Revised - March 18, 2005

2004-2005 No Child Left Behind - Blue Ribbon Schools Program

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_+\_ High
\_\_ K-12

Name of Principal [Mr. Jamie Carlisle]{.underline}

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

Official School Name [Baxter Springs High School]{.underline}

(As it should appear in the official records)

School Mailing Address:

100 North Military Avenue

Baxter Springs , Kansas 66713-1382

County: Cherokee School Code Number\* 8710

Telephone [( 620 ) 856-3366]{.underline} Fax [( 620 )
856-2918]{.underline}

Website/URL [http://usd508.org:16080/highschool/]{.underline} E-mail
[carlisj@usd508.org]{.underline}

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

Date January 25, 2005\_

(Principal's Signature)

Name of Superintendent\* [Mr. Dennis Burke]{.underline}

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

District Name [U.S.D. 508]{.underline} Tel. [(602) 856-2375]{.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.

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Date January 25, 2005
\_\_\_\
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. DeAnne Ball Binns]{.underline}

(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 January 25, 2005\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 2004-2005 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 1999 and has not received the 2003 or 2004 *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: \_2 Elementary schools

\_1 \_ Middle schools

\_0\_\_\_ Junior high schools

\_1\_\_\_ High schools

\_0\_\_\_ Other

\_4\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$8,042]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: [\$7748.17]{.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\. [3]{.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**       32        31          63

  **2**                                                     **10**      28        22          50

  **3**                                                     **11**      35        37          72

  **4**                                                     **12**      29        27          56

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   241
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [88]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

[8]{.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:
\_\_15\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      13
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      27
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 40
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 267
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .15
                            by total in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_1\_\_\_%

\_\_\_\_3\_\_\_Total Number Limited English Proficient

Number of languages represented: \_1

Specify languages: Chuukese

9\. Students eligible for free/reduced-priced meals: \_\_\_\_40\_\_\_\_%

Total number students who qualify: \_\_\_\_97\_\_\_\_

> 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: \_ 8\_\_\_\_\_%

\_\_\_20\_\_\_\_\_Total Number of Students Served

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

\_\_1_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_5\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_3\_ Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_ Mental Retardation \_\_\_\_Traumatic Brain Injury

\_1\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\_10_Emotional Disturbance

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\_\_\_\_ \_\_\_0\_\_\_\_\_

Classroom teachers \_\_18\_\_\_\_\_ \_\_\_5\_\_\_\_\_

Special resource teachers/specialists \_\_\_1\_\_\_\_ \_\_\_0\_\_\_\_

Paraprofessionals \_\_\_2\_\_\_\_ \_\_\_0\_\_\_\_

> Support staff \_\_\_1\_\_\_ \_\_\_0\_\_\_\_
>
> Total number \_\_25\_\_\_\_ \_\_\_5\_\_\_\_

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

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

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   96 %        96 %        96 %        95 %        90 %

  Daily teacher attendance   93 %        95 %        94 %        95 %        94 %

  Teacher turnover rate      28 %        20 %        32 %        12 %        16 %

  Student dropout rate       0 %         2 %         2 %         2 %         5 %
  (middle/high)                                                              

  Student drop-off rate      5 %         15 %        19 %        16 %        30 %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | 62\_\_\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_27 \_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | >          |
|                                                         |  \_27\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | >          |
|                                                         |  \_27\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | >          |
|                                                         | \_\_8\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         | \_\_3\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         | \_\_6\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.**

Baxter Springs High School is the only high school in our district of
two elementary schools, one middle school and one high school. In the
high school alone, 48% of teachers possess Master's degrees. Student
population consists of 127 males and 114 females, for a total of 241
students. Our student body diversity currently consists of 2 % Pacific
Islander, 8% American Indian, 2% Hispanic, and 88% White.

At Baxter Springs High School, we do, as a staff, truly believe that all
students can and will learn. Regardless of their previous academic
performance, family background, race, or gender, we are committed to
helping all students achieve mastery of the essential skills needed for
a wide range of options upon graduation.

Our mission statement is designed to incorporate the characteristics of
successful schools. We have a common vision, award winning leadership,
and high academic standards. We also stress standards of the heart
through service to family, school and community in conjunction with
partnerships, professional development, and evidence of success. We are
part of a proud Kansas tradition that stresses what Lawrence Lezotte
calls first generation safe and orderly environments, a climate of high
expectations for success, instructional leadership, learning
opportunities with student time on task, and frequent monitoring of
student progress at school and at home. We are well into
second-generation behaviors and are pleased that our state has offered
us this opportunity to represent that tradition. The second generation
and No Child Left Behind philosophy requires us to constantly pose six
questions: Where are we now? What is our target? How will we get there?
How will we know we're on target, and what will we do if we're not? How
will we continue to focus and sustain our efforts?

We have addressed these issues in various ways including block
scheduling, PassPlan, Think Tank, IEP, home schooling, mentoring,
staff-led tutoring before and after school, and an Alternative Learning
Center to assist our students while they are in school. We have a
Virtual School program that allows for credit recovery for students
still in school, and gives anyone who has not yet earned a high school
diploma the chance to earn one. Cornerstone alternative school is an
opportunity for students that are behind in credits and not on track to
graduate to attend and graduate with a high school diploma at the state
minimum for necessary credits for graduation. We also teach ESL night
courses for Micronesian students and parents on site at Baxter Springs
High School.

As enrichment, our school has hosted a Renaissance Faire since 1989. We
offer a full range of state approved activities, and we have added
several new ones this year, including Cross Country. A myriad of clubs
including Future Community and Career Leaders of America, Student
Council, and LEO (Leadership Experience and Opportunity) Club involve
the students in activities that impact our school district, city and
county. Our programs also include a Bleacher Creature Program to involve
siblings and parents in our activities and an industrial arts house
construction project to provide new homes for the city. Our students can
participate in the county vocational technical woodshop, Pennies for
Toys, and a canned food drive for needy families in our community. Other
enrichments include weekly staff meetings, Thanksgiving Dinner and
Etiquette Competition, Student of the Week Awards, Wall of Fame, and AIM
for Excellence motto: Assessment, Involvement and Motivation on behalf
of both students and teachers.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them. Explain disparities among subgroups. If the
    school participates in the state assessment system, briefly explain
    the state performance levels and the performance level that
    demonstrates meeting the standard. Provide the website where
    information on the state assessment system may be found.**

The Kansas State Reading and Math Assessments
([www.ksde.org](http://www.ksde.org/)) are prepared by the Center for
Educational Testing at the University of Kansas (www.cete.ku.edu). There
are five performance levels for both assessments: Exemplary, Advanced,
Proficient, Basic, and Unsatisfactory.

Our goal, and the goal of our federal government as set forth in the No
Child Left Behind (NCLB) legislation, is for all students to score
Proficient or above. The percent of all students required to score
Proficient or above in order to make Adequate Yearly Progress (AYP) for
2004 was 51.0% for Reading and 38.0% for Mathematics. In order for a
school to meet the Standard of Excellence for math, 25% of the students
must score in the highest level, labeled Exemplary, and not more than
15% could score in the lowest level, labeled Unsatisfactory. In addition
to the initial criteria, all students must meet the standard of a
formula that takes into consideration the percent of students that
scored on all levels of the test. In the state of Kansas for 2004,
approximately 22% of all high schools met the standard of excellence on
the math portion of the state assessment test. We are proud that, not
only did we make AYP, but our class of 2006 also met the Standard of
Excellence in Mathematics on the 2004 test.

To show the improvements made over the past five years, we will compare
State Assessment data in 2000 to that of 2004. In 2000, 41% of all
students at our high school scored Proficient or above on the math
assessment, while in 2004, 74.6% of all our students scored Proficient
or above. Although we are one of the poorest districts in our county,
this same improvement occurred in the Low Socio-Economic Status (LSES)
subgroup of students. The percentage of students that scored Proficient
or above in 2000 was 29.0%, while in 2004 the percentage of students in
the same category rose to 67.8%. This is an improvement of 38.8%, a
phenomenal increase.

In looking at the reading test for the same time period, the percentage
of all students that scored Proficient was 43.0% in 2000, compared to
71.9% in 2004. The LSES subgroup for the reading test in 2000 did not
meet the state requirement for reporting data (too few students in the
subgroup), but in 2004 we had 23 students in this subgroup and 69.5% of
them scored Proficient or above, well above the State average of 44.6%.

These improvements are significant and it is important to note that they
did not come easily and it took a total team effort to make this change
happen. For the reading test, our entire staff committed to
incorporating the teaching of reading strategies in their classroom.
Combined with the backing of our local board of education for
instituting a mandatory graduation requirement of passing reading for
each semester of attendance in order to graduate, our reading levels
have steadily improved. Our math and business departments became very
creative in trying to improve our math scores. With the use of an online
testing center, our math department would create short two to four
question tests, and our business department teachers would have their
students take these tests as their first task of each school day. Each
test would target a different state standard, thus preparing them
two-fold for the state assessment test: academically, through addressing
the state standards and technologically, by taking the tests online,
which would prepare them for taking the assessment tests online through
the CETE testing center.

2.  **Show in one-half page (approximately 300 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Baxter Springs High School is dedicated in using State Assessment data
to understand and improve student performance. A strong dedication is
felt by the staff to increase State Assessment scores, and several plans
have been enacted.

The primary goal for the Math and Language Arts Departments was to align
the curriculum with the Kansas State Standards. The departments analyzed
past State Assessment data and areas of deficiencies to narrow the focus
of what was being taught.

A deficiency in reading comprehension was recognized as a direct
reflection on the ability of the students to do well on the state
assessments. As a result, all staff members took ownership by
incorporating reading comprehension activities as part of their
curriculum. Every department uses reading, writing and problem solving
strategies to boost and exceed our AYP goals.

Baxter Springs High School participated in the pilot program for on-line
State testing. To prepare students for this method of assessment, the
Math Department developed tests on a program called PassPlan, a
computerized "bank" of multiple choice questions which are aligned with
the Kansas State Standards. The Math Department shared these tests with
the Business Department, who agreed to use these as daily bell-work.
This ensures that every tenth grade student receives daily exposure to
answering multiple choice questions on the computer.

An incentive program for students taking the State Assessments in both
reading and math was created. Those who scored in the Proficient range
or above were rewarded in various ways, including public recognition and
early dismissals from school. Those students who scored in the
Unsatisfactory range were enrolled in a nine-week after-school program
to focus on deficient skills.

Each of the staff reanalyzes the data to determine whether the
school-wide plan to increase student performance needs adjustment.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Powerschool, a computer-based grade book program, enables the school
community to conveniently monitor student achievement. In addition, with
our Ladder of Responsibility, Baxter Springs High School goes the extra
step to ensure parental awareness.

Parent/Teacher Conferences are held twice a year and Progress Reports
are mailed to parents every four weeks. Furthermore, USD 508 works
diligently to maintain a professional, useful, and user-friendly
website.

Our local SITE Council, composed of a parent, administrator, student,
community member and teacher, serves as an informative liaison between
school and community. In the same way, the local newspaper, *The Baxter
Springs News*, publishes assessment data, further informing the
community of students' progress.

As individuals approach our high school building to attend a school or
sporting event, they are greeted with the Standard of Excellence sign
which extols the classes that achieved the Standards of Excellence in
Reading, Writing, and Math. Not only do these students receive
recognition via the sign, but they are also acknowledged in a football
half-time celebration of their academic success.

Students take Kansas State Assessments via computer. This provides the
needed impetus to motivate students intrinsically to do well on the
Assessment. Having received immediate results, students are
instantaneously made aware of the incentives awarded to them based on
performance. Without the immediate feedback, previous students did not
put forth as much effort as our latest group of test takers.

Prior to test taking, incentives are set in place and communicated to
students. The incentives include early release for students who achieve
Proficient of higher, as well as recognition and certificates at an
Academic Assembly for those that achieve Exemplary. Students who
maintain a high grade point average are exempt from semester finals and
are awarded Lion Pride Cards, which entitle students to a number of
privileges.

4.  **Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.**

Baxter Springs High School communicates student successes with other
schools in a multitude of ways. Our school principal plays an integral
role in sharing our successes and methodologies across the state of
Kansas. For instance, as a member of the board of KASSP (Kansas
Association of Secondary School Principals), he has the luxury of
imparting information to other principals and school board members
statewide. He also regularly attends league principal meetings and state
conferences. Having recently discovered an innovative way of
communicating amongst fellow administrators statewide, our principal
utilizes the Internet as a source for imparting information
electronically.

Each year our league has made a commitment to sharing information
regarding test results and test preparation strategies. All of the math
teachers from our nine-district league will meet at a common site, and
on a separate date all of the English/reading teachers will meet. Our
teachers have been a focal point of these meetings, as other schools are
trying to emulate our results by utilizing as many of the same
strategies as possible.

Our principal was asked to write an article for KASSP, highlighting many
of the strategies incorporated by BHS on its road to success. After this
article was published, our principal was inundated with email questions
and responses for more information for their schools.

While *The Baxter Springs News* and *The Joplin Globe* compare and
contrast State Assessment scores from various districts in the area,
KSDE Online reports those findings, further allowing another avenue for
outlying schools to obtain information. The local TV news channels are
also responsible for informing the area public, although with us being a
small school and community, we many times do not receive priority for
local news channels.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).**

Going beyond the minimum number of credits required by the state of
Kansas, Baxter Springs High School provides a relatively wide curriculum
for a small school. In the core curriculum areas, students are required
to minimally complete the following:

-   4 units of English-Language Arts

-   3 units of Social Science --

    -   1 unit of World History

    -   1 unit of American History

    -   1 unit of Government

-   2 units of Science

-   3 units of Mathematics

-   1 unit of Physical Education

-   1 unit of Freshman Core -- Communications/Choices/Speech/ Health

-   1 unit of Computers

```{=html}
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```
-   1 unit of Fine Arts or Practical Arts

-   12 Units of elective credit

-   Reading Credit - All students will be required to have a semester of
    Accelerated Reader credit for every semester of attendance, with 12
    points earned per quarter

While 94% of our current seniors are exceeding these requirements and
the remaining 6% are meeting the minimum, they also are given
opportunities to excel further in these core areas. For example, our
students already have the option of taking dual-credit Government. In
each dual-credit course, students must pass a college exit exam in order
to receive college credit. Furthermore, our students have other avenues
from which to exceed the state requirements by taking upper-division
math classes consisting of Algebra II, Geometry, Pre-Calculus, and
Calculus. Currently, 25% of the senior class have met their three-year
requirement for mathematics and are now enrolled in an optional fourth
math class, with 43% of them enrolled in Algebra II or above. Likewise,
upper-division science classes include Biology II, Chemistry II, and
Physics. Over 30% of our junior class is enrolled in the newly offered
Biology II class, with Chemistry II and Physics remaining popular
courses among seniors.

We have a Fine Arts Department that consists of Art I-IV, band, vocal
music, jazz band, honor choir, Spanish I-IV and French. Our Practical
Arts Department offers Building Trades I and II, metals, cabinet making,
advanced cabinet making, Nutrition I and II, adult living, and
family/parenting class. Business education classes include Computer
Applications I and II, accounting, web page building and business
technology.

Our building trades program has been a focal point for our high school
in the innovative approach it has taken by focusing on more advanced
skills than that of traditional programs. Furniture design and
construction, cabinet building, and the actual construction of a
vocational house that is designed and built by our students set our
program apart from others in our region.

Not only do we offer this somewhat traditional curriculum, but we also
have some exceptional elective offerings, such as peer leading and
freshmen mentoring. In addition, all freshmen go through four quarters
of "core classes" including drivers' education, health, communications,
and family and consumer sciences. Speech is offered at all grade levels,
as are Interactive Distance Learning classes, such as Spanish III and
other curricula designed individually to fit students' needs. Students
with an interest in media can enroll in an annual/newspaper class, or,
beginning in 2005-2006, in a television productions class.

Juniors and seniors have the option of enrolling in vocational technical
classes in a cooperative program with another school district in which
they go through a two-year program and earn a license upon successful
completion. They can be licensed in graphic arts, auto technology,
construction, precision machining, or business and computers.

Each of these elective offerings helps students realize that they can be
an integral part of society. In doing so, their self-confidence grows,
and they become more excited about learning.

**2b. (Secondary Schools) Describe in one-half page the school's English
language curriculum, including efforts the school makes to improve the
reading skills of students who read below grade level.**

Many elements compose Baxter Springs High School's English curriculum,
including a cross-curricular vocabulary study, a variety of literary
studies from world, American and British literature traditions, and
importance placed on a multitude of writing modes that focus not only on
content but also on grammatical structures to express ideas clearly and
effectively. With our high school English curriculum aligned with state
standards and benchmarks, teachers formulate lesson plans in compliance
with -- and students are made aware of the relevancy of -- the standards
and benchmarks.

Accelerated Reader is employed during the mandatory 30 minute daily
reading classes. Students are pre-assessed via the STAR program, which
stipulates reading levels for students so that they are reading within
their ability levels. Later, students retake the STAR Test to determine
their achievements. Students who show improvement will have their
reading levels increased.

Baxter Springs High School achieved high scores in reading because
reading was a major focal point of QPA and because the school climate
was one that advocated the improvement of reading. Furthermore, one of
the most important factors was a mandatory nine-week after-school
program for every student who earned an unsatisfactory on the State
Reading Assessment Test. This pilot program utilized PassPlan, a
computerized program containing test questions geared toward the Kansas
Assessment format. Early release incentives provided the impetus needed
to drive students toward further success, as did the Academic Assembly
that honored their achievements.

While meeting the criteria above, we stipulate to all students that four
units of English is a mandatory graduation requirement. Likewise,
students who do not fulfill a specific, board-approved reading
requirement will not graduate, which further conveys the emphasis placed
on reading here at Baxter Springs High School.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

At Baxter Springs High School, we believe that all students can and will
learn. Regardless of previous academic performance, family background,
race or gender, we are committed to helping all students achieve mastery
of the essential skills needed for a wide range of options upon
graduation.

Through our Vocational Education Department, we teach, demonstrate, and
engage students in the essential skills needed to be productive in an
ever-changing society. Our Vocational Department provides business,
technology, woodworking, building trades, and family and consumer
science courses to help students gain a wide variety of skills needed
for the real world. In these courses, students learn how to use
checkbooks, use computer software to create business forms, utilize many
types of technology, prepare nutritious meals, manage resources
efficiently and become good parents. They also build houses, design and
build furnishings and cabinetry, weld, build trailers, and bend metal
and pipe. In building a house for the community, the vocational students
learn how to operate tools safely, plumbing and electrical skills, and
application of shingles and sheetrock.

Students take field trips to observe cabinetmaking and construction.
They attend and host Industrial Arts Fairs with their projects in metal
and woodworking. Our students also have the opportunity to learn
leadership skills by taking an active role in our Future Career and
Community Leaders of America (FCCLA) student organization, one of our
largest and most active clubs. Students in FCCLA have the opportunity to
present and compete locally, at the state level and, if they qualify, at
the national level through participation in STAR events.

The vocational education standards are aligned with the state curriculum
to offer a wide variety of methodologies to effectively prepare students
for success in higher education, the work force and the community.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

The Baxter Springs High School staff feels that it is up to us to
empower every student with the knowledge needed to achieve. The
knowledge obtained throughout their high school years can enable them to
become life-long learners and to become more beneficial to society as a
whole. The expectation of our staff is to teach every lesson by using at
least three different methods of teaching/learning to make sure we are
able to reach all students.

Such methods include cooperative learning methodologies, which we feel
are very critical in our block-scheduling environment. Cross curriculum
instruction with an emphasis on teamwork among staff members have
allowed us to reach more students. Use of technological equipment and
the Internet have permitted us to expand our horizons to research and
incorporate various techniques and lesson plans that have been found to
be effective in other educational settings.

We have expanded our technology for students to include two teaching
labs, one research/writing lab, and one mobile wireless lab. In each
setting we have increased the emphasis on writing, Internet based
research, and professional level student presentations. In addition to
these labs, each teacher has a computer in his/her room for grades,
lesson plans, and action research.

Various media sources, inquiry-based experimentation, tactile and
kinesthetic resources, questioning, modeling and competitive learning
activities have also added to the overall approach to our already stated
school mission, that is to reach and teach every student, believing that
every student can learn.

Through all of these methods, we realize the old adage that students
will not care how much we know until they know how much we care.
Teachers use humor and an enthusiastic approach to make the subject
content interesting and applicable to the students' daily lives.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

The Baxter Springs High School professional development program consists
of a Professional Development Committee that monitors, approves or
disapproves staff professional development points acquired from
attending workshops, conferences, in-services, and college classes.
After obtaining pre-approval to attend a professional development
seminar or college class, faculty members utilize PDP Toolbox---an
on-line Professional Development tracking program used by Greenbush
Education Cooperative in conjunction with the state of Kansas\--to
justify in writing the information acquired from attending the workshop,
conference, in-service, or college class. This on-line program mandates
that justifications be made by faculty members based on three main
criteria: Knowledge, Application, and Impact. The Impact section holds
faculty members accountable for taking the acquired information and
using that information to impact students in the classroom. Likewise,
faculty members are required to provide documentation which conveys the
impact that the workshop, conference, in-service, or college class had
on increasing student achievement, with one of the best forms of
documentation being student work. Since Impact is most vital to
increasing student achievement, the justification of Knowledge and
Application are worth less points when compared to the justification of
Impact.

In addition to these opportunities, professional development is also an
integral element of the high school operations, with two days of
in-service time at the beginning of the year, followed up with
pre-scheduled calendar days throughout the school year. There is also a
weekly faculty meeting that predominantly consists of professional
growth and student achievement topics.

Baxter Springs High School is highly committed to providing quality
professional development for its staff. In doing so, we attempt to
ensure that student achievement will increase as a direct result of
innovative teaching techniques obtained from professional development
opportunities.

**[STATE ASSESSMENT RESULTS FOR MATHEMATICS]{.underline}**

Subject: **[Mathematics]{.underline}** Grade: **[10]{.underline}** Test:
**[Kansas State Assessments]{.underline}**

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| Testing month -- March/April      |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ##### SCHOOL SCORES-All Students  |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 11.3 | 33.3 | 23.5 | 22.0 | 33.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 88.7 | 66.7 | 76.5 | 78.0 | 67.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 74.6 | 31.7 | 38.2 | 49.2 | 41.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 50.7 | 13.4 | 20.6 | 18.7 | 19.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 33.8 | 6.7  | 7.4  | 8.5  | 9.0  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 71   | 60   | 68   | 59   | 58   |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 100  | 100  | 100  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 1    | 1    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 1.8  | 1.5  | 0    | 0    | 0    |
| assessed                          | %    | %    |      |      |      |
+-----------------------------------+------+------+------+------+------+
| STATE SCORES-All Students         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 20.6 | 26.5 | 27.3 | 26.6 | 28.5 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 79.4 | 73.5 | 72.8 | 73.4 | 71.6 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 50.4 | 45.6 | 44.3 | 44.5 | 42.8 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 30.2 | 26.3 | 25.1 | 24.3 | 24.2 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 17.3 | 14.4 | 13.3 | 13.2 | 12.9 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| ##### SUBGROUP SCORES             |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. **BHS** Socioeconomic-Free or |      |      |      |      |      |
| Reduced Lunches                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 1    | 35.0 | 45.5 | 16.6 | 49.0 |
|                                   | 7.9% | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 82.1 | 65.0 | 54.5 | 83.4 | 51.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 67.8 | 35.0 | 36.3 | 41.7 | 29.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 35.7 | 15.0 | 22.7 | 16.7 | 12.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 21.4 | 5.0  | 13.6 | 12.5 | 6.0  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 28   | 20   | 22   | 24   | 18   |
+-----------------------------------+------+------+------+------+------+
| STATE SCORES- Free or Reduced     |      |      |      |      |      |
| Lunches                           |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 34.8 | 43.7 | 44.7 | 44.4 | 47.5 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 65.2 | 56.3 | 55.3 | 55.6 | 52.6 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 30.3 | 25.8 | 24.7 | 24.2 | 22.9 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 14.1 | 11.7 | 10.5 | 11.0 | 10.4 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 6.4  | 5.4  | 4.8  | 5.3  | 4.4  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| 2\. **BHS** Ethnicity-White       |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 9.8  | 28.3 | 26.0 | 22.4 | 36.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 90.2 | 71.7 | 74.0 | 77.6 | 64.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 73.8 | 30.4 | 34.0 | 47.0 | 39.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 49.2 | 15.2 | 16.0 | 18.4 | 18.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 34.4 | 8.7  | 2.0  | 8.2  | 8.0  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 61   | 46   | 50   | 49   | 48   |
+-----------------------------------+------+------+------+------+------+

STATE ASSESSMENT RESULTS FOR MATHEMATICS CONTINUED

Subject: **[Mathematics]{.underline}** Grade: **[10]{.underline}** Test:
**[Kansas State Assessments]{.underline}**

  ------------------------------------ ------ ------ ------ ------ ------
  STATE SCORES-White                                               

  \% At Satisfactory                   16.5 % 21.5 % 22.5 % 22.2 % 24.1 %

  \% At or Above Basic                 83.5 % 78.5 % 77.5 % 77.8 % 76.0 %

  \% At or Above Proficient            55.7 % 51.0 % 49.3 % 49.4 % 47.2 %

  \% At or Above Advanced              34.1 % 30.0 % 28.5 % 27.3 % 27.1 %

  \% At Exemplary                      19.8 % 16.6 % 15.3 % 15.0 % 14.6 %
  ------------------------------------ ------ ------ ------ ------ ------

**[STATE ASSESSMENT RESULTS FOR READING]{.underline}**

Subject: **[Reading]{.underline}** Grade: **[11]{.underline}** Test:
**[Kansas State Assessments]{.underline}**

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| Testing month -- March/April      |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES-All Students**    |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 7.0  | 16.7 | 17.3 | 11.5 | 20.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 93.0 | 83.4 | 82.7 | 88.4 | 80.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 71.9 | 37.9 | 44.2 | 57.6 | 43.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 36.8 | 24.3 | 13.4 | 21.1 | 16.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 10.5 | 9.1  | 1.9  | 3.8  | 3.0  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 57   | 66   | 52   | 52   | 59   |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 100  | 100  | 100  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 1    | 2    | 1    | 2    | 1    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 1.8  | 3.0  | 1.9  | 3.7  | 1.7  |
| assessed                          | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| STATE SCORES- All Students        |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 11.5 | 13.3 | 17.0 | 15.3 | 15.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 88.5 | 86.7 | 83.0 | 84.7 | 85.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 62.4 | 60.7 | 56.0 | 55.6 | 57.8 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 37.3 | 36.0 | 31.7 | 29.5 | 33.3 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 12.9 | 12.2 | 10.3 | 10.3 | 10.9 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| ##### SUBGROUP SCORES             |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1\. **BHS** Socioeconomic-Free or |      |      |      |      |      |
| Reduced Lunches                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 13.0 | 15.4 | 20.0 | 24.9 | NA   |
|                                   | %    | %    | %    | %    |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 87.0 | 84.5 | 80.0 | 75.1 | NA   |
|                                   | %    | %    | %    | %    |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 69.5 | 30.7 | 40.0 | 50.1 | NA   |
|                                   | %    | %    | %    | %    |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 21.7 | 19.2 | 10.0 | 12.6 | NA   |
|                                   | %    | %    | %    | %    |      |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 8.7  | 7.7  | 0.0  | 6.3  | NA   |
|                                   | %    | %    | %    | %    |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 23   | 26   | 10   | 16   | 9    |
+-----------------------------------+------+------+------+------+------+
| STATE SCORES-Free or Reduced      |      |      |      |      |      |
| Lunches                           |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 21.7 | 24.8 | 30.9 | 29.9 | 27.2 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 78.3 | 75.2 | 69.1 | 70.1 | 72.8 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 44.6 | 42.9 | 36.4 | 36.1 | 40.5 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 22.9 | 21.3 | 16.7 | 15.5 | 19.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 6.6  | 6.6  | 4.4  | 4.7  | 4.8  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| 2\. **BHS** Ethnicity-White       |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Unsatisfactory              | 6.1  | 13.7 | 14.6 | 11.6 | 16.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Basic              | 93.9 | 86.3 | 85.4 | 88.4 | 84.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 71.4 | 37.3 | 43.9 | 55.8 | 46.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Advanced           | 40.8 | 25.5 | 12.2 | 20.9 | 18.0 |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| \% At Exemplary                   | 12.2 | 9.8  | 2.4  | 2.3  | 4.0  |
|                                   | %    | %    | %    | %    | %    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 49   | 51   | 41   | 43   | 50   |
+-----------------------------------+------+------+------+------+------+

STATE ASSESSMENT RESULTS FOR READING CONTINUED

Subject: **[Reading]{.underline}** Grade: **[11]{.underline}** Test:
**[Kansas State Assessments]{.underline}**

  ------------------------------------ ------ ------ ------ ------ ------
  STATE SCORES-White                                               

  \% At Satisfactory                   8.8 %  10.7 % 13.9 % 12.2 % 12.6 %

  \% At or Above Basic                 91.2 % 89.3 % 86.1 % 87.8 % 87.4 %

  \% At or Above Proficient            66.8 % 64.4 % 59.7 % 59.7 % 61.3 %

  \% At or Above Advanced              40.9 % 38.9 % 34.6 % 32.3 % 35.9 %

  \% At Exemplary                      14.3 % 13.2 % 11.4 % 11.4 % 12.0 %
  ------------------------------------ ------ ------ ------ ------ ------