##### REVISED, MARCH 20, 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]{.underline}\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Joe
Matheney\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Monterey High School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[710 Commercial
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Monterey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[TN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[38574-1221]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[Putnam]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_[0055]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 931 ) 839-2970]{.underline} Fax [( 931 )
839-6070\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.montereywildcats.com](http://www.montereywildcats.com/)
E-mail
[matheneyj1@k12tn.net\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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. Michael R.
Martin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Putnam
County\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Tel. [(931)\_526-9777\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 Mrs. Jan Tate

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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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: \_\_[10]{.underline}\_ Elementary
schools

\_\_ [4\_]{.underline} Middle schools

\_\_ [0]{.underline}\_ Junior high schools

\_\_ [3]{.underline}\_ High schools

\_ \_[1]{.underline}\_\_Other

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

2\. District Per Pupil Expenditure: \_\_[\$ 6,362.00]{.underline}\_

Average State Per Pupil Expenditure: \_\_[\$ 6,970.00]{.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
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [\_\_\_5\_\_\_]{.underline} 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 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**       58        48          106

  **2**                                                     **10**      41        37          78

  **3**                                                     **11**      50        48          98

  **4**                                                     **12**      34        44          78

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   360
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [\_\_\_92\_]{.underline} % White

the students in the school: [\_\_ \_0\_]{.underline} % Black or African
American

[\_\_\_ 8\_]{.underline} % Hispanic or Latino

[\_\_\_\_0\_]{.underline} % Asian/Pacific Islander

[\_\_\_\_0\_]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[14]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      20
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      31
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    51
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 360
                            the school as of October 1  

  **(5)**                   Total transferred students  0.14
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           14
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_\_\_%

\_\_\_[6]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_\_[49]{.underline}\_\_\_%

Total number students who qualify: \_\_[176]{.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:
\_\_\_\_[19\_\_]{.underline}%

\_\_\_\_[68]{.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.

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

\_\_\_\_Deafness \_\_[4\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_[52\_]{.underline}Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[1\_]{.underline}Speech or Language
Impairment

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

> \_\_[8\_]{.underline}Mental Retardation \_\_[1\_]{.underline}Visual
> Impairment Including Blindness
>
> \_\_[2]{.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) \_\_\_[2\_\_]{.underline}\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[17]{.underline}\_\_\_
\_\_\_[4]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[3]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[29]{.underline}\_\_\_ \_\_\_[6]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_[20:1]{.underline}\_\_\_

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

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

  Daily student attendance   93%         94%         94%         93%         94%

  Daily teacher attendance   95%         95%         96%         92%         92%

  Teacher turnover rate      4%          4%          0%          0%          0%

  Student dropout rate       4%          4%          11%         15%         6%
  (middle/high)                                                              

  Student drop-off rate      14%         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

The drop off rate at Monterey High School is affected by several
different factors. Partially reflected are

the students of transient and migrant workers. Our school is blessed
with several Hispanic students.

Unfortunately, due to their parents' search for work and family
commitments, the students tend to transfer

at a higher rate than the typical MHS student. Also, Putnam County does
not require school zoning. This

allows students to transfer within the three county high schools during
their high school years. Lastly, the

Putnam County Board of Education has an agreement with the Overton
County Board of Education which

allows some out-of-county students to attend Monterey High School. These
students tend to transfer more

than average. All of these factors influence the student drop-off rate.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September **2005.**

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[72]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[35]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[16\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\      |
|                                                         | _[14]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[20]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | \_[3]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\      |
|                                                         | _[10]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\_     |
|                                                         | \_[2]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

We, at Monterey High School, pledge to educate all students in an
environment conducive to learning so that upon graduation, students will
be prepared to enter the job force or pursue higher education; thus,
they will become productive citizens and lifelong learners able to adapt
to a complex and changing society. One goal, one mission, one student at
a time is the philosophy of the teachers at Monterey High School.

Monterey High School is a small public school which serves grades nine
through twelve. There are three hundred sixty students, twenty full-time
teachers, six part-time teachers, and two administrators at MHS. The
school operates on a 180-day calendar with a six-period day. Monterey is
the smallest high school in Putnam County's A+ school system. MHS
services the small rural town of Monterey with a population of
approximately 3,000. Most of Monterey's working class citizens are
predominately of European decent with a recent influx of Hispanics. The
town of Monterey is a small hamlet on the mountain "where the hilltop
kisses the sky", as the city limits sign so denotes! There is a pride
and a sense of family in Monterey that surpasses most schools. Our size
and our purpose is our strength, and we serve as both the cultural and
academic sphere of the town.

Monterey High School was built in 1908 and in 1922 the first four-year
graduating class crossed the stage. In 1955, a building project was
approved, and the old building was replaced by the present-day school.
The school opened in January 1956 and housed grades seven through
twelve. A remodeling project was completed in 1979 and again in 1995 and
in 2001 the middle school students moved to another facility.

Today, MHS is showing its age, but the rooms are bright and murals adorn
many of the walls. The art department hangs beautiful art work in the
corridors, and one can hear the voices of the newly formed school chorus
on special occasions as he or she enters the school. The school has an
award-winning newspaper whose plaques hang in the trophy case and a
trades program, which raises thousands of dollars for our school when
they auction their house (built by students) in the spring. MHS offers
football, baseball, basketball, volleyball, golf, softball, and club
soccer. In addition, there are many travel advantages at the school.
Since the school is small (and students well behaved), students are
given many opportunities to see the world. Not only does the school
offer educational day-trips, but tours abroad as well. Many students
begin saving early for overseas trips to Europe, Australia, Russia, and
even Egypt. In addition to summer travel, Monterey High is one of the
few remaining schools to offer a senior trip to Washington D.C. and
surrounding areas. The faculty and administration at MHS believe it is
important for the students to have these extraordinary opportunities
because many students have never been out of Tennessee; many have never
eaten at a nice restaurant, or stayed in a hotel. These opportunities
are unique to the school and are a very important part of the overall
education for our students. The history of the school is a sustaining
element---many of the students' parents and grandparents attended MHS,
worked on the newspaper, sang in the chorus, played sports, went to
Europe, and built a trade's house. These students' children will attend
MHS, and will follow in family footsteps. There is a familiar history at
MHS with a long and sustaining legacy for generations of people in the
community.

MHS has been accredited by the Southern Association of Colleges and
Schools since 1981. All faculty members at MHS are highly qualified, and
eighty-eight percent of the faculty has a masters or EdS degree. The
teachers have an average of over seventeen years of teaching experience,
and no one teaches outside of his or her endorsement. Teachers and
administrators are committed to each child's success and to each child's
personal excellence at Monterey High School.

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

**1. Assessment Results:**

Monterey High School's standardized test scores in mathematics and
English reflect our high standards of academic achievement in the face
of economic and cultural shifts within our community. MHS, along with
the state of Tennessee, has a goal to raise student achievement scores
and develop tests that measure the improvement of these scores.
Tennessee provides data that has been disaggregated, so that schools and
the community can be aware of our focus on student success. We need to
develop skills, content, and concepts that will not only satisfy state
requirements, but also encourage our students to be lifelong learners.

Monterey High School's success can be gauged by using the results from
the past several years of the Tennessee Gateway Exam for Algebra I and
English 10. In the state of Tennessee, students must reach a level of
"proficient" in order to graduate from high school. The standards for
proficiency in Tennessee may be accessed by visiting the website at
[www.state.tn.us.]{.underline} In mathematics, our students have
performed in greater than the 95^th^ percentile of all school systems
within the state of Tennessee for the past three years; however, for the
past two years, in mathematics, *100%* of our students, regardless of
socioeconomic or racial status, have performed at a level of proficient
or advanced. Also, in English, *100%* of our students, regardless of
socioeconomic or racial status, have performed at a level of proficient
or advanced. There is virtually no disparity between subgroups at
Monterey High School; for the past two years, all MHS students have met
the proficiency level required for graduation in the state of Tennessee
for mathematics and English. Elucidation for this may be found in the
data reported in Part VII and may also be accessed at
<http://www.k12.state.tn.us/rptcrd05/school1.asp>.

These results stand out vividly compared to regional scores for similar
school systems within our area. Our small blue-collar community, in
historical context, would not appear to support the expectations
revealed in these high scores, but we continue to meet cultural and
academic challenges head-on, as is our tradition. Our challenge for the
future is to prepare our students for a world of expanding technology
while maintaining a stronghold on core skills and encouraging cultural
diversity.

Student achievement in mathematics is the result of constant
communication with our local middle school. Students are screened by
teacher recommendation, stanine scores on the Terra Nova achievement
test, percentile scores on the same exam, and pre-tests administered by
the high school teachers. This placement ensures that students have more
time to strengthen their skills before they reach the Gateway exam. As a
result of this communication, 100% of our students at MHS have reached
the proficient or advanced level on the Algebra I portion of the Gateway
exam.

Our English department, in order to meet the needs of all students,
offers skills that emphasize reading, listening, speaking, writing, and
using higher-level thinking skills. As described further in Part VII,
our Writing Wednesday program, involving freshmen, sophomores, and
juniors, teaches on a bi-monthly basis the tenets of the five-paragraph
persuasive essay. In addition, students in English classes concentrate
on a variety of creative and analytical papers, along with research
papers in the sophomore, junior and senior levels. English 9, 10, and 11
offer honors-level courses to challenge high-achievers, and a
dual-credit course affiliated with Tennessee Technological University is
offered in senior English (upon grades and recommendations).

**2. Using Assessment Results:**

Our data is evaluated frequently in faculty meetings, departmental
meetings, and among individual teachers. Our English and mathematics
departments work closely with our middle school analyzing scores and
advising parents for successful student placement. Our constant
challenge is to produce a school that rises above the community's
expectations and to create a model based upon our constantly rising
levels of academic performance.

Our Writing Assessment results are the product of our Writing Wednesday
program; improvement of writing scores using this program is an
evolutionary process. Students are exposed to writing skills in a
nurturing and supportive environment from every teacher in every
discipline. This emphasizes to the student the importance of learning to
communicate clearly and effectively.

To address the need for improvement in reasoning skills, Advanced
Placement (AP) courses have been added in the past three years. Our AP
classes have increased the number of students who have achieved advanced
status on the Gateway exam and have improved our ACT scores.

The establishment of our school as a Title I School has provided us with
funding to enrich and improve our students' core skills. We have
acquired a new mobile computer lab as a result of this status. Teachers
have received training in Edusoft, a statistical analysis program that
enables us to see the progress of an entire class at once and establish
target groups for remediation.

We offer a Lottery for Education Afterschool Program (LEAPS) to assist
students from economically disadvantaged backgrounds in order to give
them time to prepare for Gateway exams and exit exams. With the LEAPS
program, students are given up to three hours every afternoon for
remediation in a variety of subjects, including internet access and
computers for word processing.

At-risk students are identified through the Tennessee Value Added
Assessment System (TVAAS).

**3. Communicating Assessment Results**:

Monterey High School informs students, parents, and the community of
progress in varied ways. We are proud to share our assessment results
and recognize the importance of doing so. Customary methods include
progress reports sent to parents at 4½-week intervals, report cards at
9-week intervals, parent/teacher conferences, and individual
communication with parents.

We also take advantage of the opportunities provided by our school
newspaper and our local newspapers in Monterey and Cookeville. Along
with a parents' night for incoming freshmen, where an orientation is
held to communicate the increased focus on academics on the high school
level, we have a college night for parents in which they can receive
information on registration and financial aid.

Community awareness is further heightened in a yearly awards ceremony
that honors students for exemplary academic performance, excellent
attendance, and exceptional citizenship. In this ceremony, individuals
and groups are recognized for their accomplishments before an audience
of faculty, peers, parents, and community leaders.

The school marquee is an effective communication tool in a small
community like Monterey. The marquee informs the community of
announcements about testing dates and upcoming events.

Lastly, parents and other members of the community may access our school
report card defining the academic progress of MHS compared to all other
schools within our system and the state. This report card can be
accessed on the state education website at
[www.state.tn.us](http://www.state.tn.us/).

**4. Sharing Success**:

The faculty of Monterey High School is actively involved in many
different state and national professional organizations that provide
opportunities to get ideas and share our successes.

Our teachers have taken part in state and local workshops, such as
Gateway Institutes, Block Scheduling, AP training, Tennessee Science
Teacher Association (TSTA), Edusoft, and Apple iLife training. They have
also received NEH grants and participated in national conferences in
their respective disciplines. Our faculty, staff, and administrators
actively exchange information and ideas for improving education and
raising standards for our students and ourselves.

MHS also works closely with our district's sister high schools,
Cookeville High School and Upperman High School, to collaborate on
successful educational practices and teaching methods. In addition, we
are eager to further our already excellent communication with the
elementary and middle schools in our system through vertical team
meetings. In the future, one goal of MHS is to improve communication by
further utilizing our school website and the internet.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum Description:**

The curriculum at Monterey High School consists of classes offered in
the following disciplines: English, mathematics, science, social
studies, physical education, vocational, fine arts, and foreign
language. We offer honors classes in eleven different subjects and also
offer advanced placement classes in biology, calculus, and American
history. The seniors also have the opportunity to take a dual enrollment
English IV class in conjunction with the local university, which not
only earns them high school credit, but also allows them to earn six
college credits.

[Science]{.underline}: The science curriculum correlates the objectives
and standards of the National Science Standards, Tennessee Science
Standards, and ACT standards. This curriculum includes hands-on
laboratory activities as well as problem-solving and higher-order
thinking skills in the classroom and the lab. The curriculum sequence
and content enables the struggling student and the ESL student to be
successful in the classroom and on the state mandated Gateway exam.

[Social Studies]{.underline}: The social studies curriculum consists of
courses in world geography, world history, United States history,
economics, American government, and AP American History. All courses
offered are based upon state standards and an end-of-course exam is used
to evaluate retention in content. The AP United States history class
allows the students to take an exam and possibly receive college credit.

[Foreign Language]{.underline}: The foreign language program at MHS
consists of three levels of Spanish beginning the sophomore year. The
first two classes are required for all college-bound students, whereas
the third year is an optional honors class for seniors. High standards
are maintained in this program by emphasizing all four areas of
language: listening, speaking, reading, and writing. The recent addition
of a language lab assists this program. We are also blessed with
Hispanic students who provide up-to-date vernacular and cultural
background for the classes.

[Fine Arts]{.underline}: The fine arts curriculum consists of theater
arts, art 1, art 2, humanities, band, and chorus. The theater program
consists of pantomime, clowning, directing, and all aspects of play
production. The arts, in conjunction with the trades department,
collaborate on theatrical productions during the school year. The
humanities program at MHS was a pilot program in Tennessee. It includes
philosophy, art, music, history, and literature. Members are required to
perform a number of humanitarian community projects. Art 1 is an
introduction to the elements of design and art media. A survey of the
political, religious, and social concerns throughout art history and the
completion of studio activities enforce these lessons. Art 2 allows
students a better understanding of art and an outlet for their artistic
expression. A new chorus program has been added to MHS this year and
involves over 25% of the student body. Students have attended several
workshops and have already been involved in several community programs.
The band program is geared toward perfomance with daily lessons in music
literacy, appreciation, and concert. Students have been involved in two
concerts this year.

[Vocational Programs:]{.underline} Our vocational offerings include
classes from the following departments: family and consumer sciences,
business technology, and residential construction. All courses have
competencies and standards equivalent to the standards of the academic
courses. The vocational and academic programs at MHS are closely linked.
One of the vocational program's most outstanding achievements is the
construction of a house built on campus each year by the residential
construction students. The house is auctioned in the spring to the
public. They also work closely with the theater arts department in
building sets and props for school productions. The business technology
and family and consumer science departments collaborate with the other
disciplines in designing multi-media presentations and providing
services for improving school and community relations. The lessons
learned in these vocational classes are invaluable and enable our
students to further their education and become successful adults.

**2b. English:**

In order to meet the needs of all the students, the English department
offers courses thorough in content for each year in high school. These
courses emphasize all areas of the standards: reading, speaking,
writing, and listening. Higher order thinking skills are incorporated in
all English classes. Freshmen are taught the five-paragraph essay and
sophomores and juniors are taught the rudiments of the persuasive essay
to prepare them for the state Writing Assessment. A variety of creative
and analytical papers are also taught. Research is taught and papers are
written by sophomores, juniors, and seniors. Creative writing is
encouraged with the individual classes, and students enter local, state,
and national competitions. Summer readings are included for English 9,
10, and 11; and honor courses are available for high achievers. Seniors
are offered dual-credit English in collaboration with Tennessee
Technological University. One-hundred percent of our students who have
enrolled in dual-credit have earned six semester hours credit which are
transferable to most universities.

All levels of English follow countywide curriculum maps aligned with the
Tennessee Framework. Writing Wednesdays, a practice essay for the
Writing Assessment, are held each week. Workshops are offered prior to
all ACT tests, as well as after-school programs to prepare students for
the end-of-course and Gateway exams. Academic Assistance is offered in
English to help at-risk English students.

In addition, MHS has LEAPS which is an after-school program providing
nine hours of individual assistance in Language Arts including Gateway
and ACT preparation. LEAPS provides instruction and tutorial assistance
for students who are most "at risk."

An opportunity of inservice is given to each academic department in the
area of content reading strategies. These training sessions teach
content reading strategies to teachers so they will be better equipped
to teach those strategies to their students. All inservice is focused on
areas of need as noted in the School Improvement Plan.

**3. Mathematics:**

The vision of the MHS math department is for every student to be
mathematically proficient and to obtain the skills necessary for success
in their chosen path, whether that pathway is vocational or university.
A major goal is to provide a curriculum that ensures all students
entering our school will be successful on the Gateway Algebra I exam, as
well as achieving mathematical success above and beyond the level of the
Gateway. At this time, no student has been denied a diploma because of
failure on the Gateway math exam. Subjects range from Foundations, at
entry level, to AP Calculus for college credit. Foundations II is a
remedial level course designed for those students who need to strengthen
their skills before taking Algebra I. Honors classes are offered in
Algebra I, Algebra II, Geometry, and Pre-Calculus. Cooperative efforts
between Burks Middle School (our feeder school) and Monterey High
School's faculty and staff place students in a class that will ensure
success. Students are encouraged to enroll in a math class each year of
their high school career. Students who have chosen to continue their
education past the high school level have the skills necessary to
promote success. Whether students have enrolled in a vocational school
or a college or university, they have been successful. There is an
ongoing relationship between graduates of Monterey High School and our
mathematics faculty; graduates are comfortable to return for academic
assistance past their high school years.

**4. Instructional Methods:**

Members of the MHS faculty regularly implement a wide-range of
instructional methods to ensure student achievement. Using both
teacher-centered and learner-centered techniques, the teachers of MHS
provide a solid foundation by encouraging the students to take an active
role in the learning process and develop higher-order thinking skills.

Teacher-centered approaches include lectures with varying degrees of
student-teacher discussion, question and answer sessions, Power Point
presentations (student or teacher created), and instructional videos.
One-on-one instruction is given in the classroom and is available before
and after school. Teachers also make use of the Multiple Intelligence
Theory and Freytag's Pyramid.

Learner-centered approaches are valued at MHS. Students are exposed to
many different techniques including class competition, teamwork, grammar
lab (computer based), directed reading and thinking activity,
three-level study guide, manipulatives, graphing calculators in math,
and songs in Spanish. Teachers supervise student-to-student
interactions, such as cooperative groups, peer tutors, conversation
carousel (students take turns explaining ideas in his/her own words),
and peer buddies in the SPED classes. Hands-on activities include
exploration and discovery, science laboratories, role-playing,
simulation, and construction models. Students spend several hours
researching and developing ideas through English reports, role-playing
research, web page design, science fair projects, bridge building in
math, group presentations, and mock campaigns in history classes.

Technology is also used for remediation and to provide students with
technological skills. Plato is used to supplement learning for those
students who are involved with the credit-recovery program or have not
passed the Gateway or End-of-Course exams.

**5. Professional Development:**

Professional development at MHS is directed toward our goals for the
School Improvement Plan as set forth by the Southern Association of
Schools. Staff members receive training in areas of technology, writing
skills, student academic improvement, and cultural awareness.

Technology training is a priority for our faculty at MHS. Toward this
goal, faculty members have received training in PLATO, a self-guided
program which enables students to strengthen their skills in core
subjects, and provides remediation and practice for Gateway and ACT. We
have held workshops using Edusoft, a program that allows teachers to
perform statistical analysis of their students and establish target
groups for individual instruction. Training in programs like iLife
encourages creativity in the classroom and addresses needs of
non-traditional learners.

Staff and faculty of all schools should be sensitive to the needs of
minority students. MHS provides training for our teachers and support
staff in the areas of cultural differences and special needs of ELL
students. As our student body becomes more diversified, teachers and
staff at MHS are eager to accommodate their academic needs. We have held
inservice training with local social workers and probation officers who
have made us aware of the difficulties facing those who are adapting to
a new country and language.

MHS is proud of the advancement in scores for our students taking the
ACT. Students at Monterey taking the ACT outscored both the system and
the nation in all areas of the ACT: reading, language, science, social
studies, and the composite score. To continue this tradition, ACT
workshops are held for juniors and seniors. Sample tests are given to
students by teachers in each discipline; the results are graded and
discussed with the students. Teachers also give test-taking tips and
strategies for these students. This program has been in place for at
least eight years with tremendous success.

Monterey High School is actively engaged in a partnership with the
community of Monterey. Professional development is the key to making our
school a part of the community, bringing students, parents, businesses,
and town leaders together. We at MHS want to spearhead a sense of pride
in the school and community, strengthening the mindset within the
community of the importance of education. We are all stakeholders in our
children's education.

**PART VII - ASSESSMENT RESULTS**

STATE CRITERION-REFERENCED TESTS

Subject: Mathematics Grade: 9-12 Test: Gateway Algebra I

+----------------------------+-------------+-------------+-------------+
|                            | 2004-2005   | 2003-2004   | 2002-2003   |
+----------------------------+-------------+-------------+-------------+
| # Testi                    |             |             |             |
| ng Month: December and May |             |             |             |
+----------------------------+-------------+-------------+-------------+
| # Publisher                | Pearson     | CTB         | CTB         |
|                            | Education   | /McGrawHill | /McGrawHill |
|                            | Measurement |             |             |
+----------------------------+-------------+-------------+-------------+
| # SCHOOL SCORES            |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Below      | 100%        | 100%        | 100%        |
| Proficient"                |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above             | 100%        | 100%        | 90%         |
| "Proficient"               |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Advanced"  | 56.5%       | 71.8%       | 71%         |
+----------------------------+-------------+-------------+-------------+
| Number of Students Tested  | 62          | 80          | 81          |
+----------------------------+-------------+-------------+-------------+
| Percent of Total Students  | 100%        | 97%         | 97%         |
| Tested                     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Number of Students         | 0           | 0           | 0           |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Percent of Students        | 0%          | 0%          | 0%          |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
|                            |             |             |             |
+----------------------------+-------------+-------------+-------------+
| # SUBGROUP SCORES          |             |             |             |
+----------------------------+-------------+-------------+-------------+
| 1\. Economically           |             |             |             |
| Disadvantaged              |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Below      | 100%        | 100%        | 100%        |
| Proficient"                |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above             | 100%        | 100%        | 89.5        |
| "Proficient"               |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Advanced"  | 61%         | \*          | 68.4        |
+----------------------------+-------------+-------------+-------------+
| Number of Students Tested  | 40          | 38          | 35          |
+----------------------------+-------------+-------------+-------------+
| Percent of Total Students  | 64%         | 48%         | 43%         |
| Tested                     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Number of Students         | 0           | 0           | 0           |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Percent of Students        | 0%          | 0%          | 0%          |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
|                            |             |             |             |
+----------------------------+-------------+-------------+-------------+
| 2\. White                  |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Below      | 100%        | 100%        | 100%        |
| Proficient"                |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above             | 100%        | 100%        | 91.4        |
| "Proficient"               |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Advanced"  | 69%         | \*          | 73.5        |
+----------------------------+-------------+-------------+-------------+
| Number of Students Tested  | 58          | 76          | 79          |
+----------------------------+-------------+-------------+-------------+
| Percent of Total Students  | 94%         | 95%         | 97%         |
| Tested                     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Number of Students         | 0           | 0           | 0           |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
| Percent of Students        | 0%          | 0%          | 0%          |
| alternatively assessed     |             |             |             |
+----------------------------+-------------+-------------+-------------+
|                            |             |             |             |
+----------------------------+-------------+-------------+-------------+
| # STATE SCORES             |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Below      | 100%        | 100%        | 100%        |
| Proficient"                |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above             | 75.9%       | 76.3        | 75%         |
| "Proficient"               |             |             |             |
+----------------------------+-------------+-------------+-------------+
| \% At or Above "Advanced"  | 42.7%       | 43.4%       | 45%         |
+----------------------------+-------------+-------------+-------------+

\*The Proficient and Advanced Categories were not reported separately

STATE CRITERION-REFERENCED TESTS

Subject: English Grade: 10-12 Test: Gateway English II

+------------------------------+------------+-----------+-------------+
|                              | 2004-2005  | 2003-2004 | 2002-2003   |
+------------------------------+------------+-----------+-------------+
| #                            |            |           |             |
|  Testing Month: December/May |            |           |             |
+------------------------------+------------+-----------+-------------+
| # Publisher                  | Pearson    | Pearson   | CTB         |
|                              | Education  | Education | /McGrawHill |
|                              | M          | Me        |             |
|                              | easurement | asurement |             |
+------------------------------+------------+-----------+-------------+
| # SCHOOL SCORES              |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Below        | 100%       | 100%      | 100%        |
| Proficient"                  |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Proficient"  | 100%       | 100%      | 89%         |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Advanced"    | 63.5%      | 60%       | 54%         |
+------------------------------+------------+-----------+-------------+
| Number of Students Tested    | 86         | 74        | 75          |
+------------------------------+------------+-----------+-------------+
| Percent of Total Students    | 98%        | 100%      | 98%         |
| Tested                       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Number of Students           | 0          | 0         | 0           |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Percent of Students          | 0%         | 0%        | 0%          |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
|                              |            |           |             |
+------------------------------+------------+-----------+-------------+
| # SUBGROUP SCORES            |            |           |             |
+------------------------------+------------+-----------+-------------+
| 1\. Economically             |            |           |             |
| Disadvantaged                |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Below        | 100%       | 100%      | 100%        |
| Proficient"                  |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Proficient"  | 100%       | 100%      | 95.3%       |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Advanced"    | 44%        | \*        | 39.8        |
+------------------------------+------------+-----------+-------------+
| Number of Students Tested    | 41         | 36        | 37          |
+------------------------------+------------+-----------+-------------+
| Percent of Total Students    | 48%        | 49%       | 49%         |
| Tested                       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Number of Students           | 0          | 0         | 0           |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Percent of Students          | 0%         | 0%        | 0%          |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
|                              |            |           |             |
+------------------------------+------------+-----------+-------------+
| 2\. White                    |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Below        | 100%       | 100%      | 100%        |
| Proficient"                  |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Proficient"  | 100%       | 100%      | 92.2%       |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Advanced"    | 54%        | \*        | 47.1%       |
+------------------------------+------------+-----------+-------------+
| Number of Students Tested    | 82         | 71        | 72          |
+------------------------------+------------+-----------+-------------+
| Percent of Total Students    | 95%        | 96%       | 96%         |
| Tested                       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Number of Students           | 0          | 0         | 0           |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
| Percent of Students          | 0%         | 0%        | 0%          |
| alternatively assessed       |            |           |             |
+------------------------------+------------+-----------+-------------+
|                              |            |           |             |
+------------------------------+------------+-----------+-------------+
| # STATE SCORES               |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Below        | 100%       | 100%      | 100%        |
| Proficient"                  |            |           |             |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Proficient"  | 90.3%      | 86.9%     | 87%         |
+------------------------------+------------+-----------+-------------+
| \% At or Above "Advanced"    | 60.2%      | 53.4%     | 52%         |
+------------------------------+------------+-----------+-------------+

\*The Proficient and Advanced Categories were not reported separately in
this year.

[3 Year TVAAS Report for Monterey High School]{.underline}

Gateway Algebra I

  ---------- ------- --------- --------- ------- ------- -------- -------- --------
  Year       N       Mean      Mean      Mean    Pred.   School   School   School
                     Student   Student   Pred.   Score   Effect   Effect   vs.
                     Score     %ile      Score   %ile             %ile     State
                                                                           Avg.

  2003       81      558.8     69        538.4   52      19.4     91       Above

  2004       80      559       69        541.4   55      16.5     90       Above

  2005       62      542.5     55        526.9   42      14.3     87       Above

  3-yr-avg   223     554.3     66        536.3   52      16.8     93       Above
  ---------- ------- --------- --------- ------- ------- -------- -------- --------

-   A positive school effect indicates that students are exceeding
    performance expectations.

-   A rating of "Above" indicates that our school is reporting data that
    occurs 2 standard deviations above the state average which indicates
    performance in greater than the 95^th^ percentile.

[3 Year TVAAS Report for Monterey High School]{.underline}

Gateway English II

  ----------- ------- --------- ------- ------- ------- -------- -------- --------
  Year        N       Mean      Mean    Mean    Pred.   School   School   School
                      Student   Score   Pred.   Score   Effect   Effect   vs.
                      Score     %ile    Score   %ile             %ile     State
                                                                          Avg.

  2003        75      513.7     52      511.3   49      1.9      62       NDD

  2004        74      527       59      516.2   50      7.9      93       Above

  2005        86      522.9     48      521.3   47      1.3      62       NDD

  3-yr-avg.   235     521.3     52      516.5   49      3.7      80       Above
  ----------- ------- --------- ------- ------- ------- -------- -------- --------

-   A positive school effect indicates that students are exceeding
    performance expectations.

-   A rating of "Above" indicates that our school is reporting data that
    occurs 2 standard deviations above the state average which indicates
    performance in greater than the 95^th^ percentile.