Professional Documents
Culture Documents
Date____________________________
(Principal’s Signature)
I have reviewed the information in this application, including the eligibility requirements on page 2, and
certify that to the best of my knowledge it is accurate.
Date____________________________
(Superintendent’s Signature)
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____________________________
(School Board President’s/Chairperson’s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The signatures on the first page of this application certify that each of the statements below concerning
the school’s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR)
requirements is true and correct.
1. The school has some configuration that includes grades K-12. (Schools on the same campus
with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not
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
2006-2007 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 2001 and
has not received the No Child Left Behind – Blue Ribbon Schools award in the past five
years.
5. The nominated school or district is not refusing OCR access to information necessary to
investigate a civil rights complaint or to conduct a district-wide compliance review.
6. 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 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.
14 TOTAL
3. Category that best describes the area where the school is located:
4. 7 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:
Use only the five standard categories in reporting the racial/ethnic composition of the school.
[This rate should be calculated using the grid below. The answer to (6) is the mobility rate.]
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.
Indicate below the number of students with disabilities according to conditions designated in the
Individuals with Disabilities Education Act. Do not add additional categories.
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 8 0
Paraprofessionals 12 0
Support staff 61 2
12. Average school student-classroom teacher ratio, that is, the number of
students in the school divided by the FTE of classroom teachers, e.g., 22:1 20:1
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. Also explain a high teacher turnover rate.
3. Communicating Assessment Results: Test scores are communicated to parents, students, and the
community. Bentonville High School tries to communicate these scores through newspaper and
television coverage, letters to parents, public meetings, and individually to students.
Bentonville High School has a strong relationship with the local newspaper and receives a great deal
of print each year when test scores are showcased. Results of mandatory state testing are published in
newspapers throughout the state. Various newspapers will list state and regional test results as well as the
results of individual districts and individual schools. This information is also available online. Papers in
Northwest Arkansas as well as television stations in this corner of the state also give coverage to the state
test scores and advanced placement test results.
In addition to media coverage, parents and community members receive assessment information by
attending school board meetings or attending a meeting held each fall at BHS in which the administration
reviews the assessment results as well as the areas of pride and areas of concern based on these results.
The principal’s quarterly newsletter addresses any assessment information that has been received during
the quarter. Individual student results from state-mandated testing are mailed home to parents. Students
have walked into school on the first day of the new school year to be greeted by a huge banner
congratulating them on having the best test scores of all the schools in our athletic conference. During
class meetings, back-to-school celebrations, banquets, pep assemblies, and other public events, the
administration always mentions recent testing results. The BHS fax cover sheet lists testing results as one
of several accomplishments.
For those tests which are not state mandated such as the PLAN and PSAT, meetings are held with all
students who took the test. One of the counselors presents how to interpret the test results with the
students. In addition to this, there is discussion as to what individual students can do to improve their
own test results.
Finally, individual meetings are held with students and parents to develop Individual Improvement
Plans for those students who scored below the proficient level on the state-mandated criterion referenced
tests.
4. Sharing Success: Bentonville High School teachers and administrators have been engaged in
sharing strategies and practices that are responsible for the success the campus is experiencing by
2. English: The English curriculum emphasizes reading and writing. All English courses offered for
credit are “on grade level” courses. The goal for each year of English is to improve the student’s ability to
read and comprehend increasingly complex and varied kinds of text. Students participate in literary,
content area, and practical reading selections with various literary genres forming the core of the English
curriculum. Equally important is the emphasis upon writing and improving the student’s ability to
compose different kinds of writing…..persuasive, compare/contrast, expository, literary analysis, critical
essays, argumentation, etc. All students are expected to reach proficiency on the Grade 11 Literacy test.
Currently, junior students at BHS perform well on this measure and consistently place BHS in the top
three high schools in the state. In addition to the standard classes, BHS offers AP Language and
Composition (currently serving 144 juniors) and AP Literature and Composition (currently serving 117
seniors). An additional 80 seniors are served in concurrent English composition classes approved through
a partnership with Northwest Arkansas Community College. Pre-AP (honors) courses in 9th and 10th
grade English serve almost 50% of that student population. READ 180 serves special education students
who have deficits in reading and writing. These students have 90 minutes of literacy instruction per this
instructional model every day. A certified ESL teacher serves LEP students. All seniors who did not
score proficient/advanced on the Grade 11 Literacy exam are enrolled in a semester reading class that is
designed to increase their reading level as they consider post-secondary options; this class is taught by a
certified Reading Specialist. Academic calendars for all English courses have been collaboratively
developed by teachers and serve as their plan for teaching and learning for the year. English and reading
scores on the ACT have risen steadily (currently English at 23 and Reading at 23.3 – all test takers – 384
seniors).
4. Instructional Methods: Because BHS operates on a block schedule, it is imperative that teachers use
a variety of instructional methods in order to hold students’ attention. Differentiated instruction within
SUBGROUP SCORES
1. African-American
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 5 11 4 5
2. Hispanic
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 53 29 25 15
3. Caucasian
% Proficient or Advanced 75% 79% 71% 72%
% Advanced 2% 3% 2% 6%
Number of students tested 462 458 385 367
4. Economically Disadvantaged
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 76 59 60 41
5. Limited English Proficient
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 13 6 9 4
6. Students with Disabilities
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 57 50 39 49
Year indicates the end of that school year. “NA” for small subgroups. “DNE” means “does not exist.”
SUBGROUP SCORES
1. African-American
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 7 5 4 4
2. Hispanic
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 32 31 23 16
3. Caucasian
% Proficient or Advanced 85% 74% 65% 63%
% Advanced 30% 28% 11% 3%
Number of students tested 400 313 298 317
4. Economically Disadvantaged
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 62 53 44 49
5. Limited English Proficient
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 4 7 5 1
6. Students with Disabilities
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 22 21 24 17
SUBGROUP SCORES
1. African-American
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 7 2 8 2
2. Hispanic
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 31 12 18 16
3. Caucasian
% Proficient or Advanced 69% 76% 59% 26%
% Advanced 22% 22% 6% 0%
Number of students tested 181 206 174 122
4. Economically Disadvantaged
% Proficient or Advanced 53.8% NA NA NA
% Advanced 10% NA NA NA
Number of students tested 80 50 58 43
5. Limited English Proficient
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 5 3 4 1
6. Students with Disabilities
% Proficient or Advanced NA NA NA NA
% Advanced NA NA NA NA
Number of students tested 62 36 28 17