency Assessment (HSPA). The HSPA measures
the more rigorous academic content standards and workplace readiness
skills embodied in the State Core Curriculum Content Standards.

The total HSPA language arts literacy and mathematics scores are
reported as scale scores with a range of 100 to 300. To meet the state's
graduation testing requirement for a high school diploma, a student must
score at or above the passing score for both sections of the HSPA.
(Please note that 100 and 300 are a theoretical floor and ceiling and
may not be actually observed.) The scale score of 250 is the cut point
between Proficient students and Advanced Proficient students. The scale
score of 200 is the cut point between Proficient students and Partially
Proficient students. The score ranges are as follows: Advanced

Proficient/Pass 250-300; Proficient/Pass 200-249; Partially
Proficient/Not Pass 100-199. Grade 12 students who have not passed both
sections of the HSPA begin a Special Review Assessment (SRA) in order to
help them meet the minimum level of proficiency for the HSPA. Passing
the HSPA is a requirement for graduation. It should be noted that the
scores of students who are included in the Partially Proficient level
are considered to be below the state minimum level of proficiency. These
students need additional targeted or instructional support, which could
be in the form of individual or programmatic intervention. Students who
are Partially Proficient will be re-tested. These students must complete
the SRA process; the SRA process must continue for those students who
also meet all other graduation criteria.

Information regarding New Jersey's state assessment program can be found
at [http://www.nj.gov/njded/assessment/hs/]{.underline}. In addition,
testing data for High School North can be found on the district website,
[www.ww-p.org](http://www.ww-p.org/), under the section entitled
**Testing Report**. When the testing results for High School North are
examined, their results consistently surpass statewide performance
benchmarks and demonstrate exemplary results in any comparison. We duly
note that after all administrations of the HSPA, the passing percentage
of HSN students is close to 100 percent. In 2005, only one student at
High School North graduated through the SRA process.

**2. Using Assessment Results** - The West Windsor-Plainsboro Regional
School District reviews student performance on national and state
standardized achievement tests. These tests provide an objective measure
of students\' knowledge and skill in the areas of reading, writing,
language arts, mathematics, and science. For high school students,
standardized tests measure achievement in other content areas such as
literature, history, computer science, the arts, and world languages. In
addition to state and district standardized assessments, other
evaluations are used to determine student proficiency in core curriculum
content areas. Also, the use of multiple indicators of a student's
performance validates the student's need for additional assistance.
Taken collectively, the results of such tests can serve as one measure
of the overall success of a school district in meeting the educational
needs of its students. Further, the results can call attention to
relative strengths and weaknesses in specific areas of the curriculum.
Another purpose of standardized testing is to provide students,
teachers, and parents with information about an individual student\'s
general achievement. Individual student achievement can be compared with
the achievement in these same areas of a large sample of students in the
state and nation. There are a number of variables that cannot be
controlled in group testing; therefore, these results may not always be
congruent with either the student\'s daily school achievement or the
specific objectives of the curriculum.

In addition, a large percentage of our high school students sit for
voluntary national standardized tests that predict students'
preparedness for college level work. These include: Scholastic
Achievement Tests (SAT I and SAT II), Preliminary Scholastic Achievement
Test (PSAT), and Advanced Placement (AP) Tests. When considered as part
of a larger array of pupil performance data, these test results can
provide useful information about the effectiveness of our educational
program. The use of standardized tests in the West Windsor-Plainsboro
Regional School District has been part of the total curriculum for many
years. With the adoption of New Jersey Core Curriculum Content Standards
and related pupil performance indicators, assessment emphasis is
shifting from standardized norm-referenced tests to standardized
criterion referenced tests (students evaluated on whether or not they
know or can do a specific item, e.g. NJASK, GEPA, HSPA). For that
reason, districts in New Jersey no longer are required to use commercial
norm-referenced achievement tests and are being encouraged by the state
to introduce more performance-based assessments into the regular
curriculum. At present, the West Windsor-Plainsboro Regional School
District uses both norm- and criterion-referenced assessments, the
results of which are reported each year. The administration and staff at
each school review the data, along with other types of assessment
information, e.g, classroom performance, report card grade/checklists,
portfolio work, progress reports, to address the needs of individual
students and to evaluate program effectiveness.

**3. Communicating Assessment Results** - Student performance, including
assessment data, is disseminated in a number and variety of ways.
Parents are mailed individual student score reports for the HSPA. In the
fall, the Director of Guidance provides a summary of district-wide test
results at a Board of Education meeting. Local newspapers and television
distribute assessment data through press releases. The School Profile
provides highlights of standardized test data. The aforementioned
assessment information is available through the district website,
[www.ww-p.org](http://www.ww-p.org/), under the Testing Report. Further
information comparing HSN to its state, local and DFG counterparts are
available in the New Jersey State Report Card, available online through
[www.state.nj.us/njded/reportcard](http://www.state.nj.us/njded/reportcard).

On a quarterly basis, parents receive school report cards. Mid-marking
period progress reports are sent home to all students as well, making a
total of eight communications mailed home outlining student progress. In
addition, report cards, mid-marking period progress reports, attendance
data and student schedules are available online. Telephone and in-person
conferences are held. E-mail communications occur between parents,
teachers, and counselors. Data are communicated via school, guidance
department, and district newsletters mailed home and our E-Guidance
electronic newsletter. School and district websites also are used to
disseminate student data.

HSN also recognizes exemplary student performance at award ceremonies in
the evening for the community at large as well as a ceremony for the
seniors and their parents. Over \$55,000 in scholarships were awarded to
the Class of 2005 in our annual Scholarship Night. Students are
recognized individually by the school and through town wide newsletters.
The Director of Guidance provides an annual report on college
acceptances for the graduating class at a Board of Education meeting
held at the end of the academic year. Our Guidance Department employs a
developmental guidance curriculum to keep the student body aware of the
latest developments in graduation requirements and assessment
information. Staff share information related to student performance at
Newcomers Night, College Planning Night and Back-to-School Night, in
their effort to keep all members of the school community apprised.

**4. Sharing Success** - Many high schools on the state and local levels
look to HSN to share its achievements with them due to its excellent
academic standing. Central Office and building level administrators are
routinely sought out to share and exchange ideas with administrators in
state and national venues. The Principal holds leadership positions in
county and state organizations. The Director of Guidance participates in
a county-wide organization and in NACAC presentations. Counselors belong
to and serve as leaders in the countywide counseling organization. The
Superintendent is a member of the county roundtable for chief school
administrators.

The District's website serves as a valuable source of information
sharing, as do our school Profile and Program of Studies. Channel 23,
West Windsor-Plainsboro's public access station, informs members of our
school community and the community at-large of our successes. College
admissions representatives visit our school on a regular basis through
individual college visitations and our College Fair which annually
attracts over 150 colleges and universities. Our success story is told
through letters of recommendation written by teachers, counselors,
coaches, and administrators. Our School Profile offers a valuable
perspective to college and university personnel. In addition, many local
realtors use the Profile as a way of informing prospective property
owners about our outstanding schools. New Jersey Monthly recently
honored HSN by naming it the #1 academic high school in New Jersey for
2004. Consider these accomplishments from a school which has only
graduated its fourth class in 2005!

HSN has developed partnerships with Princeton University, Rider
University and the Educational Testing Service. We constantly look to
expand upon these cooperative initiatives. West Windsor-Plainsboro High
School North constantly serves as a host school for visitors from other
schools, including professional educators from other countries who wish
to visit our outstanding programs and innovative schedule. We are proud
of exchange programs with students from local urban districts in the
capitol city (Trenton Central High School) and in Philadelphia (Lincoln
High School). Teachers and students have participated in many
international programs designed to promote dialogue on student learning.
The entire building is connected to the Internet for communication with
individuals and schools from around the globe.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum** - The curriculum of West Windsor-Plainsboro High
School North is true to its mission statement: *to develop all of our
students as passionate, confident, life-long learners who have
competence*

*and strength of character to realize their aspirations and thoughtfully
contribute to a diverse and changing world.*

The curriculum is aligned with the New Jersey State Core Curriculum
Content Standards. Our curriculum is a web of opportunities and
experiences intended to guide students through an academic journey which
ends with our students as contributing members of the WWP community. All
courses in our curriculum are connected in a web of learning by the
critical thinking skills necessary for successful completion as well as
appropriate interdisciplinary connections. Each department uses criteria
that include standardized test results, student grade performance,
teacher evaluation, and portfolio assessment as well as parent and
student input where appropriate for student placement. Standard level
classes are offered to students that need additional support and
reinforcement before moving through to the more demanding planes of our
curriculum. College Preparatory courses allow students the opportunity
to provide themselves with a set of learning experiences that prepare
them more rigorously for post-secondary study. Students accept the fact
that these courses demand a greater level of individual accountability
and that the teachers' assessments will require more independent
thought. Honors and Advanced Placement courses offer motivated students
an educational experience comparable to courses at the most competitive
colleges and university. In addition, students who exhaust the extensive
complement of courses in the WWP curriculum may further their learning
goals at Princeton University through a partnership arrangement.

True historical understanding requires students to engage in historical
thinking: to raise questions and to collect solid evidence in support of
their answers; to go beyond the facts presented in their textbooks and
examine the historical record for themselves; to consult multiple
primary sources, and to do so in a creative and imaginative
fashion\--taking into account the historical context in which these
records were created and comparing the multiple points of view of those
on the scene at the time. Our Social Studies Department creates this
atmosphere for learning within a rostrum of courses which include one
year of World History and two years of American History. The Department
offers Advanced Placement courses in American and European History and
American Government. Electives offered include IPLE (Constitutional
Law), International Business, Human Behavior and Economics and Social
Problems.

Our Science supervisor is fond of saying, "To learn Science, you must
**do** Science!" WWPN students have the opportunity to **do** Science
through a variety of inquiry based science courses from Biology and
Oceanography to Advanced Placement courses in Biology, Chemistry and
Physics. Over 75 percent of our students enroll in four years of
science, with many doubling up in Science courses in their junior and
senior years. All Honors and Advanced Placement courses include
additional time for laboratory study once in every four day cycle. Our
students excel in the study of advanced science topics with students
being named to National Physics and Chemistry teams and receiving
mention in science competitions such as the Intel Science Talent Search.

The study of World Languages features sequential study in Mandarin
Chinese, French, German, Latin and Spanish. Listening, speaking,
reading, writing, and culture are integral parts of each course. The
majority of WWPN students that complete middle school world language
study enroll in level two language courses in their freshman year. It
will be possible for most WWPN students to complete a full five-year
sequence of study in one language. Students may advance to Advanced
Placement French, German or Spanish or Chinese in their senior year.

The Special Education Department provides support to 200 students that
are eligible for classification under IDEA. Services include, but are
not limited to, self-contained classes, learning & language disabilities
(LLD) classes, resource center (RC) classes, in-class support, in-class
support facilitators and in-class assistance. Appropriate services are
determined annually through the IEP process. Students may additionally
receive a period of structured support during their study hall to assist
with their study in mainstream classes. We are very proud of two special
programs which are part of the WWPN family. The Academy is a
comprehensive support services program including small, structured
classes and in-depth counseling delivered and monitored by a team of
special service professionals for a student population whose profile
includes an emotional component. The LARKS are our cognitively impaired
class. Composed mostly of students affected by Down's Syndrome, the
LARKS have a team supporting them in a full schedule of classes, work,
recreation and service programs within our walls. Juniors and seniors
may elect to assist the LARKS in their adaptive PE classes, analogous to
the buddy system of Challenger Little League.

WWPN students embrace our extensive Visual and Performing Arts
Curriculum. The Music Department features an extensive array of
performing ensembles in Band (Concert, Advanced Concert, Jazz, Pit, and
Marching), Choir (Chorale, Choir, A Cappella, Women's Madrigal), and
Orchestra (Orchestra, String, Brass and Percussion Ensembles), as well
as Music Theory and Advanced Music Theory. Our Fine Arts curriculum
includes Foundations of Art, Drawing and Painting I/II, Ceramics and
Sculpture, Printmaking, Book and Paper Arts, Computer Art and Design,
Photography and AP Studio and AP Art History. A highlight for our senior
Art students is their Senior Showing in the Media Center.

Related Arts courses in Computer Programming and Applications give
students practical skills in Technology and the logic of computer
languages to Java in AP Computer Science A and B. Both technological
strands merge in Artificial Intelligence and Robotics. The Life Skills
courses in Creative Cooking and International Cooking enable students to
learn about diet and nutrition both for personal wellness and as a
professional career. The Child Development classes learn through
supervised observation and participation in our KnightCare Child Center
with groups of young children from the community. Business courses in
Accounting and Consumer Economics prepare students for college majors
and personal finance applications.

**2b. English (Secondary)** - The Language Arts Department promotes the
study and practice of writing through a truly multicultural array of
literature from all corners of the world. The Language Arts curriculum
in the freshman year involves reading and writing, literary analysis,
close reading, and a careful exploration of style and thought. Students
should develop higher-level reading, writing, speaking, listening,
viewing, and thinking skills and write skillful and analytical essays
throughout the year. Students are introduced to formal expository
writing and an emphasis is placed on the development of inferential
thinking. Such

literary genres as short stories, novels, biographies, drama, essays and
poetry are explored. Language study also includes vocabulary, grammar,
mechanics, usage, self and peer editing. The writing process is
incorporated into each literary genre. In the sophomore year, the
students are introduced to representative works of American writers who
reflect the enduring traditions and styles of American literature.
Students continue the study of vocabulary, grammar, mechanics and usage.
The development of writing skills remains a high priority for students.
The essay and expository writing forms are studied and correlated with
skills in organization and logic.

After freshman and sophomore years, our students elect semester courses
organized by interest rather than chronological passage through school.
Search for Self, The Monster Show and Rebellion and Conformity are
options available alongside Shakespeare, The Art of the Essay and the
Short Story. The junior and senior year Language Arts elective-based
curriculum is designed to prepare students to write for a variety of
real audiences and purposes through the exploration of a wide array of
literary genres. The courses promote the use of the writing process
while addressing such forms as persuasive, expressive, research and
reflective writing. Students will be engaged in a variety of writing
activities including timed and untimed writing, conferencing and
revising and editing. At the end of these courses, students will have
the tools to continue to write in meaningful and purposeful ways
addressing lifelong writing situations.

Advanced Placement courses are also available in Literature and
Composition and Language and Composition. In addition, interested
students may pursue the performance areas of the Language Arts through
Journalism, Drama, Creative Writing, by participating in our radio
station, WWPN, and in television production classes.

Students identified through the administration of state-mandated
standardized tests as below the required level of proficiency in reading
or writing are provided with individualized and group attention. Units
of study are designed to promote the development of critical reading,
writing and communication skills in narrative, persuasive, work place,
and informational texts. Literature is selected as appropriate to
student needs. The Writing Laboratory offers students individualized
instruction for remediation of deficiencies in writing skills. While
instruction in writing is provided in all language arts courses, the
Writing Laboratory permits directed guidance in many discrete as well as
general skills.

**3. Mathematics** - The **mission** of the West Windsor-Plainsboro
Regional School District, valuing our tradition of excellence, is to
develop all of our students as passionate, confident, life-long learners
who have competence and strength of character to realize their
aspirations and thoughtfully contribute to a diverse and changing world.

Our Mathematics department offers a system of demanding courses with
most students taking four years of mathematics. The sequence begins for
most students with Geometry and progresses through Advanced Placement AB
or BC Calculus to Multivariate Calculus available for the student with a
proclivity for the study of mathematics. We are additionally proud that
any student who takes a four-year complement of Math courses reaches
Algebra II as their terminal course. Our students succeed in math
competitions on local, state and national levels, and our HSPA and SAT
scores are a testimony to the excellence in mathematics studies we
advocate for *[all]{.underline}* our students.

The spirit of our mission statement is embodied in the belief that all
students can learn mathematics at appropriate levels with differentiated
instruction that builds confidence while challenging students.

The ultimate goal is to have students appreciate the usefulness and
relevance of mathematics in the real world and be able to apply what
they have learned in their lives. There are four main factors that
enable this to occur: the classroom environment, instructional
strategies, curriculum content, and expectations regarding the role and
responsibilities of the teacher. The classroom environment must be a
supportive place, which promotes risk-taking and encourages thinking
through active, engaging, and relevant learning experiences. Relevant
learning experiences include real world problems applicable to students
as well as a variety of other problem types, including those embedded in
other disciplines. We offer a wide variety of learning experiences to
accommodate various learning styles.

In all situations, teachers seek a balance between guided discovery,
cooperative learning, direct instruction, and independent work. Teachers
make lesson choices based on on-going and varied assessment and provide
students with constructive feedback. Teachers design learning
experiences to promote reasoning and critical thinking so that students
will be able to answer questions and problems with evidence. Part of
this process is also designed to encourage students to take
responsibility and ownership for learning study skills and perseverance.
The use of technology in this process enhances fundamental understanding
and provides a means for even more complex and in-depth investigation.
As students participate in our mathematics program, they learn to
communicate about math, explaining solutions and ideas as well as asking
questions. They communicate with words, pictures, numbers, and thus
experience mathematics as a language or medium of expression as well as
an entity to communicate about.

**4. Instructional Methods -** The West Windsor-Plainsboro School
District is invested in the study of Active Learning as defined through
the work of Nancy Sulla and Grant Wiggins. Our teachers have had
extensive training in the development of the Active Classroom and
curriculum using the Understanding by Design model. The term \"active
learning\" is often used in conjunction with instructional reform, but
what does it mean? If students are actively engaged in tasks that the
teacher creates, the teacher selects the time for, and the teacher
evaluates, just how active a role do those students actually play in
their overall education? Ultimately, if students are to become lifelong
learners, they need to learn to take greater responsibility in
goal-setting, developing a plan of action, identifying and utilizing the
necessary resources, and evaluating their progress. These skills will be
acquired in a classroom where active learning means being an active
participant in the entire learning process.

In learner-active classrooms, students and teachers work together to
achieve the goals and objectives of the curriculum. Certainly some
essential elements exist in terms of broad units of study skills to be
acquired, but students must play a greater role in establishing the
focus of what will be learned, and how it to be learned. Students will
take some of the responsibility in deciding upon the activities that
will be used. The student is responsible for carrying out the activity
with the teacher acting as a resource. That\'s not to say that teachers
don\'t oversee the learning process, but they play a much less overt
role. Finally the students assess their progress with input from and
agreement of the teacher.

The move from the traditional model of education to the learner-active
model requires first and foremost establishing a new perspective on the
purpose of school and the role of the teacher. Is the purpose of school
to pass on a finite collection of information and rote skills to prepare
students for work in the factory? Or is it to create lifelong learners
capable of handling various challenges that come their way in an
ever-changing society? Is the role of the teacher to direct and
supervise students? Or is it to create a structure in which students
learn how to make responsible decisions? The decision to pursue this
avenue for learning is especially congruent with the district mission's
desire to develop all of our students as passionate, confident,
life-long learners.

Teachers, in their quest to create learner-active classrooms, question
everything they do in the classroom to find the balance between allowing
students to take responsibility for learning and allowing them to
facilitate the learning process. Administrators, too, need to question
how they interact with those whose professional development they
facilitate to ensure that they are modeling a learner-active philosophy.

5.  **Professional Development -** The goals of the Professional
    Development program for West Windsor-Plainsboro High School North
    are as follows:

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1.  To build understanding of differentiated instruction practices in
    order to provide opportunities for all students to reach high
    standards of achievement.

2.  To increase knowledge and skill of how to integrate technology into
    the curriculum by faculty and administration.

3.  To develop faculty members understanding of the social and emotional
    needs of students and the effects of these factors on student
    motivation and achievement.

4.  To build the faculty\'s knowledge of teaching strategies that
    increase student learning.

5.  To focus on implementing the professional development
    recommendations related to the NJ Core Curriculum Content Standards
    and the No Child Left Behind Act.

    Creating a classroom environment where students are actively
    involved in their own learning and use technology in powerful ways
    takes time and support. Our school is in the process of working with
    Dr. Nancy Sulla and IDECorp to develop the skill of reflective
    practice \-- the process of having our teachers asking themselves
    why they do what they do. Through this consultative process, the
    teachers begin to implement new instructional strategies to meet the
    students\' needs. Instructional design workshops allow participants
    to deconstruct the learning environment and become architects of
    exciting, cutting-edge learning environments. Our instructional
    design work focuses on the previously mentioned learner-active
    classroom.

Our teachers have attended many out of District/summer workshops,
professional conferences and graduate courses. The following are some
highlights:

-   Twenty-three faculty members were funded to participate in Princeton
    University's "Teacher's as Scholars" program.

-   District funded summer work enabling faculty to study and propose
    curricular changes in specific content areas.

-   District funded summer professional development enabled faculty to
    gain knowledge in content and instructional skills in a wide variety
    of curriculum areas.

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-   District continued to support faculty enrollment in graduate
    courses. An extraordinarily high level of professional and
    educational development has been maintained in our district. Note:
    faculty is supported through full tuition reimbursement at any
    college or university.

-   Faculty members attended a great variety of out-of-district
    workshops and conferences given by professionals recognized as
    experts in their fields.

Our monthly faculty/department meetings were a source of professional
development opportunities:

-   School departments and faculty meetings at the middle and high
    school levels were focused on curriculum changes, schedule changes,
    and the professional development needed to implement both.

-   Many faculty and department meetings were devoted to opportunities
    related to teaching and learning.

## We feature a special induction sequence of professional development for new teachers:

-   A comprehensive mentoring plan exists that includes criteria for
    selecting mentors, responsibility for mentors, training dates, and
    induction activities for new teachers.

-   Some district administrators provided a day of professional
    development for new faculty.

-   New teacher training sessions were offered during the school year on
    topics such as teaching of reading and writing for students, sharing
    tips for classroom management, and communicating with parents.

    **PART VII - ASSESSMENT RESULTS**

**High School Proficiency Assessment (HSPA)**

The New Jersey state legislature determined that a statewide test was
needed to measure the reading, writing, and mathematical skills that
high school graduates need to function politically, economically, and
socially in our increasingly complex society. 2000-2001 was the last
year the Grade 11 High School Proficiency Test (HSPT11) served as the
statewide high school graduation test for juniors. All first time
eleventh grade students who entered eleventh grade on or after September
1, 2001 are required to take and pass the High School Proficiency
Assessment (HSPA). The HSPA measures the more rigorous academic content
standards and workplace readiness skills embodied in the State Core
Curriculum Content Standards.

The total HSPA Language Arts Literacy and Mathematics scores are
reported as scale scores with a range of 100 to 300. To meet the state's
graduation testing requirement for a high school diploma, a student must
score at or above the passing score for both sections of the HSPA.
Please note that 100 and 300 are a theoretical floor and ceiling and may
not be actually observed. The scale score of 250 is the cut point
between Proficient students and Advanced Proficient students. The scale
score of 200 is the cut point between Proficient students and Partially
Proficient students.

The score ranges are as follows: Advanced Proficient/Pass 250-300

> Proficient/Pass 200-249
>
> Partially Proficient/Not Pass 100-199

Twelfth graders who have not passed both sections of the HSPA may also
begin a Special Review Assessment (SRA) in order to help them meet the
minimum level of proficiency for the HSPA. Passing the HSPA is a
requirement for graduation.

**STATE CRITERION-REFERENCED TESTS**

Grade: [11 \_]{.underline}

Test: **[High_School_Proficiency_Assessment - LANGUAGE ARTS
LITERACY]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [New Jersey Department of Education]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards          100         99          99

  \% At Exceeds State Standards                 40          40          35

  Number of students tested                     342         308         289

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. General Education                                                 

  \% At or Above Meets State Standards          100         99          99

  \% At Exceeds State Standards                 46          40          35

  Number of students tested                     298         269         259

  2\. Special Education                                                 

  \% At or Meets State Standards                88          76          73

  \% At Exceeds State Standards                 14          3           0

  Number of students tested                     42          33          30

  3\. Black                                                             

  \% At or Above Meets State Standards          92          91          n.a.

  \% At Exceeds State Standards                 18          17          n.a.

  Number of students tested                     16          12          n.a.

  4\. Asian & Pacific Islander                                          

  \% At or Above Meets State Standards          97          97          94

  \% At Exceeds State Standards                 46          44          44

  Number of students tested                     98          96          91

  **STATE SCORES**                                                      

  \% At or Above Meets State Standards          84          82          80

  \% At Exceeds State Standards                 20          17          15
  --------------------------------------------- ----------- ----------- -----------

Grade: [11 \_]{.underline}

Test: **[High_School_Proficiency_Assessment - MATHEMATICS]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [New Jersey Department of Education]{.underline}

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES**                                                     

  \% At or Above Meets State Standards          98          95          97

  \% At Advanced                                68          50          50

  Number of students tested                     324         279         265

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. General Education                                                 

  \% At or Above Meets State Standards          100         99          99

  \% At Exceeds State Standards                 72          63          57

  Number of students tested                     297         267         257

  2\. Special Education                                                 

  \% At or Above Meets State Standards          77          70          71

  \% At Exceeds State Standards                 30          27          7

  Number of students tested                     45          25          22

  3\. Black                                                             

  \% At or Above Meets State Standards          60          58          n.a.

  \% At Exceeds State Standards                 28          25          n.a.

  Number of students tested                     8           12          0

  4\. Asian& Pacific Islander                                           

  \% At or Above Meets State Standards          79          78          92

  \% At Exceeds State Standards                 21          22          69

  Number of students tested                     106         96          91

  **STATE SCORES**                                                      

  %At or Above Meets State Standards            75          70          66

  \% At Exceeds State Standards                 28          25          20
  --------------------------------------------- ----------- ----------- -----------

**V. NATIONAL TESTING**

The use of national tests has played an important part in the total
program and curriculum at West Windsor - Plainsboro High School North.
The PSAT, the SAT Reasoning Test, the SAT Subject Tests, and the
Advanced Placement (AP) Exams have been used to help determine a
student\'s preparedness for college and to assess abilities generally
associated with academic performance in college. When comparing mean SAT
verbal and math scores, it is important to note that they do not measure
the effectiveness of any high school. Since different proportions and
cross sections of students take the SAT from school to school and state
to state, direct comparisons are often misleading. For example, testing
a larger percentage of one\'s senior class generally leads to lower mean
scores. Some schools only test their elite students, which lead to
inflated SAT means.

**PSAT 2004-2005**

The PSAT measures critical reading, math, and writing abilities
important to academic success in college. It is generally used as a
practice test for the SAT Reasoning Test and junior year scores are
entered into competition for scholarships conducted by the National
Merit Scholarship Corporation. Scores range from 20 to 80 with 50 being
the average. By adding the critical reading, math and writing scores
together, the NMSQT selection index is generated. As an approximate rule
of thumb, it generally takes a selection index of approximately 220 to
get semi-finalist status and a score of approximately 200 to get
commended status.

[**2004-2005 PSAT Comparisons**\
]{.underline}(Mean Scores)

**[WWPN]{.underline} [N.J.]{.underline}** **[U.S.A.]{.underline}**

**CR** **M W CR** **M W** **CR** **M W**

52.5 56.9 55.7 46.5 48.7 50.1 46.9 48.8 50.5

**HSN** **CR** **M W % taking test**

**2001-2002** 54.0 57.8 53.6 96

**2002-2003** 55.2 56.7 54.7 96

**2003-2004** 54.5 55.7 55.4 95

**2004-2005\*** 52.5 56.9 55.7 97

**[Class of '05]{.underline} [Class of '04]{.underline} [Class of
'03]{.underline}**

**[Semi Finalists]{.underline}** 13 15 8

**[Commended]{.underline}** 22 22 27

The SAT Reasoning Test

The SAT Reasoning Test measures critical reading, math, and, beginning
with March 2005, writing abilities. The critical reading section has
become more of a reading assessment, but the College Board matched the
new critical reading scores to the previous verbal scores for this
reporting period. Colleges are using that same comparison as they
evaluate potential candidates. The math section added more advanced
topics.

###### 

###### Results - SAT Reasoning Test-- 2004-2005

The College Board recently released information on our senior class
performance for the 2004-05 school year. Scores are reported as mean
scale scores in the critical reading and math sections. The score range
is from 200-800. Scores are reported as mean scale scores in verbal and
math in the College Board *Summary Report for 2005 College Bound
Seniors*. Beginning in March, students took the new test which measures
critical reading, math and writing, but only two seniors from our
district actually sat for that test administration. The approximate
average score for both the math and verbal sections is 500 as a result
of the SAT score recentering that occurred 9 years ago. The new SAT
Reasoning Test will have a ceiling of 2400. Until College Board provides
us with normative data, no comparisons can be made.

The aggregate verbal mean score was 586, an increase of 13 points over
2004. The WWPN mean score was 93 points higher than the New Jersey mean
and 88 points higher than the national mean.

The aggregate math mean score was 616, an increase of 14 points over
2004. In comparison to the New Jersey mean score, WWPN was 110 points
higher than the New Jersey mean and 107 points higher than the national
mean in math.

**2005 SAT Reasoning Test Results**

**[Verbal]{.underline} [Math]{.underline} [Total]{.underline}**

**WWPHS North** 586 616 1202

#### 

**Percentage of Seniors Taking the SAT Reasoning Test**

**2001 -- 94%**

**2002 -- 96%**

**2003 - 96%**

**2004 -- 95%**

**2005 -- 97%**

#### 

**Scholastic Aptitude Test I**.

The SAT Reasoning Test measures critical reading, mathematics, and
writing abilities. The critical reading section has become more of a
reading assessment, but the College Board matched the new critical
reading scores to the previous verbal scores for this reporting period.
Colleges are using that same comparison

as they evaluate potential candidates. The mathematics section added
more advanced topics. Overall, these are abilities students develop over
time through work done in school and on their own. SAT I scores can help
students, counselors, and colleges better understand how students
compare with others who are preparing for college. The SAT I is an
important admissions criterion used by most colleges. The College Board
recently released information on our senior class performance for the
2004-2005 school year. Scores are reported as mean scale scores in the
critical reading and math sections. The score range is from 200-800.
Scores are reported as mean scale scores in verbal and math in the
College Board *Summary Report for 2005 College Bound* *Seniors*.
Beginning in March 2005, students took the new test that measures
critical

reading, mathematics, and writing, but only two seniors from our
district sat for that test administration. The approximate average score
for both the mathematics and verbal sections is 500 as a result of the
SAT score recentering that occurred nine years ago. The new SAT
Reasoning Test will have a ceiling of 2400. Until College Board provides
us with normative data, no comparisons can be made.

Grade: [12 \_]{.underline}

Test: [\_\_**Scholastic Aptitude Test -- SAT**\_\_]{.underline}

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

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

+----------------------------------------+---------+---------+---------+
|                                        | 20      | 20      | 20      |
|                                        | 04-2005 | 03-2004 | 02-2003 |
+----------------------------------------+---------+---------+---------+
| Testing month                          | Varied  | Varied  | Varied  |
+----------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                      |         |         |         |
+----------------------------------------+---------+---------+---------+
| > Total Score                          | 1202    | 1197    | 1200    |
+----------------------------------------+---------+---------+---------+
| > Number of students tested            | 329     | 279     | 253     |
+----------------------------------------+---------+---------+---------+
| > Percent of total students tested     | 97      | 99      | 100     |
+----------------------------------------+---------+---------+---------+

  ---------------------------------------- ----------- ----------- -----------
                                           2004-2005   2003-2004   2002-2003

  **NATIONAL MEAN SCORE**                  1028        1026        1026

  **STATE MEAN SCORE**                     1020        1015        1016
  ---------------------------------------- ----------- ----------- -----------

Grade: [12 \_]{.underline}

Test: **[\_\_Scholastic Aptitude Test -- VERBAL SAT\_\_]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

+----------------------------------------+---------+---------+---------+
|                                        | 20      | 20      | 20      |
|                                        | 04-2005 | 03-2004 | 02-2003 |
+----------------------------------------+---------+---------+---------+
| Testing month                          | Varied  | Varied  | Varied  |
+----------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                      |         |         |         |
+----------------------------------------+---------+---------+---------+
| > Total Score                          | 586     | 585     | 584     |
+----------------------------------------+---------+---------+---------+
| > Number of students tested            | 329     | 279     | 253     |
+----------------------------------------+---------+---------+---------+
| > Percent of total students tested     | 100     | 100     | 100     |
+----------------------------------------+---------+---------+---------+
|                                        |         |         |         |
+----------------------------------------+---------+---------+---------+

  ---------------------------------------- ----------- ----------- -----------
                                           2004-2005   2003-2004   2002-2003

  **NATIONAL MEAN SCORE**                  508         508         507

  **STANDARD DEVIATION**                   112         111         111
  ---------------------------------------- ----------- ----------- -----------

Grade: [12 \_]{.underline}

Test: **[\_\_Scholastic Aptitude Test -- MATHEMATICS
SAT\_\_]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

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

+----------------------------------------+---------+---------+---------+
|                                        | 20      | 20      | 20      |
|                                        | 04-2005 | 03-2004 | 02-2003 |
+----------------------------------------+---------+---------+---------+
| Testing month                          | Varied  | Varied  | Varied  |
+----------------------------------------+---------+---------+---------+
| **SCHOOL SCORES**                      |         |         |         |
+----------------------------------------+---------+---------+---------+
| > Total Score                          | 616     | 612     | 616     |
+----------------------------------------+---------+---------+---------+
| > Number of students tested            | 329     | 279     | 253     |
+----------------------------------------+---------+---------+---------+
| > Percent of total students tested     | 100     | 100     | 100     |
+----------------------------------------+---------+---------+---------+
|                                        |         |         |         |
+----------------------------------------+---------+---------+---------+

  ---------------------------------------- ----------- ----------- -----------
                                           2004-2005   2003-2004   2002-2003

  **NATIONAL MEAN SCORE**                  517         519         516

  **STANDARD DEVIATION**                   114         115         114
  ---------------------------------------- ----------- ----------- -----------

**Scholastic Aptitude Test (SAT) II**.

The SAT II tests, also known as subject tests, are one-hour, primarily
multiple-choice tests in specific subjects. The subject tests measure
knowledge or skills in a particular subject and students' ability to
apply that knowledge. Many colleges require or recommend one or more of
the subject tests for admission or

placement. Used in combination with other background information (high
school record, scores from other tests like the SAT I, and teacher
recommendations), the tests provide a measure of academic achievement
and are a good predictor of future performance. Colleges tend to use
this information for placement rather than as an admissions criterion.

**SAT Subject Test Score Means**

**Class of 2005**

  ------------------ --------- --------- --------- --------- ---------- ---------
                               **NAT**                       **WWPN**   

  **Test**           **03**    **04**    **05**    **03**    **04**     **05**

  **English          **596**   **604**   **605**   **646**   **657**    **667**
  Writing**                                                             

  **English Lit**    **591**   **590**   **589**   **627**   **621**    **638**

  **Mathematics IC** **590**   **586**   **586**   **630**   **638**    **657**

  **Mathematics      **662**   **669**   **670**   **726**   **716**    **716**
  IIC**                                                                 

  **US History**     **589**   **603**   **599**   **642**   **629**    **662**

  **Chemistry**      **610**   **612**   **628**   **649**   **644**    **704**

  **Spanish**        **616**   **622**   **636**   **-**     **-**      **-**

  **Biology-M**      **621**   **617**   **627**   **624**   **685**    **625**

  **Biology-E**      **588**   **584**   **595**   **583**   **621**    **649**

  **Physics**        **650**   **651**   **652**   **694**   **695**    **689**

  **Chinese          **756**   **756**   **758**   **-**     **-**      **785**
  Listening**                                                           

  **Korean           **737**   **745**   **752**   **-**     **-**      **-**
  Listening**                                                           

  **French**         **604**   **610**   **620**   **-**     **-**      **-**

                                                                        
  ------------------ --------- --------- --------- --------- ---------- ---------

**Advanced Placement Tests (AP) -- 2005**

The Advanced Placement program is a cooperative endeavor based on the
premise that college level material can be taught successfully to well
prepared high school students. Participating colleges, in turn, can
grant credit or appropriate placement to students who have done well on
the AP examination. Scores of 3 or higher are generally considered
"passing" scores for this purpose. Scores are reported on a scale of one
to five as follows:

5 = Extremely well qualified

4 = Well qualified

3 = Qualified

2 = Possibly qualified

1 = No recommendation

**AP Results - 2005**

High School North had 532 AP tests taken by 261 students. 88% of HSN
students scored 3 or higher.

**[Summary of Grades in AP Courses Offered at WWPN]{.underline}**

  ---------------------- --------------- --------------- -----------------
  **AP Subject**         **% 3 or        **\# Test       **\# Enrolled**
                         Higher**        Takers**        

                         **2005 2004     **2005 2004     **2005 2004
                         2003**          2003**          2003**

  US HISTORY             78 81 85        78 40 42        110 68 57

  BIOLOGY                90 97 91        46 32 17        64 48 24

  CHEMISTRY              96 91 95        43 44 35        48 43 40

  COMP SCI A             81 80 63        26 20 21        34 37 42

  COMP SCI AB            68 60 89        11 7 17         22 28 20

  ENGLISH LANG           97 95 -         60 65 -         70 74 -

  ENGLISH LIT            97 97 97        24 28 34        62 38 6

  EURO HIST              82 95 93        27 56 29        63 49 22

  FRENCH                 88 93 93        4 14 14         13 15 12

  GOVT & POL -- US       76 79 91        29 19 15        66 65 45

  CALC AB                97 99 99        49 40 56        55 50 53

  CALC BC                100 95 100      26 20 18        27 22 20

  SPANISH                93 100 89       8 12 12         33 13 15

  STUDIO ART             60 100 77       2 2 6           17 12 12

  ART HISTORY            78 100 77       11 9 8          18 11 14

  PHYSICS B              100 90 89       2 5 3           No AP Course
                                                         Offered

  PHYSICS C (e & m)      88 95 96        12 8 10         No AP Course
                                                         Offered

  PHYSICS C (mechanics)  91 96 100       1 5 8           No AP Course
                                                         Offered
  ---------------------- --------------- --------------- -----------------

######## 

######## 

######## AP Scholar Awards 05 04 03 02

AP Scholar Awards (Grades of 3 or Higher on 3 or more tests) 32 28 27 12

AP Scholar w/ Honors Awards

(3 or higher on 4 or more tests with an avg. grade of 4.27) 20 17 14 12

AP Scholar w/ Distinction Awards

(3 or higher on 5 or more tests with an avg. grade of 4.42) 38 28 14 6

National Scholar

(4 or higher on 8 or more exams) 8 5 1 -

Totals 98 78 56 30