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

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

**Cover Sheet**

Name of Principal [Mr. Brad Best]{.underline}

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

School Mailing Address [1609 Redick Avenue, P.O. Box 10]{.underline}

[Creighton Nebraska 68729-0010]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 402 ) 358-3663]{.underline} Fax [( 402 ) 358-3804]{.underline}

Website/URL [http://creighton.esu1.org]{.underline} E-mail
<bbest@esu1.org>

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\_\_\_\_\_\_\_[2/6/2004]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Fred Boelter]{.underline}

District Name [Creighton Community School]{.underline} Tel. [( 402 )
358-3663]{.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\_\_\_\_\_\_\_[2/6/2004]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Cathy Laflan]{.underline}

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\_\_\_\_\_\_\_\_[2/6/2004]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 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: \_\_\_\_\_ Elementary schools

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

\_\_[1]{.underline}\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_[2]{.underline}\_\_ TOTAL Note: We are a 7-12 facility.

2\. District Per Pupil Expenditure: [\_\_\$6,171.97\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$7.126.73\_\_]{.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
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [11]{.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 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**       20        26          46

  **1**                                                     **8**       24        15          39

  **2**                                                     **9**       24        28          52

  **3**                                                     **10**      24        18          42

  **4**                                                     **11**      24        18          42

  **5**                                                     **12**      23        22          45

  **6**                                                     Other                             

                                    **TOTAL                                                   266
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[0.75]{.underline} % Hispanic or Latino

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

[0.75]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[4.13]{.underline}\_\_\_\_%

> (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 7
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        11
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    266
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0413
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.13
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[41]{.underline}\_\_\_\_%

\_\_\_ [109]{.underline}\_\_\_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:
\_\_\_\_[9]{.underline}\_\_\_\_%

\_\_\_\_[24]{.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.

\_\_0_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[7]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_\_[6]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Speech or
Language Impairment

\_\_[9]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Traumatic
Brain Injury

\_\_[2]{.underline}\_Multiple Disabilities \_\_[0]{.underline}\_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) \_\_\_ [1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[15]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_

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

Paraprofessionals \_\_\_ [3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_ [4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[25]{.underline}\_\_\_ \_\_\_
> [7]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[12.97]{.underline}\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance 96.14%      98.80%      97.45%      97.78%      98.11%

  Daily teacher attendance 94.50%      94.30%      93.44%      95.24%      95.64%

  Teacher turnover rate    0%          0%          5%          0%          0%

  Student dropout rate     0.38%       0.37%       0%          0.79%       0%

  Student drop-off rate    16.3%       9.3%        15.0%       0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

Note: The disparity between the dropout rate and the drop-off rate is
due to a small number of families with several children who moved out of
the area. The numbers of students optioning in to the district is
comparable to the number optioning out of the district.

14\. Show what the students who graduated in Spring 2003 are doing as of
September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_[44]{.   |
|                                                     | underline}\_\_ |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[43]{.u  |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_[39]{.u  |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_[9]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_[7]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_[2]{.u   |
|                                                     | nderline}\_\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Creighton High School is located in rural Northeast Nebraska and serves
as a 7-12 public school facility serving 269 students. We are fortunate
to be able to offer a wide variety of curricular and extra-curricular
offerings in a safe, clean and respectful learning environment. While
our district is composed of students from a wide range of economic
backgrounds, with a poverty rating that averages well over 40%, our
students show outstanding achievement on local, state and national
assessments. On average, over 75% of our students score above the
national average in standardized reading tests, 85% of students score
above the national averages in mathematics and over 75% of our students
meet or exceed the state standards in writing, which is also above state
averages.

The mission of the Creighton Community Public Schools through the
cooperative efforts of home and community is to challenge and prepare
all students for their future in a changing society. We feel that in
order to prepare our students according to our mission, we need to have
a focused effort in the areas of reading, writing, communications,
technology and building a sense of honor among our students. As society
and employment become more global, we need to insure that our students
can excel in reading, writing and presenting themselves with pride in
any setting.

We maintain enviable teacher to student ratios, high expectations and an
environment of honor, pride and trust. We have a daily attendance rate
of 97%, a graduation rate of 98% and state and national scores that have
risen well above state and national averages. Even with a high poverty
rating, 90% of our students continue their education beyond the high
school level. We are very aggressive in securing scholarships and
financial support for those students wishing to continue their
education. The other 10% of our students enter the workforce, join the
military or return to the family farm to aid in its success.

The school serves as a focal point of our small community. Our teachers
live in the community and have strong personal and working relationships
with the students and their parents in the classroom, within the
community and through our extensive extra-curricular programs. This
interaction builds a sense of trust between the school and community and
develops a cooperative effort in supporting our students. Parental
support is outstanding, enabling us to provide a cooperative effort in
educating our children.

Our teachers have an average of more than 15 years of teaching
experience. This experience and strong community support enhance the
communication process and enable us to maintain consistent efforts
toward providing a quality education for our students. We promote
academic excellence, high expectations, responsibility, and pride.
Frequent discussions are held on how to "raise the bar" for our students
in order to provide them with challenging coursework and still provide
the "safety net" for those who need support. The sense of pride in
academic achievement is pervasive and serves as a catalyst for
challenging curriculum and solid performances on assessments.

Over 90% of our students in grades 7-12 participate in at least one type
of extra-curricular activity. Our sponsors and coaches have joined
together in emphasizing that academics come before activities. They have
supported a policy in which students who are failing must take advantage
of the extra help provided and raise their grades before they are
allowed to compete in any extra-curricular competition. Student progress
is monitored daily and the parents of those students in danger of
failing are contacted at least on a weekly basis.

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

1.  **Meaning of Assessment Results**

In past years, national norm referenced assessments were issued to
students and the results were reported to the state department of
education, the parents and the students. The results of these
examinations are evaluated by the administration and staff in order to
identify general areas of successes and needs for improvement. In 2001,
the Nebraska Department of Education adopted a standards based component
of the assessment package. We assess students and evaluate the results
on the Nebraska standards in addition to the usual national
norm-referenced exams.

At Creighton High School, we have adopted the state standards in
language arts and mathematics. Initially, we reviewed our curriculums to
identify what changes may be necessary to better prepare our students
based on these standards. Once these adaptations were made in the
curriculums, assessments were written and subjected to external review
for content, rigor and bias. Using these assessments, the students'
results are analyzed for test validity and reliability using the
modified borderline group method and KR21 statistical calculations. Each
assessment was analyzed and cut scores were also established enabling us
to accurately group students in to one of four groups for each standard.

On state standards assessments, student performance is categorized in to
one of four groupings: Advanced, Proficient, Progressing and Beginning.
For the locally analyzed criterion referenced tests, students are placed
in one of these categories based upon the statistical analysis of cut
scores. Our national exams also provide results based on questions that
match the Nebraska standards. For the national exams, we feel that
students performing below the 50^th^ percentile have not mastered the
material. Those that perform between the 50^th^ and 75^th^ percentile
are considered "progressing" and those above the 75^th^ percentile
nationally are considered "advanced" on these standards. Fewer than 5
students, most of whom are classified as severe and profoundly
handicapped, do not participate in the state and national assessments,
but are assessed on a daily basis according to their developmental
needs.

The combination of local, state and national assessments gives us a good
snapshot of our student's progress each year. The administration and
teachers reflect on the results and look for ways to continually improve
our curriculum and teaching methods. When the results of the assessments
are placed on a graph, the trend-line shows us that our students are
making wonderful progress from year to year. Even with 40% to 50% of our
students qualifying for free and reduced lunches, they have scored well
above state and national averages and continue to show improvement.

2.  **Using Assessment Data**

Assessment data from national, state and local assessments are assembled
and graphically represented by the administration. The results are
disaggregated by grade, subject, by course preparation and on occasion
by lunch status and gender. The faculty and administration review the
results of the assessments, concentrating on areas of success and those
that need improvement. Individual student results are also reviewed to
identify any specific methods used with those students that may be
utilized with others. Individual student results are also used to
identify those who may be in need of additional services such as Title 1
or special education services.

Once areas of concern are identified, discussions are held to formulate
changes in curriculum, course offerings, and teaching techniques.
Specific changes have been made in curriculums throughout the building
in order to better prepare students for mastery of the state standards
and success on the exams. Each instructor has organized their
curriculums in 3-ring binders in order to easily make adjustments and
identify lessons directly tied to state standards. In addition to
classroom level adjustments, teachers participate in local inservices
and area workshops based upon those needs identified from analysis of
the assessment data.

3.  **Communicating Assessment Data**

Summary reports of individual student performance are provided to each
child and his/her parents. Parents and students are encouraged to review
the results and contact the school counselor, teachers or the
administration to discuss any concerns. Scores are also reviewed with
students through the high school counselor's office. Parents have the
opportunity to discuss their child's progress or achievement scores at
our parent/teacher conferences held each fall. Our student records
management system enables students and parents to continually monitor
progress in their coursework via the internet. This secure connection
provides real time access to results on every assignment, historical
records and period attendance.

Overall school results are published in our local newspaper, activities
calendar, and in mailings to our local patrons. They are discussed with
the Board of Education in hopes of receiving important feedback. Summary
data is published on the Nebraska State Department of Education website
for anyone to examine, along with the data from all other districts in
the state. Surveys are mailed to graduates asking for their input as to
how we might improve the high school experience by modifying course
offerings and teaching styles.

General performance of the student body is communicated through articles
in our local newsletter and publication of our performance and quarterly
honor roll photos in our local newspaper. Academic honors are also
promoted through displays in our main hallways, through academic
competitions, and during an annual honors night assembly to which the
general public is invited.

4.  **Sharing Successes**

As a rural school district, networking between schools is vital to our
success and survival. The high school principal has consulted with other
districts in the areas of school improvement, promoting scholarship,
technology integration, curriculum development and assessment procedures
related to state standards. Monthly meetings are conducted with
conference school administrators and regional, state, and national
meetings are attended several times per year. The administration looks
forward to the opportunity to share our success with any interested
parties with a goal of helping young people become successful.

The Creighton Community Schools supports teachers in attending local and
regional conferences and would be most willing to make the staff
available for presentations to other districts. The teaching staff has a
wealth of experience and is very willing to collaborate with others in
order to aide in instruction and assessment.

Additional methods of sharing information would include publications
distributed via our local newsletter, area newspapers, our school
website and professional articles submitted for periodical publication.
While we are not in a highly populated area, we have a two-way fiber
optic distance learning facility on site and would be more than happy to
conduct presentations or consultations to other sites using this
technology.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **The School's Curriculum**

The mission of Creighton Community Schools is to "challenge and prepare
all students for their future in a changing society". Specific goals
within this mission include the improvement of reading and writing
skills in all curriculum areas, improving communications skills and the
integration of technology. Teachers focus on reading and writing skills
throughout their curriculums as part of a school-wide effort. The
integration of technology, through the use of laptop word processors and
a mobile and wireless computer lab enhance instruction and provide
students with additional communication skills. Guest speakers, field
trips, job shadowing, and a 20-clock hour community service requirement
for students aid in relating learned material to practical situations.

Creighton High School's curriculum includes solid offerings in the core
subjects and a wide variety of elective coursework. Core subject
offerings include a variety of classes in English, mathematics, social
studies and the natural sciences. Offerings in art, Spanish, Family and
Consumer Sciences, physical education, social sciences, business,
agriculture, drama, music and technology provide a well-rounded
education for all of our students.

In the area of mathematics, the curriculum is structured to provide
intense instruction related to state and national standards. The main
tenant of our mathematics curriculum focuses on a "spiraling" technique,
which consistently draws learned knowledge into each consecutive unit.
Hands-on techniques and the integration of technology are integral to
the math curriculum. Students may earn college level credit in
trigonometry and calculus, the latter being offered to other districts
via our distance learning facility.

Our focus in language arts is primarily on improving communications and
reading and writing skills. Students experience a mix of language
mechanics, novels, group discussions and various forms of writing. Each
student is evaluated for their reading level and adaptations are made
accordingly. All students are instructed in speech making and
communication skills at the junior high and high school level.

Science instruction utilizes hands-on instruction and the application of
the scientific method at all levels. Reading and writing are emphasized
with the completion of laboratory notebooks and analysis of science
related articles. We are currently in the process of adapting our
instruction in the sciences to reflect the recently adopted state
standards. Our social science instructors spend considerable time making
historical events relevant to the student's lives, enabling our students
to better relate historical events to their everyday experiences.

Art coursework includes study of the artistic masters, historical
influences on artistry and working with many types of mediums. Specific
classes range from exploratory artwork in the junior high to ceramics,
3-D art, innovative mediums and classical techniques in the upper grade
levels. Foreign language instruction also begins in 7^th^ grade as an
exploratory class, exposing our younger students to the Spanish language
and multicultural studies. We offer 4 years of Spanish instruction at
the high school level. Students learn to speak and write the language
and spend time studying Spanish speaking cultures.

Other elective course offerings include family and consumer sciences,
business education, computer applications, instrumental and vocal music,
and agricultural classes that are timely and practical for our rural
setting.

2.  **English Language Curriculum**

All students are required to earn a passing grade in all 8 semesters of
English during their high school career. We believe that being able to
recognize, read and understand good literature aids in a student's
ability to become a better reader and writer. While reading and writing
skills are emphasized in all curricular areas in parallel with our
mission, the majority of this focus is within the English language
curriculum. The emphasis on reading and writing skills revolves around
the integration of Nebraska state standards. Student assessment results
are analyzed and curriculum and teaching methods are adjusted to improve
instruction and learning.

Students read and study a variety of American and British drama,
fiction, and nonfiction. The reading instruction includes intensive
discussions of each work in order to analyze what is read, and to
improve vocabulary and reading comprehension. Multiple methods are used
during this discussion including written responses, audio, video and
various technological applications. A reading comprehension program,
Accelerated Reader, has been implemented in the 7^th^ and 8^th^ grade
reading exploratory classes. Our goal is to improve students' reading
abilities and to identify, in grade 7, those students reading below
grade level and help them become as successful as possible. Students who
are found to be reading below grade level are discussed with the Title 1
teachers for advice, additional assistance, assignment modifications and
remediation. Nearly 80% of our students read at a level above state
averages each year.

Writing instruction utilizes the Six Traits method, which focuses on
improving a student's use of ideas, organization, voice, word choice,
sentence fluency, and proper conventions. All students are assessed on
paragraph and essay writing assignments, the results of which are
discussed with each student. Junior high students spend time
experimenting with different forms of writing, such as creative writing.
In addition, students in the 11^th^ grade write opinion essays based on
research for publication in the local newspaper and 12^th^ grade
students are required to complete a research paper according to specific
guidelines.

In conjunction with our mission of improving communication skills,
students are exposed to public speaking in the junior high and are
required to complete one semester of speech at the sophomore level. Our
speech and drama teams are very active and continue to build on a strong
tradition.

3.  **Other Curriculum Related to Mission**

One of the leading catalysts for societal change has been the
development and new applications of technology. The integration of
technology throughout the building has certainly contributed to
providing essential skills and knowledge in line with our school's
mission to "prepare all students for their future in a changing
society." Over the last 10 years, we have made a commitment to providing
our teachers and students with access to technology and have trained our
staff on how best to utilize these advancements in their classrooms.

Each classroom is wired for high-speed internet access. This provides
teachers and students the ability to communicate with one another,
parents, students, and the entire world. They are able to locate and
retrieve real-time information for any lesson. Through the fortunate
securing of a grant, we have been able to establish a two-way fiber
optic distance learning facility within our school. This room enables
students to enroll in courses that we cannot currently offer with our
present staff, gives them the opportunity to earn college credits while
staying in town, and offers the opportunity to interact with other
students and instructors from across the state.

The computer education and business classes utilize technology on a
daily basis. Students are taught keyboarding skills, computer
applications, digital media and business applications with the use of
technology. These courses focus on developing student skills and
knowledge in the area of communication and productivity in a rapidly
changing workforce and society.

Because this coursework utilizes our computer lab, we campaigned for and
received funding from our local community for a mobile, wireless
computer lab. This lab consists of a classroom set of wireless laptop
computers that may be utilized in any classroom. Students may use the
laptops for writing exercises, the conducting of research, accessing
cd-rom based information, utilizing productivity software, and aiding in
student presentations. This access to technology has enabled our
students to gain the skills necessary to be successful in our
technology-laden society and to provide another avenue for sharpening
communication skills.

The technology resources have also allowed us to improve our reading and
writing skills through the Accelerated Reader program and by making
writing more enjoyable. The availability of information seems endless,
but students are taught to make rational decisions as to the importance
and validity of these resources. This along with the ease of editing,
the novelty aspect of computers and the facilitated gathering of
research has stimulated our students to be more excited about their
writing while becoming more comfortable with technology.

4.  **Instructional Methods**

Students at Creighton High School are exposed to a wide variety of
instructional methods. We understand that all children learn in
different ways and by varying the instruction, we have a better
opportunity to engage all students. Some of the various teaching methods
used in the classroom include the incorporation of cooperative learning,
"hands-on" learning activities, student directed learning, laboratory
activities, research, student projects and presentations, focused
writing across the curriculum, guest speakers, cross curriculum
activities, team teaching, and the use of other researched based
methods. Instructional focus is placed on the recall of important facts,
analysis of information, and the synthesis of new ideas. We emphasize
information relevant to today's society, developing writing skills, and
information needed to perform well on state and national assessments.

The staff has also been trained in the researched based instructional
strategies of A.P.L. Techniques include successful components of many
well known instructional methods, such as meaningful and positive
communication, productive time on task management, improved planning and
organization, consistent and positive classroom management, and the
application of proven classroom instructional techniques and skills.

We also feel that an integral part of the learning process is to
increase student confidence by promoting pride in excellence and through
opportunities for the interaction of students in settings outside the
normal classroom. We offer a challenging array of courses in which
students may earn college credit, utilize our distance learning
facility, take field trips, participate in work related activities and
job shadowing.

Students are consistently reminded and encouraged to "do their best" and
take pride in their accomplishments. In cooperation with community
businesses, we have a comprehensive recognition program that recognizes
student achievement on a frequent basis throughout the year. One of our
school slogans is to "Show the Class that is C.H.S.," which promotes
positive contributions to the school environment and sets an example for
our young people to take pride in being successful, modest, cooperative,
and helpful to others.

5.  **Professional Development**

Professional development is considered to be a key component in the
improvement of instruction and the maintaining of an environment
conducive to learning. Teachers are provided with two professional leave
days each year and are encouraged to attend workshops specific to their
curricular area or those that aid in the promotion of our mission. Two
full contract days, 7 additional days in which students are dismissed
early and various after-school staff development activities are held
each year.

The state of Nebraska uses a rubric based upon the 6-traits model to
assess students' skills in writing. All staff members were trained in
the 6-traits writing method and a number of follow-up days were held in
order to sharpen our skills with this technique. Specific development
activities have also included A.P.L. training, which focuses on using
research-based instruction techniques in the classroom. Many other after
school activities have been held over the last 10 years developing
teaching techniques to integrate technology in to the classroom. As
teachers become more comfortable using technology, it becomes a seamless
tool in their teaching repertoire.

Additional meetings and training sessions have been conducted on and
off-site related to the writing and evaluation of assessments. Teachers
have received professional development in analyzing their curriculum for
standards content, creating valid and reliable assessments and the
statistical calculations necessary to complete the evaluation process.
School improvement training has taken place at regular intervals over
the last 10 years in order to bring all staff together for a common goal
related to our mission.

**PART VII - ASSESSMENT RESULTS**

**2002-2003 Nebraska State [Reading]{.underline} Standards**

**Percentage of Students Meeting or Exceeding State Standards**

**Grade 8**

#####  District State

  ------------------------------------------------------ ----------- -----------
  Percentage of students assessed                        **99%**     **97.5%**

  Percentage of **all** students meeting or exceeding    **80.2%**   **76.8%**
  state standards                                                    

  Percentage of **free/reduced** students meeting or     **69.2%**   **66.8%**
  exceeding state standards                                          
  ------------------------------------------------------ ----------- -----------

**Grade 11**

#####  District State

  ------------------------------------------------------ ---------- -----------
  Percentage of students assessed                        **100%**   **95%**

  Percentage of **all** students meeting or exceeding    **88%**    **77.2%**
  state standards                                                   

  Percentage of **free/reduced** students meeting or     **86%**    **60%**
  exceeding state standards                                         
  ------------------------------------------------------ ---------- -----------

**2001-2002 Nebraska State [Mathematics]{.underline} Standards**

**Percentage of Students Meeting or Exceeding State Standards**

**Grade 8**

#####  District State

  ------------------------------------------------------ ----------- -----------
  Percentage of students assessed                        **98%**     **97.2%**

  Percentage of **all** students meeting or exceeding    **95.7%**   **72.3%**
  state standards                                                    

  Percentage of **free/reduced** students meeting or     **93.4%**   **59.5%**
  exceeding state standards                                          
  ------------------------------------------------------ ----------- -----------

**Grade 11**

#####  District State

  ------------------------------------------------------ ----------- -----------
  Percentage of students assessed                        **99.0%**   **94.2%**

  Percentage of **all** students meeting or exceeding    **94.6%**   **71.0%**
  state standards                                                    

  Percentage of **free/reduced** students meeting or     **93.8%**   **47.7%**
  exceeding state standards                                          
  ------------------------------------------------------ ----------- -----------

The district assessed student performance on state standards according
to the district assessment plan. Independent reviewers evaluated the
assessment plan/process for quality and rigor. The district assessments
were rated by the Nebraska Department of Education as exemplary at both
the 8^th^ and 11^th^ grade levels. Cut scores were statistically
calculated for each standard and students were placed at a specific
performance level based on these scores. Students performing at the
advanced and proficient levels are considered by the state to have met
or exceeded the state standards.

**Assessment Results**

**Referenced Against National Norms**

**Grade:** 7 **Test:** Reading

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 61.55 64.44 55.38 62.31 54.80

Number of students tested 45 36 50 35 40

Percent of total students tested 98 97 100 95 100

Number of students excluded 1 1 0 2 0

Percent of students excluded 2 3 0 5 0

Subgroup Scores

1\. Free/Reduced 59.55 52.92 50.88 65.17 56.43

**Grade:** 8 **Test:** Reading

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 64.73 55.1 63.11 62.38 60.61

Number of students tested 37 50 36 40 46

Percent of total students tested 97 100 95 100 98

Number of students excluded 1 0 2 0 1

Percent of students excluded 3 0 5 0 2

Subgroup Scores

1\. Free/Reduced 47.25 52.43 64.68 62.80 54.20

**Grade:** 9 **Test:** Reading

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 56.55 68.13 59.05 56.91 56.17

Number of students tested 51 38 40 44 41

Percent of total students tested 100 95 98 98 100

Number of students excluded 0 2 1 1 0

Percent of students excluded 0 5 2 2 0

Subgroup Scores

1\. Free/Reduced 49.80 69.80 53.27 50.73 55.57

**Grade:** 10 **Test:** Reading

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01

Testing Month April April April

School Scores

Total Score 71.80 65.03 68.70

Number of students tested 39 38 44

Percent of total students tested 95 97 98

Number of students excluded 2 1 1

Percent of students excluded 5 3 2

Subgroup Scores

1\. Free/Reduced 67.43 58.73 60.40

**Grade:** 11 **Test:** Reading

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01

Testing Month April April April

School Scores

Total Score 61.82 61.55 61.45

Number of students tested 38 44 38

Percent of total students tested 97 98 100

Number of students excluded 1 1 0

Percent of students excluded 3 2 0

Subgroup Scores

1\. Free/Reduced 55.50 54.73 59.69

**Grade:** 7 **Test:** Mathematics

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 64.73 73.69 57.54 73.49 64.88

Number of students tested 45 36 50 35 40

Percent of total students tested 98 97 100 95 100

Number of students excluded 1 1 0 2 0

Percent of students excluded 2 3 0 5 0

Subgroup Scores

1\. Free/Reduced 59.72 61.50 55.42 75.22 60.29

**Grade:** 8 **Test:** Mathematics

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 76.32 69.22 76.36 61.85 64.91

Number of students tested 37 50 36 40 46

Percent of total students tested 97 100 95 100 98

Number of students excluded 1 0 2 0 1

Percent of students excluded 3 0 5 0 2

Subgroup Scores

1\. Free/Reduced 59.58 68.65 79.16 63.33 61.53

**Grade:** 9 **Test:** Mathematics

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01 1999-00 1998-99

Testing Month April April April April April

School Scores

Total Score 62.25 80.18 64.40 67.09 65.10

Number of students tested 51 38 40 44 41

Percent of total students tested 100 95 98 98 100

Number of students excluded 0 2 1 1 0

Percent of students excluded 0 5 2 2 0

Subgroup Scores

1\. Free/Reduced 58.76 82.85 61.13 61.53 64.07

**Grade:** 10 **Test:** Mathematics

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01

Testing Month April April April

School Scores

Total Score 81.18 71.08 72.43

Number of students tested 39 38 44

Percent of total students tested 95 97 98

Number of students excluded 2 1 1

Percent of students excluded 5 3 2

Subgroup Scores

1\. Free/Reduced 78.38 63.87 67.73

**Grade:** 11 **Test:** Mathematics

**Edition/Publication Year:** 1989/1997 **Scores Reported as:** National
Percentiles

**Publisher:** CTB MacMillian/McGraw Hill (1997-2000) and CTB McGraw
Hill (2000-present)

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2002-03 2001-02 2000-01

Testing Month April April April

School Scores

Total Score 66.16 70.89 70.95

Number of students tested 38 44 38

Percent of total students tested 97 98 100

Number of students excluded 1 1 0

Percent of students excluded 3 2 0

Subgroup Scores

1\. Free/Reduced 59.13 70.33 66.85

**Grade:** 10 **Test:** Reading

**Edition/Publication Year:** 1999/2000 **Scores Reported as:** National
Percentiles

**Publisher:** PLAN - ACT, Inc.

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2003-04 2002-03 2001-02 2000-01 1999-00

Testing Month November November November November November

School Scores

Total Score 63.58 66.57 65.77 70.29 57.3

Number of students tested 48 37 39 42 40

Percent of total students tested 98 93 98 95 100

Number of students excluded 1 3 1 2 0

Percent of students excluded 2 7 2 5 0

Subgroup Scores

1\. Free/Reduced 56.35 70.65 58.43 63.62 52.00

**Grade:** 10 **Test:** Mathematics

**Edition/Publication Year:** 1999/2000 **Scores Reported as:** National
Percentiles

**Publisher:** PLAN - ACT, Inc.

# Excluded groups: No groups were excluded from testing. All students who were capable of testing were assessed with their class.

2003-04 2002-03 2001-02 2000-01 1999-00

Testing Month November November November November November

School Scores

Total Score 72.25 77.14 68.44 68.71 66.43

Number of students tested 48 37 39 42 40

Percent of total students tested 98 93 98 95 100

Number of students excluded 1 3 1 2 0

Percent of students excluded 2 7 2 5 0

Subgroup Scores

1\. Free/Reduced 72.78 77.20 68.36 69.39 66.43