REVISED March 21, 2005
2004-2005 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: __ Elementary __ Middle X High __ K-12
Name of Principal Mr. John Polm
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Jenkins High School
(As it should appear in the official records)
School Mailing Address P. O. Box 138 E. 702 Lincoln Ave.
(If address is P.O. Box, also include street address)
Chewelah Washington 99109-0047
City State Zip Code+4 (9 digits total)
County Stevens School Code Number* 2404
Telephone (509) 935-8571 Fax (509) 935-9206
Website/URL Chewelah.k12.wa.us E-mail
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge all information is accurate.
Date______
(Principal’s Signature)
Name of Superintendent* Mr. Marcus Morgan
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Chewelah School District Tel. (509) 935-8671
I have reviewed the information in this application, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______(Superintendent’s Signature)
Name of School Board
President/Chairperson Mr. Tim Whitley
(Specify:Ms.,Miss,Mrs.,Dr.,Mr.,Other)
I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.
Date______
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
The signatures on the first page of this application certify that each of the statements below concerning the school's eligibility and compliance with U.S. Department of Education, Office 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 districtwide 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 12 not applicable to private schools)
1. Number of schools in the district: 1 Elementary schools
1 Middle schools
Junior high schools
1 High schools
2 Other
_____ TOTAL
2. District Per Pupil Expenditure: 7,109
Average State Per Pupil Expenditure: 5,712
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. 8 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 Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 7
K / 8
1 / 9 / 46 / 50 / 96
2 / 10 / 52 / 51 / 103
3 / 11 / 44 / 42 / 86
4 / 12 / 50 / 45 / 95
5 / Other
6
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 380
[Throughout the document, round numbers to avoid decimals.]
6. Racial/ethnic composition of 90 % White
the students in the school: 2 % Black or African American
2 % Hispanic or Latino
2 % Asian/Pacific Islander
4 % American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: 14 %
(This rate should be calculated using the grid below. The answer to (6) is the mobility rate.)
(1) / Number of students who transferred to the school after October 1 until the end of the year. / 23(2) / Number of students who transferred from the school after October 1 until the end of the year. / 30
(3) / Subtotal of all transferred students [sum of rows (1) and (2)] /
53
(4) / Total number of students in the school as of October 1 / 380
(5) / Subtotal in row (3) divided by total in row (4) / .14
(6) / Amount in row (5) multiplied by 100 / 14
8. Limited English Proficient students in the school: 0 %
1 Total Number Limited English Proficient
Number of languages represented: 1
Specify languages: Spanish
9. Students eligible for free/reduced-priced meals: 46%
Total number students who qualify: 209
If this method does not produce an accurate estimate of the percentage of students from lowincome families or the school does not participate in the federallysupported 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: 11%
40 Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act.
_____Autism _____ Orthopedic Impairment
_____Deafness 7 Other Health Impaired
_____Deaf-Blindness 21 Specific Learning Disability
1 Emotional Disturbance _____ Speech or Language Impairment
_____Hearing Impairment _____ Traumatic Brain Injury
4 Mental Retardation _____ Visual Impairment Including Blindness
7 Multiple Disabilities
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time / Part-TimeAdministrator(s) / 1 / 2
Classroom teachers / 16 / 11
Special resource teachers/specialists / 2 / 0
Paraprofessionals / 4 / 2
Support staff / 6 / 1
Total number / 29 / 16
12. Average school student-“classroom teacher” ratio: 23:1
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 / 1999-2000Daily student attendance / 94% / 94% / 94% / 94% / 93%
Daily teacher attendance / 97% / 94% / 97% / 98% / 99%
Teacher turnover rate / 1% / 1% / 1% / 1% / 1%
Student dropout rate (middle/high) / 2% / 2% / 4% / 3% / 4%
Student drop-off rate (high school) / 3% / 8% / 7% / 6% / 11%
Discrepancies between the dropout rate and the drop-off rate are a direct result of changing and refining the district policy regarding enrollment in alternative high school programs offered over the past five years.
14. (High Schools Only) Show what the students who graduated in Spring 2004 are doing as of September 2004.
Enrolled in a 4-year college or university / 37 %
Enrolled in a community college / 24 %
Enrolled in vocational training / 9 %
Found employment / 24 %
Military service / 1 %
Other (travel, staying home, etc.) / 5 %
Unknown / 0 %
Total / 100 %
PART III - SUMMARY
Jenkins High School is a comprehensive public high school serving grades 9-12 in Chewelah, Washington. A comprehensive self-study was recently completed which resulted in the following mission statement: “Our mission is to successfully educate all students by providing a safe and productive learning environment where we foster mutual respect. Through quality instruction and programs, we strive to help all students realize their potential and become skilled and responsible citizens.” Northwest Association of Accredited Schools currently accredits us. Our motto is “Aim for Excellence” and our building goals for 2003-2004 were:
1. Reduce D and F rate for all students from 14.03%.
2. Improve reading scores 2% on state assessments.
3. Improve math scores on state assessments by 2%.
4. Improve writing scores on state assessments by 2%.
5. Maintain high graduation rate for seniors (97% of students who start the year as seniors graduate the same school year).
The October 2003 enrollment of Jenkins High School was 380. Enrollment since 1997 has declined from approximately 500 students to 383 students as of October 2004. The mobility rate of students over the past three years has averaged 12.8%. There is concern that the enrollment will continue to decline as a result of the closure of Northwest Alloys in September 2001. This magnesium plant in nearby Addy, Washington formerly employed about 350 people.
The students of Jenkins High School are residents of a rural community with a population of approximately 2,000. Chewelah’s primary industries have been farming, logging and mining with a mix of small businesses including a sod and tree farm, a hospital, and a casino just outside of town. A ski area and a golf course provide seasonal recreation and employment. Since the closure of Northwest Alloys, a reduction in enrollment has taken place. We believe this to be the result of a ripple effect on local businesses that provided goods and services to the Northwest Alloys plant and employees. After its closure, the school district became the largest single employer in the area. Fifty-four percent of the students ride a bus to/from school. According to the 2000 census, the average income of residents in Stevens County (in which Chewelah is located) is $32,387 and the median home value is $55,900. In 2003-2004, 46.2% of the students who attended Jenkins High School qualified for free or reduced meals. This number has risen to 53.2% in 2004-2005. Of residents 25 years old and up, 38% have graduated from high school, and 6% have graduated from college. The racial composition of the community is predominately Caucasian (90%) with small percentages of Asian or Pacific Islander, Native American, Hispanic and African American.
At this time, Jenkins High School educational staff includes 18 full-time teachers, 10 part-time teachers, one full-time counselor, a part-time athletic and vocational director, a part-time assistant principal, and a full-time principal. 18 out of the 28 certified teachers have completed their Masters Degree. Jenkins High School also receives services from district psychologist, speech therapist, OT/PT, and a registered nurse. Para-educators assist in special education and vocational classrooms. Three secretaries, two custodians, and a district cook also serve Jenkins High School.
At present, the campus includes 13 regular classrooms plus the art and music rooms in the main building. In addition, we have a library/media center as well as a cafeteria area that serves as the lunchroom for students and as an instructional area for drama and dance classes. Auto and wood shops and two additional classrooms are located in the vocational building. The high school square footage totals just over 60,000.
PART IV – INDICATORS OF ACADEMIC SUCCESS
1. Meaning of Assessment Results
Student Performance Data in reading and mathematics have shown significant improvement over the past five years. Information below includes a summary of students’ performance on national, state, district, and school level assessments, as well as building-generated reports.
National Measures: The student performance data was collected from the Iowa Test of Educational Development (ITED). The ITED is a standardized achievement test administered to ninth grade students that measures Total Reading (vocabulary and comprehension); and Total Math (concepts/estimation, problem solving/data, and computation). This is a norm-referenced assessment. All tenth grade students take the (PLAN) Pre ACT in the fall. This is a norm-referenced assessment.