##### U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal Mr. James Eggers

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

Official School Name: Zionsville Community High School

(As it should appear in the official records)

School Mailing Address 1000 Mulberry Street

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

Zionsville IN 46077-1143

City State Zip Code+4 (9 digits total)

Tel. (317)873-3355 Fax (317)873-8002

Website/URL www.zcs.k12.in.us/zchs/index.htm E-mail
jeggers@zcs.k12.in.us

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 November 14, 2023

(Principal's Signature)

Name of Superintendent Dr. Howard Hull

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

District Name Zionsville Community Schools Tel. (317) 873-2858

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 November 14, 2023

(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Mark Englert

(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 November 14, 2023

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**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: 5 Elementary schools

1 Middle schools

0 Junior high schools

1 High schools

0 Other (Briefly explain)

7 TOTAL

2\. District Per Pupil Expenditure: \$8860

Average State Per Pupil Expenditure: \$8268

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

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

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

4\. 3 yrs Number of years the principal has been in her/his position at
this school.

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

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**       154       136         290

  **3**                                                     **10**      127       147         274

  **4**                                                     **11**      129       123         252

  **5**                                                     **12**      112       121         233

  **6**                                                     Other                             

                                    **TOTAL                                                   1049
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 97 % White

the students in the school: 1% Black or African American

1% Hispanic or Latino

1% Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

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

(This rate includes the total number of students who transferred to or
from different schools between October 1 and the end of the school year,
divided by the total number of students in the school as of October 1,
multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 35
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 39
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        74
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    1049
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .07
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    7%
              100                                
  ----------- ---------------------------------- ------------------------

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

0 Total Number Limited English Proficient

Number of languages represented: 0

Specify languages:

9\. Students eligible for free/reduced-priced meals: 4%

38 Total Number Students Who Qualify

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

10\. Students receiving special education services: 10%

111 Total Number of Students Served

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

2 Autism 1 Orthopedic Impairment

0 Deafness 29 Other Health Impaired

1 Deaf-Blindness 63 Specific Learning Disability

2 Hearing Impairment 2 Speech or Language Impairment

6 Mental Retardation 3 Traumatic Brain Injury

2 Multiple Disabilities 1 Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) 3 0

Classroom teachers 58 9

Special resource teachers/specialists 4 0

Paraprofessionals 9 3

> Support staff 9 0
>
> Total number 83 12

12\. Average school student-"classroom teacher" ratio: 16:1

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

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

  Daily student attendance 97.4%       97.2%       97.3%       97.2%       96.6%

  Daily teacher attendance 95%         96%         97%         96%         97%

  Teacher turnover rate    8%          3%          4%          2%          2%

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

  Student drop-off rate    1%          1%          0%          1%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 233          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 78%          |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 5%           |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 0%           |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 13%          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 2%           |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 2%           |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0%           |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Zionsville Community High School is the only high school in the
Zionsville Community School Corporation. It is situated near the
intersection of Interstate 65 and Interstate 465 in Zionsville, Indiana,
in a predominantly upper middle class socioeconomic area. There are
approximately 1100 students in grade 9 through 12. The school and
community have little diversity. Ten percent of the students receive
special education services that are provided through West Central Joint
Services Cooperative. Four percent of the students receive vocational
education through J. Everett Light Center located at North Central High
School.

The mission of ZCHS states:

Through the commitment of students, staff, parents, and community
members, Zionsville Community High School will continue to provide
excellence in education by:

-   Providing academic and co-curricular programs in a safe and healthy
    environment,

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-   Directing technologically-enabled, student-focused learning,

-   Implementing student accountability for academic success,

-   Empowering students to participate positively in the global
    community.

ZCHS is an extremely competitive high school. The curriculum presents a
rigorous challenge to the college bound student. Even though students
are required to take six classes per day, most take seven. ZCHS
graduates are admitted to the most competitive universities in the
country and maintain a consistently high completion rate at the
universities of their choosing. ZCHS graduates test out of many college
courses and have college grade point averages above the mean in all
colleges who give us this information.

As a public high school, Zionsville Community High School participates
in the ISTEP+ exam. We also have our students participate in several
other academic and interest assessments. All ninth grade students are
assessed twice a year using the Northwest Educational Assessment. In
addition to taking the ISTEP, all tenth graders take the PSAT and the
Briggs, Meyer Career Inventory. Eleventh graders are again given the
PSAT. ZCHS students are also given exposure to the Career View program.
This is another career/college interest inventory program that all ZCHS
students take. All of these assessments are given with the intention to
help our students and school understand in what areas we need to improve
and grow.

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

1\. Description of School's Assessment Results

Zionsville Community High School participates in the Indiana Statewide
Test for Educational Progress -- Plus (ISTEP+). At the high school level
tenth graders are tested. This test is used by the state as a Graduation
Qualifying Exam (GQE). The test has two portions English/Language Arts
and Mathematics. The test is a criterion reference test based on the
Indiana Standards. Zionsville students have traditionally preformed very
well on ISTEP+.

The English/Language Arts portion of ISTEP measures students'
performance on sixteen different standards. In 2002-03 the percent of
students reaching mastery level on each standard ranged from 91 -- 95%.
This led to 92% of all students tested to receive a passing score on
this portion of the exam. These results compare to a state average of
69% passing. The ISTEP+ includes an extended essay for students to
demonstrate their skills in writing development and proper use of the
English language. These areas are measured using a 6-point rubric and a
4-point rubric respectively. One hundred percent of Zionsville Community
High School students scored three or higher on each of these rubrics.

The mathematics portion of the exam measures students' performance on
seven different standards. 93% - 95% of all ZCHS students tested in
2002-03 reached mastery level on each of the different standards. As a
result, 91% of all students tested achieved a passing score on this
portion of the ISTEP+. This compares with 68% state average.

When the data is disaggregated for special populations it is noted that
while special education and lower socio-economic groups perform below
their ZCHS peers they still out perform their peers around the state. In
fact, ZCHS special education students performed nearly as well as the
state average for general education students. Similar results are found
for free and reduced lunch recipients.

The overall performance of Zionsville Community High School students on
ISTEP+ is very good. As a school over the past two to three years ZCHS
has had one of the top three highest passing rates in the entire state
of Indiana.

2\. Use of data for school improvement

The State of Indiana's school accountability and improvement program
requires every school in the state to review school progress and
improvement each year. To this end Zionsville Community High School has
created a school improvement committee. This committee is comprised of
school administration, teachers, parents, and students. Each year the
committee gathers several times to review, modify, or abandon current
plans, and create new plans for the future. The committee looks to
assessment data as one of the key indicators as to how we should plan.
Not only is current data considered, but also historical data is
continually reviewed to attempt to root out underlying trends or subtle
changes that are difficult to notice in a year-to-year comparison. These
comparisons lead to discussions with whole school staff regarding
improvement of student performance within standards that are felt can be
improved and the creation of staff development programs to reinforce
those professional skills needed to improve student performance.

Zionsville Community High School uses individual student data in two
major ways. If a student has done poorly on the exam their results are
examined to determine remediation programming. This information may also
be used in determining if a student is in need of some additional
academic supports through General Education Interventions or Special
Education. The data might also be used for high-achieving students to
help in the determination of placement into honors level courses.

3\. Communication of assessment data

Assessment results are distributed from ZCHS in a variety of ways.
Students with non-passing results are called into their guidance
counselor's office for an individual conference to discuss the results
and to make plans for remediation programming. The parents of these
students are also contacted directly by the counselors. Counselors go to
classrooms to hand back results to all students and give an explanation
of how to read the report and what the different report parts mean.
Parents are also given an opportunity to make appointments with
counselors to go over the reports for better understanding of their
child's performance.

School wide results are reported in local media. When results are first
made public by the State, reporters will seek out interviews for stories
related to ISTEP. This is not the only time the school makes use of news
outlets. Throughout the year articles will be submitted to the local
paper for publication. The topics of these articles relate to ISTEP
preparation, results reporting, and school improvement efforts.
Zionsville is a growing area with increasing student enrollments. Local
taxpayers are asked on a regular basis to continue their financial
support of the schools through building projects and increased staff
sizes. The strong performance on the ISTEP helps citizens without
children in schools be aware that their money is being used to produce
outstanding results.

4\. Sharing Success with Other Schools

The Zionsville Community High School faculty members are very active
within their respective content areas. On numerous occasions staff
members have been presenters at state and regional meetings. The
administration and staff also works to have open dialogue with schools
in our area that are similar to ZCHS. Likewise, ZCHS is known to go out
and seek information from other schools that are doing work in areas
identified for improvement. These exchanges are rarely one way. Through
our growth as a school we have developed a substantial network of
schools that we draw ideas and philosophies from as well as share our
ideas and successes.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Outline of school curriculum

The core of Zionsville Community High School's curriculum is based
around a traditional high school course of study. Core curriculum areas
include English/language arts, mathematics, science, social studies and
foreign language. These areas are supported by elective offerings in
visual arts, performing arts, business, family and consumer science,
physical education/health, and technology.

As a school corporation, Zionsville Community Schools has been very
active in insuring that all kids are given opportunity to be engaged in
a rigorous and appropriate curriculum. To this end ZCHS has instituted a
freshmen required science course of Integrated Chemistry and Physics to
insure that all students have a strong scientific foundation. ZCHS has
worked in conjunction with Zionsville Middle School toward the goal of
having all students complete first year Algebra by the end of the
freshmen year. Also, in foreign language students may start a course of
study in middle school that allows them to reach levels appropriate for
the Advance Placement test by the end of their high school career. ZCHS
uses interdisciplinary course pairings within English and social studies
to allow students to understand the interconnection of the subject
matter as well as address the different learning styles of students.

ZCHS also works to provide elective offerings that meet the current
interests of students as well as future needs. The performing arts
department includes courses for those not involved in a performing
ensemble through electronic music, theater arts, and technical theater
courses. The visual arts department includes course work in photography
and computer graphics to support students' interest in technology and
possible career pursuits in advertising or graphic design.
Entrepreneurship and business marketing are courses in the business
department that are designed toward the needs of graduates interested in
seeking a business degree in college. Students with interests in medical
and social issues have opportunities to explore current health issues as
well as pursue lifetime fitness activities through offerings in the
physical education/health department.

Zionsville Community High School considers itself to be an Advance
Placement School. Students have opportunities to take college level
courses through the AP program starting as early as grade 10. The list
of AP courses offered at ZCHS include:

  -----------------------------------------------------------------------
  Art History, Biology, Chemistry, Physics level C, Calculus AB, Calculus
  BC, Statistics, Computer Science, English Lang & Comp, English Lit &
  Comp, Microeconomics, Macroeconomics, US Government, US History,
  Western European History, Spanish, French

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

Support for students with disabilities is provided through the special
education department. For students with learning disabilities support is
provided through resource study halls while the student fully
participates in the general education curriculum and classes. For the
more handicapped additional supports are provided through more
restrictive placements within the school while having opportunities to
interact with general education students.

ZCHS has worked very hard to provide an educational environment where
all students can thrive and achieve to the maximum of their potential.
The continuous review of course offerings, curriculums, and
instructional styles allows the students to receive the benefits of the
school and community's resources.

2\. English language curriculum

The English curriculum at Zionsville Community High School is based
around the major areas of the Indiana Academic Standards. Those areas
include writing, reading, and speech. It is the expectation that every
course in the department include the development of students' skills in
all of these areas. The core of the department is established around
grade level English courses. Within these grade level courses students
do have options. At the grade 9 level there is a regular English and an
honors level course. For grades 10 and 11 students may choose to take
the regular or an interdisciplinary course with the history department.
Advanced Placement courses are also offered in grades 11 and 12.
Elective course offerings in the department include speech, debate,
journalism and technical business communication. For each of the courses
the three areas of the standards are incorporated together to provide
students with a rich academic experience. Student reading is followed by
class discussion, explanation, and writing. Students are expected to
participate and make presentations to the class about the subject being
studied. Grammar skills are reinforced through student writing verses
being studied in isolation. As a school, tremendous focus has been
placed on student writing and the development of those skills. The
English curriculum reflects that commitment. Students are expected to
produce writings on a regular basis and those writings are expected to
show improvement in writing skill. The students that come to ZCHS are
very well prepared. The majority of the students attending the school
are reading at or above grade level. This can be attributed to the
strength of the programs throughout the school corporation. It is
understood that one of the best ways to improve reading skill is through
exposure. As a result the English courses use the Accelerated Reader
program to continue to expose reading to students of all ability levels.
Those students that are struggling with reading skills are generally
involved in special education programming. In these cases students are
given appropriate accommodations for success in the general education
classroom and provided additional reading assistance through the
resource room. ZCHS makes use of General Education Interventions when
students with low reading skills do not qualify for special education.
These include assistance and accommodations through the general
education teachers.

3\. Curriculum Related to Mission

The science curriculum at Zionsville Community High School is very
strong and on target with the school mission. The course offerings in
the curriculum fall into three categories, biology, chemistry, and
physics. The expectation is that by the end of grade 10 all students
will complete an Integrated Chemistry/Physics course and a first year
Biology course. Many students will take both of these courses in the
freshmen year. These courses provide every student with a strong
foundation in order to move forward with their scientific course of
study. The advanced courses offered at ZCHS include anatomy, genetics,
forensics, environmental science, biology AP, chemistry, chemistry II,
chemistry AP, physics, physics II, and physics AP. In each of these
courses students are given technology to use during laboratories. Some
of the labs are completely virtual. These classes ask that students go
beyond low-level memorization by demonstrating their knowledge through
laboratory applications and write-ups of findings.

4\. Instructional Methods Used to Improve Student Learning

The staff at Zionsville Community High School employs a number of
different instructional strategies to help student learning. Teachers
practice differentiated instruction in their classes to help provide
appropriately leveled instruction for the students' abilities. Within a
single classroom a teacher will make use of visual aides, oral lecture,
small group discussion, and kinesthetic activities. Each of these
activities allow for different students to have the content reinforced
through their predominant learning style. The interdisciplinary courses
described earlier provide students the opportunity to link the
literature and the history of a time period together. Beyond these forms
of instruction teachers will also make use of multiple types of
assessment to allow students to demonstrate their knowledge level in a
variety ways. While pencil and paper tests are used at times, students
are also allowed to demonstrate their knowledge through group projects,
individual projects, role-playing, or by creating movies. These
techniques have moved out of the realm of innovation into standard
practice through teachers' commitment to sound practice that is fair and
equitable to students of all types.

5\. Professional Development Programming

Zionsville Community High School uses many different methods for
providing professional development to teachers. While the programming is
established around a general theme each year, if teachers find
opportunities they feel are important to pursue the administration is
supportive. A combination of techniques are used for the delivery of
staff development activities including, guest speakers, outside
workshops, peer taught sessions, and small group or departmental work.
These activities are reinforced by setting time aside at monthly faculty
meetings for review and additional activities. These faculty-meeting
presentations may include additional information, reporting by other
faculty members about topics learned at a workshop, or internal
reporting from individuals or departments about how they are
implementing new strategies within their practice.

**PART VI - PRIVATE SCHOOL ADDENDUM**

Not Applicable

**PART VII - ASSESSMENT RESULTS**

> **Indiana Statewide Test of Educational Progress -- Plus
> English/Language Arts**
>
> Grade 10
>
> Test: ISTEP + English Language Arts
>
> Publisher: McGraw-Hill
>
> Number of students in the grade in which the test was administered 276
>
> Number of students who took the test 276
>
> What groups were excluded from testing? Why, and how were they
> assessed? None
>
> Number excluded 0 Percent excluded 0%
>
> Grade 10 results up through year 2003-04 for ISTEP + are reported at
> either above standard or below standard. The Indiana State School
> Board establishes the cut points for these categories. The established
> cut point is a scaled score of 466.
>
> Data Display Table for ISTEP + English/language arts

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

  Testing month                      Sept        Sept.       Sept.       Sept.       Sept.

  **SCHOOL SCORES**                  544         541         531         542         546

  \% Above Standard                  92%         93%         91%         91%         94%

  Number of students tested          276         250         242         244         214

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0%          0%          0%          0%          0%

                                                                                     

  SUBGROUP SCORES                                                                    

  1.Special Education Students       505         483         441         \*          435

  \% Above Standard                  72%         61%         33%         \*          50%

  Number of students tested          18          23          18          9           16

  2\. Receiving free or reduced      506         \*          NA          NA          NA
  lunch                                                                              

  \% Above Standard                  80%         \*          NA          NA          NA

  Number of students tested          10          1           NA          NA          NA

                                                                                     

  **STATE SCORES**                                                                   

  \% Above Standard                  70%         69%         70%         71%         73%

  State Mean Score                   497         495         498         501         504
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **Indiana Statewide Test of Educational Progress -- Plus Mathematics**
>
> Grade 10
>
> Test: ISTEP + Mathematics
>
> Publisher: McGraw-Hill
>
> Number of students in the grade in which the test was administered 276
>
> Number of students who took the test 276
>
> What groups were excluded from testing? Why, and how were they
> assessed? None
>
> Number excluded 0 Percent excluded 0%
>
> Grade 10 results up through year 2004-05 for ISTEP + are reported at
> either above standard or below standard. The Indiana State School
> Board establishes the cut points for these categories. The established
> cut point is a scale score 486 on this test.
>
> Data Display Table for ISTEP + Mathematics

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 1    | 1    |
|                                  | 002- | 001- | 000- | 999- | 998- |
|                                  | 2003 | 2002 | 2001 | 2000 | 1999 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | Sept | S    | S    | S    | S    |
|                                  |      | ept. | ept. | ept. | ept. |
+----------------------------------+------+------+------+------+------+
| # SCHOOL SCORES                  | 554  | 549  | 548  | 541  | 539  |
+----------------------------------+------+------+------+------+------+
| \% Above Standard                | 91%  | 92%  | 93%  | 89%  | 87%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 276  | 250  | 242  | 244  | 214  |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students excluded      | 0    | 0    | 0    | 0    | 0    |
+----------------------------------+------+------+------+------+------+
| Percent of students excluded     | 0%   | 0%   | 0%   | 0%   | 0%   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1.Special Education Students     | 514  | 500  | 493  | \*   | 484  |
+----------------------------------+------+------+------+------+------+
| \% Above Standard                | 72%  | 61%  | 67%  | \*   | 31%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 18   | 23   | 18   | 9    | 16   |
+----------------------------------+------+------+------+------+------+
| 2\. Receiving free or reduced    | 522  | \*   | NA   | NA   | NA   |
| lunch                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Above Standard                | 70%  | \*   | NA   | NA   | NA   |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 10   | 1    | NA   | NA   | NA   |
+----------------------------------+------+------+------+------+------+
|                                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| **STATE SCORES**                 |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% Above Standard                | 68%  | 66%  | 68%  | 65%  | 60%  |
+----------------------------------+------+------+------+------+------+
| State Mean Score                 | 509  | 505  | 509  | 506  | 499  |
+----------------------------------+------+------+------+------+------+