U.S. Department of Education November 2002
2002-2003 No Child Left Behind—Blue Ribbon Schools Program
Cover Sheet
Name of Principal Mr. Daniel D. Simon, Sr.
Official School Name High Technology High School
School Mailing Address P.O. Box 119, 765 Newman Springs Rd.
Lincroft New Jersey __ 07738-0119 ______
City State Zip Code+4 (9 digits total)
Tel. ( 732 ) 842-8444 Fax ( 732 ) 219-9418
Website/URL http://www.hths.mcvsd.org Email
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 __ 4/1/03______
(Principal’s Signature)
Name of Superintendent Brian D. McAndrew, Ed.D.
District Name Monmouth County Vocational School District Tel. ( 732 ) 431-7942
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__4/1/03______(Superintendent’s Signature)
Name of School Board President/Chairperson Mr. Clement V. Sommers
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 __4/1/03______
(School Board President’s/Chairperson’s Signature)
PART II DEMOGRAPHIC DATA
DISTRICT
1. Number of schools in the district: _____ Elementary schools
_____ Middle schools
_____ Junior high schools
__8__ High schools
__8__ TOTAL
2. District Per Pupil Expenditure: __$13,191_____
Average State Per Pupil Expenditure: __$13,525_____
SCHOOL
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
[ x ] Suburban
[ ] Small city or town in a rural area
[ ] Rural
4. 1 Number of years the principal has been in her/his position at this school.
3 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 Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalK / 7
1 / 8
2 / 9 / 40 / 23 / 63
3 / 10 / 40 / 24 / 64
4 / 11 / 31 / 30 / 61
5 / 12 / 27 / 28 / 55
6 / Other
TOTAL STUDENTS IN THE APPLYING SCHOOL / 243
6. Racial/ethnic composition of 72.8 % White
the students in the school: 4.9 % Black or African American
3.7 % Hispanic or Latino
18.5 % Asian/Pacific Islander
0.0 % American Indian/Alaskan Native
100 % Total
7. Student turnover, or mobility rate, during the past year: 1.2%
8. Limited English Proficient students in the school: 0 %
0 Total Number Limited English Proficient
Number of languages represented: n/a
9. Students eligible for free/reduced-priced meals: 1.6 %
4 Total Number Students Who Qualify
10. Students receiving special education services: ___0.8___%
____2____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
_ 1_ Deafness ____ Other Health Impaired
____ Deaf-Blindness ____ Specific Learning Disability
____ Hearing Impairment _ 1_ Speech or Language Impairment
____ Mental Retardation ____ Traumatic Brain Injury
____ Multiple Disabilities ____ Visual Impairment Including Blindness
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) 1
Classroom teachers 25 ______
Special resource teachers/specialists* 3 ______
Paraprofessionals 0 ______
Support staff 5 ______
Total number 34 ______
*includes 2 guidance counselors and 1 school nurse.
12. Student-“classroom teacher” ratio: _8.6 : 1_
13. Show the attendance patterns of teachers and students.
Daily student attendance / 97.0 / 96.9 / 96.7 / 96.0 / 96.7
Daily teacher attendance / 96.5 / 96.7 / 96.6 / 97.8 / 97.2
Teacher turnover rate / 12.0 / 4.3 / 8.0 / 13.0 / 4.5
Student dropout rate / 0.0 / 0.0 / 0.0 / 0.0 / 0.0
Student drop-off rate* / 12.7 / 4.8 / 10.9 / 18.6 / 16.3
*Because of the small size of the HTHS faculty, the turnover of only 3-4 teachers at the end of a school year generates a rate greater than 10%. In the two years where the percentage was more than ten, this was the case. One reason for teacher movement each of these years was because of the opening of a new Career Academy.
**HTHS is a school of choice and therefore affords students the opportunity to return to their home high school if they should choose.
*HTHS is a school of choice and therefore affords students the opportunity to return to their home high school if they should choose.
14. Show what the students who graduated in Spring 2002 are doing as of September 2002.
Graduating class size / 55Enrolled in a 4-year college or university / _ 95_%
Enrolled in a community college / __5 _%
Enrolled in vocational training / __0__%
Found employment / __0__%
Military service / __0__%
Other (travel, staying home, etc.) / __0__%
Unknown / __0__%
Total /
100 %
PART III SUMMARY
Provide a brief, coherent narrative snapshot of the school in one page (approximately 475 words). Include at least a summary of the school’s mission or vision in the statement and begin the first sentence with the school’s name, city, and state.
High Technology High School (HTHS), located in Lincroft, New Jersey, on the campus of Brookdale Community College (BCC), is a specialized high school that emphasizes the disciplines of science, mathematics, and technology in support of its pre-engineering focus. The school was established in 1991 and is administered by the Monmouth County Vocational School District. It enrolls approximately two hundred fifty students from Monmouth County and is culturally diverse and gender balanced. Students attend classes in seventy minute blocks that meet three or four times a week. The mission of the school is to provide a program that enriches the learning experience and motivates students to achieve academic excellence. During the school year 2001-2002, HTHS achieved the highest average SAT scores (1364) for the state of New Jersey.
The school provides a caring, nurturing, student-focused learning environment. Developmentally, high school students are at an age where they are eager to be regarded as adults. HTHS students are treated as individuals and given respect; in return, students respect and accept one another’s differing thoughts and personal styles. For example, at town meetings (full school assemblies) every member of the community - teachers, staff and students - is given an equal voice.
The overall curriculum uses a discovery approach, and a variety of activities develop personal and intellectual growth. Cooperative learning activities, as well as exhibitions and presentations, prepare students with a variety of communication methods. The thread of technology interconnects all subjects. Technology related assignments abound for research and presentation. Through cross-curricular projects and cooperative learning, students become keenly aware of the interconnectedness of all disciplines. In addition to rigorous high school curricula, students have the opportunity to participate in two other specialized programs. Juniors and seniors may enroll in college level courses at BCC and all seniors participate in a mentorship program which gives them real world experience and responsibilities.
The school facility includes five computer labs, school wide capabilities for distance learning, and four science laboratories, including dedicated space for independent student research. In addition, students and staff have access to the college’s library, classrooms, gymnasium, and fitness lab.
Aided by leaders from local businesses, industry and colleges, the administration, faculty, staff and parents form an integrated community intent upon developing future leaders possessing the desire, skills and preparation necessary to be life-long learners. Faculty members act as facilitators, assisting students in acquiring the communication and information access skills they need to function as productive citizens in an increasingly technological world. Students are taught to be prudent risk takers and creative problem solvers in a global society. Achieving these goals creates socially and ethically responsible adults.
A member of the National Consortium of Specialized Secondary Schools of Mathematics, Science and Technology (NCSSSMST) and twice the recipient of New Jersey Star School status, HTHS has also garnered a number of state Best Practice awards. HTHS was recognized as a Blue Ribbon School of Excellence by the U.S.D.O.E. in 1998 and described as a “benchmark school” which “evidences that its approach embraces students, faculty, staff, and administration alike in a mission of excellence, requiring the most of and providing the most to all who enter there.”
PART IV – INDICATORS OF ACADEMIC SUCCESS
1. The school must show assessment results in reading (language arts or English) and mathematics for at least the last three years using the criteria determined by the CSSO for the state accountability system. Describe the meaning of the results in such a way that someone not intimately familiar with the tests can easily understand them.
For the first four years reported during the assessment period outlined, the state assessment was the High School Proficiency Test (HSPT). This measured students strictly on a pass/fail basis. Possible scores ranged from 100 to 500 with a 300 set as the “proficient” cut off score. Students were required to achieve a level of “proficient” in reading, writing, and mathematics in order to be eligible to graduate from high school. The test was first administered in October of junior year and then again in April of junior year and October of senior year (for those who were unable to achieve at the level of proficiency on any or all of the assessed subject areas). A Special Review Assessment (SRA) was necessary to implement for any student who was not able to meet the requirement in any or all of the three subject area tests after all three attempts.
This state assessment was renamed the High School Proficiency Assessment (HSPA) in April of 2002. This assessment revised the number of subject areas assessed to two (language arts literacy and mathematics) while increasing the number of proficiency levels to three. Possible scores now range from 100 to 300 with 200 being the minimum for a “proficient” rating and 250 for an “advanced proficient” rating. A score below 200 would be classified as “partially proficient” and any student falling into this category would be required to take the assessment again in the spring. These changes were made in order to align consistently with the previously phased in state assessments at the elementary (ESPA) and middle (GEPA) levels as well as the Core Curriculum Content Standards. The advantage of these additional proficiency levels, especially at the lower grades, is to be able to identify at-risk students in order to accommodate instruction and provide the necessary assistance to help these students improve and achieve the necessary proficiency.
2. Show in one-half page (approximately 200 words) how the school uses assessment data to understand and improve student and school performance.
HTHS is committed to authentic assessment for students. Teachers and administration continually evaluate and modify the curriculum and approaches to assessment in order to reflect changing needs. Using information about learning styles and multiple intelligences, teachers vary the delivery of information as well as its assessment. Teachers participate in workshops on cooperative learning, portfolio assessment, multimedia presentations and other learning experiences designed to address every student’s preferred learning style. Students are also assessed through these modalities. Formal assessment instruments form the basis for a plan of student remediation. Changes in standardized tests, such as the PSAT and SAT, prompt teachers to develop new strands in their curricula that pertain to vocabulary acquisition and writing skills.
Assessment data also influences decision making in creating the proper pace for individual students. Both administration and classroom teachers use grades and attendance on a regular and systematic basis to aid in interpreting student performance. Teachers also factor in student participation and creativity. The faculty believes that these four criteria are essential for a fair student evaluation.
Both non-tenured and tenured staffs are observed on an annual basis. Within ten days, the principal holds a conference with the teacher, and they discuss strengths and areas in need of further development. At the end of the year, the principal conducts a summative conference, part of which includes the development of a professional improvement plan for the following year. This plan is created with input from both teacher and principal. Because of the collegiality of the administrator and teachers, staff members frequently invite the principal into their classrooms on an informal basis. Often when teachers are using new technology or attempting to use new strategies, they feel comfortable inviting the principal to observe and even to participate in their classes because of his expertise in technology.
3. Describe in one-half page how the school communicates student performance, including assessment data, to parents, students, and the community.
Teachers explain the variety of ways students will be assessed, and students have input in the development of grading rubrics. Many teachers give students a grading sheet for assignments. Both of these methods help the students focus on the exact areas to be assessed. Teachers communicate pupil performance data to parents regularly via the phone, e-mail, and traditional conferences held twice a year. In addition, parents are sent mid marking period progress reports, offering positive reinforcement as well as improvement suggestions. Report cards are issued at the end of each marking period.
In addition to the school’s profile, the District publishes the “New Jersey School Report Card” which summarizes much of the essential data, including standardized test results such as HSPT/HSPA, SAT, and AP. This information is made available to parents, all interested taxpayers, area guidance counselors and college admission officers. Local newspapers publish these results as part of the School Report Card analysis.
The school’s electronic bulletin board serves as a valuable resource for teacher-student, parent-teacher, and student-student communication. Specialized conferences have been managed by many of the subject area teachers to encourage discussion and exchange of information in the various disciplines. Students can, and have, communicated with professionals such as molecular biologists from Rutgers University and researchers from NASA.