National Blue Ribbon Schools Program Application

National Blue Ribbon Schools
Program
2021 Application
Introduction ...............................................................................................2
Application .............................................................................................. 11
Part I –

Eligibility Certification..................................................12

Part II –

Demographic Data.........................................................13

Part III –

Summary ....................................................................... 17

Part IV –

Curriculum and Instruction ...........................................18

Part V –

School Supports.............................................................20

Part VI –

Strategies for Academic Success ...................................21

Part VII – Non-Public School Information ....................................22
Part VIII – Non-Public School Norm-Referenced Tests .................23

OMB Control Number: 1860-0506
Expiration Date: XX/XX/XXXX
NBRS 2021

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2021 National Blue Ribbon Schools Program
A National Recognition Program for American Schools
Since 1982, the U.S. Department of Education’s National Blue Ribbon Schools Program has honored
America’s most successful public and non-public elementary, middle, and high schools. A National Blue
Ribbon Schools flag waving overhead has become a trademark of excellence, a symbol of quality
recognized by everyone from parents to policy-makers in thousands of communities.
The National Blue Ribbon Schools Program recognizes 1) schools whose students achieve at very high
levels or 2) schools making significant progress in closing achievement gaps among different groups of
students. The Program sets a standard of excellence for all schools striving for the highest level of
achievement.
National Blue Ribbon Schools are honored each year at a recognition ceremony in Washington, DC. The
applications from the award-winning schools are posted on the Department’s website. A small group of
National Blue Ribbon Schools are visited each year to highlight educational practices that have been
especially successful.

Public School Nomination Process
For public schools, the Secretary invites Chief State School Officers (CSSOs), including the District of
Columbia (DC), Puerto Rico, the Virgin Islands, the Department of Defense Education Activity (DoDEA),
and the Bureau of Indian Education (BIE), to nominate schools. In this document, the title CSSO will refer
to the chief school officers in the states and in the public education entities named above.
In submitting the list of nominated schools, CSSOs must certify that the schools meet the minimum
requirements established by the Department for nomination. As described below, CSSOs must also rely on
their own education accountability and assessment systems to identify schools for submission to the
Secretary.
Disadvantaged Backgrounds of Students. At least one-third of the public schools nominated by each state
must be schools with a high percentage of students from disadvantaged backgrounds. A student from a
“disadvantaged background” is defined by the CSSO of each state. The definition may include economically
disadvantaged students, that is, students who are eligible for free and reduced-price school meals; students
with disabilities; students who are limited English proficient; migrant students; and/or students receiving
services under Title I of the Elementary and Secondary Education Act, as amended by the Every Student
Succeeds Act of 2015. “High percentage” means at least 40 percent unless a state has found that this
criterion restricts the number of schools available for nomination. Such a state may propose to use a
percentage lower than 40 percent so long as the proposed percentage is no lower than the state’s overall
(average) percentage of students from disadvantaged backgrounds as defined by the state. The Department
also recommends nominated schools reflect the demographic and geographic diversity of the state’s schoolage population.
Each state’s nomination criteria must pertain equally to all schools nominated by the state.
A school may be nominated in either of two performance award categories: Exemplary High Performing
and Exemplary Achievement Gap Closing. The student performance criteria that a school must meet in
order to be nominated in each of these two categories are described below.

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1) Exemplary High Performing Schools. “High performing” is defined by the CSSO of each state, but
at a minimum means that the school meets the performance criteria summarized in the following
table:
Criterion

Threshold

1a. Whole School
Performance

Top 15%
in the State

1b. School
Subgroup
Performance

Top 40%
in the State
for Each
Subgroup

1c. High School
Graduation
Rate and CCR
Measure

Top 15%
in the State

Measure for Ranking Schools
Option 1
Option 2
Option 3
Reading\ELA
Reading\ELA
Composite Score
and Math
and Math
Combining
Performance
Performance
Reading\ELA,
Separately
Combined
Math, and Other
Measures
Reading\ELA
Reading\ELA
Composite Score
and Math
and Math
Combining
Performance
Performance
Reading\ELA,
Separately
Combined
Math, and Other
Measures
Graduation Rate Graduation Rate Composite Score
and CCR
and CCR
Combining
Measure
Measure
Graduation Rate
Separately
Combined
and CCR
Measure with
Reading/ELA,
Math and Other
Measures

1a. Whole School Performance. All schools are ranked 1 based on the performance of all students
in the school on the most recently administered state assessments in reading (or English
language arts) and mathematics. 2 The state may rank schools on these two subjects separately
or rank schools on the two subjects combined (e.g., sum or average). The state may also
combine performance on these assessments with other measures of student performance (e.g.,
student growth on state assessments, performance on state assessments in other subjects,
graduation rates, or other indicators in the state’s accountability system) and rank the schools on
the resulting composite score/index. Schools in the top 15 percent of each ranking for
reading/ELA and mathematics (separately, combined, or as part of a composite score/index)
meet the threshold for this criterion.
1b. School Subgroup Performance. For each of the state’s subgroups, 3 all schools are ranked
based on the performance of the students in that subgroup on the most recently administered
state assessments in reading (or English language arts) and mathematics (separately, combined,
or as part of a composite score/index). Schools in the top 40 percent of each ranking for each of
their sufficiently large subgroups 4 meet the threshold for this criterion.
1c. High School Graduation Rate and CCR Measure. All high schools are ranked based on the
state’s 2018-2019 graduation rate and on the most recent measure of CCR (separately,

The state may rank schools based on all grades served or rank schools separately for different grade spans or grades.
This includes students tested with accommodations.
3
States are encouraged to nominate schools based on the performance of the subgroups included in their accountability
system.
4
A “sufficiently large subgroup” is one that meets the minimum “n-size” for subgroups in the state’s accountability
system.
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1
2

combined, or as part of a composite score/index). 5 High schools in the top 15 percent of each
ranking meet the threshold for this criterion.
2) Exemplary Achievement Gap Closing Schools: “Achievement gap closing” is defined by the CSSO
of each state, but at a minimum means that the school meets the performance criteria summarized in
the following table:
Criteria

Threshold

2a. School
Subgroup
Improvement

Top 15% in
the State for
One or More
Subgroups

2b. School
Subgroup
Performance

Top 40% in
the State for
Each
Subgroup

2c. High School
Subgroup
Graduation
Rate and
CCR
Measure

Top 40% in
the State for
Each
Subgroup

2d. Whole
School
Improvement

Equals or
Exceeds
Whole State
Improvement

Measure for Ranking Schools
Option 1
Option 2
Option 3
Improvement in Improvement in Improvement in
Reading\ELA
Reading\ELA
Composite Score
and Math
and Math
Combining
Separately
Combined
Reading\ELA,
Math, and Other
Measures
Reading\ELA
Reading\ELA
Composite Score
and Math
and Math
Combining
Performance
Performance
Reading\ELA,
Separately
Combined
Math, and Other
Measures
Graduation Rate Graduation Rate Composite Score
and CCR
and CCR
Combining
Measure
Measure
Graduation Rate
Separately
Combined
and CCR
Measure with
Reading/ELA,
Math and Other
Measures
Improvement in Improvement in Improvement in
Reading\ELA
Reading\ELA
Composite Score
and Math
and Math
Combining
Separately
Combined
Reading\ELA,
Math, and Other
Measures

2a. School Subgroup Improvement. For each of the state’s subgroups, 6 all schools are ranked
based on the increase in the performance 7 of that subgroup on the most recently administered
state assessments in reading (or English language arts) and mathematics (separately, combined,
or as part of a composite score/index), comparing the results for the most recent school year in
which the state assessments were administered to the results for the school year 2-4 years
before. Schools in the top 15 percent of each ranking for at least one of their sufficiently large
subgroups 8 meet the threshold for this criterion.
2b. School Subgroup Performance. For each of the state’s subgroups, all schools are ranked based
on the performance of the students in that subgroup on the most recently administered state
assessments in reading (or English language arts) and mathematics (separately, combined, or as

If a state uses a composite in 1a that includes graduation rate and CCR measure(s) for ranking high schools, their
composite scores may be identical to their composite scores used in 1c.
6
States are encouraged to nominate schools based on the performance of the subgroups included in their accountability
system.
7
Three different ways for calculating the increase in performance of subgroups are described in Appendix B.
8
A “sufficiently large subgroup” is one that meets the minimum “n-size” for subgroups in the state’s accountability
system.
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5

part of a composite score/index). Schools in the top 40 percent of each ranking for each of their
sufficiently large subgroups meet the threshold for this criterion.
2c. High School Subgroup Graduation Rate and CCR Measure. For each of the state’s
subgroups, all high schools are ranked based on the state’s graduation rate for the 2018-2019
school year and on the most recent measure of CCR (separately, combined, or as part of a
composite score/index). High schools in the top 40 percent of this ranking for each of their
sufficiently large subgroups meet the threshold for this criterion.
2d. Whole School Improvement. In order for a school to meet the threshold for this criterion, the
increase in the performance of all students in the school on state assessments in reading (or
English language arts) and mathematics (separately, combined, or as part of a composite
score/index), comparing the results for the most recent school year in which the state
assessments were administered to the results for the school year 2-4 years before, must equal or
exceed the increase in the performance of all public school students in the state over the same
period.
In addition to meeting the above student performance requirements, a nominated school must, in most cases,
have at least 100 students enrolled and have assessment data for at least 10 students in each tested grade for
both reading (or English language arts) and mathematics. States with a large percentage of schools with
fewer than 100 students enrolled may include up to a similar percentage of these schools in their
nominations. However, these schools must have assessment data for at least 10 students in each tested grade
for both reading (or English language arts) and mathematics.
All nominated public schools must meet the state’s goals for interim progress in the state accountability
system or other performance targets that are set by the state for the school year in question in at least reading
(or English language arts), mathematics, graduation rates, and possibly other academic indicators, for the all
students group. Additionally, nominated schools must have assessment participation rates of at least 95
percent, using the most recent accountability results available, for the all students group. Finally, in order to
meet all school performance eligibility requirements, all nominated public schools must be certified by the
state prior to the September 2021 announcement of National Blue Ribbon Schools by the U. S. Secretary of
Education.

Other Eligibility Requirements for National Blue Ribbon Schools
1. The school configuration must include one or more of grades K-12. Schools located on the same
campus (physical location and mailing address) must apply as an entire school (i.e. K-8; 6-12; K-12
school). Two (or more) schools located on separate campuses, must apply individually even if they
have the same principal. A single school located on multiple campuses with one principal must apply
as an entire school.
2. The school has been in existence for five full years, that is, from at least September 2015 and grades
participating in statewide assessments must have been part of the school for at least the three years
prior to September 2019.
3. The nominated school has not received the National Blue Ribbon Schools award in the past five years:
2016, 2017, 2018, 2019, or 2020.
4.

The nominated school has no history of testing irregularities, nor have charges of irregularities been
brought against the school at the time of nomination. If irregularities are later discovered and proven
by the state, the U.S. Department of Education reserves the right to disqualify a school’s application
and/or rescind a school’s award.

5. The nominated school has not been identified by the state as “persistently dangerous” within the last
two years.
6. The nominated school or district is not refusing Office of Civil Rights (OCR) access to information
necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
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7. 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 OCR has accepted a corrective action
plan from the district to remedy the violation.
8. 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.
9. 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.
Once the Secretary receives the nominations from the CSSOs, nominated schools are invited to submit
applications for recognition as National Blue Ribbon Schools.

Non-Public School Nomination Process
For not-for-profit non-public schools, the Secretary invites the Council for American Private Education
(CAPE) to nominate schools that meet the criteria for recognition. Non-public schools interested in applying
for nomination should contact the Council for American Private Education directly. CAPE must ensure and
certify that the schools meet the criteria before submitting nominations to the Department.
Non-public schools are eligible for National Blue Ribbon recognition if they meet the following criteria:
1) Exemplary High Performing Schools: “High performing” means:
(a) That the achievement of the school’s students in the most recent year tested places the school in
the top 15 percent in the nation in reading and mathematics as measured by a nationally normed
test or in the top 15 percent of its state as measured by a state test.
(b) Disaggregated results for student groups, including students from disadvantaged backgrounds,
must be similar to the results for all students tested.
(c) For the most recent year in which graduation rates are available, the graduation rate for nonpublic high schools must be 95% or higher.
A student from a “disadvantaged background” may include economically disadvantaged students, that is,
students who are eligible for free and reduced-price school meals; students with disabilities; students who
are limited English proficient; migrant students; and/or students receiving services under Title I of the
Elementary and Secondary Education Act, as amended by the Every Student Succeeds Act of 2015.
For information on the nomination process and timeline for CAPE, non-public schools representatives
should consult the Council for American Private Education Website.

Public and Non-Public Nomination Allocations and Eligibility for Public and
Non-Public Schools
States and public entities, including DC, Puerto Rico, the Virgin Islands, BIE, and DoDEA, are allocated a
number of National Blue Ribbon School nominations based on total K-12 student enrollment and number of
public schools. Allocations range from a minimum of 3 schools to a maximum of 35. CAPE may nominate
up to 50 non-public schools. A total of 420 public and non-public schools could be nominated each year.
Eligible schools, then, are those submitted by authorized nominators that meet all National Blue Ribbon
Schools Program criteria and requirements and have completed a comprehensive, high quality application
according to Program timelines.

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Application Process for Nominated Schools
Once the Department receives the nominations from the CSSOs, the Secretary extends an invitation to the
nominated schools to apply.
The nominators are encouraged to contact principals of selected schools prior to nomination to verify
principals’ commitment and to review completed applications prior to submission to ensure that recognized
schools will be outstanding models of excellence for their states and for the National Blue Ribbon Schools
Program. The Secretary reserves the right to initiate site visits to schools to document educational practices
as well as to verify the accuracy of data.

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Timeline for 2021 National Blue Ribbon Schools
Date

Due

September, 2020

The Secretary of Education sends a letter of invitation to the CSSOs and CAPE
requesting nominations of eligible schools.

October, 2020

Conduct webinar/TA conference calls to review guidance and application with
liaisons.

October 30, 2020

Pre-registrations of non-public schools are due.

December 31, 2020

Nomination processes and data for public schools being considered for
nomination from CSSOs are due to the Department.

January 6, 2021

Hard copy of non-public school applications and assessment results are due to
CAPE.

January 11-15, 2021

Nomination processes and data for public schools being considered for
nomination are reviewed by ED and a NBRS Assessment Panel for alignment
with the general eligibility criteria of the National Blue Ribbon Schools
Program.

February 3, 2021

Approved public school nominations are entered by states into online portal.

February 8, 2021

The Department invites public schools nominated by CSSOs to apply for
recognition as National Blue Ribbon Schools.

February 19, 2021

CAPE selects non-public school nominations.

April 9, 2021

Completed public and non-public school applications are due to the
Department.

April-June, 2021

Applications are reviewed for completeness, quality, and accuracy.

August, 2021

States certify that nominated public schools have met all eligibility
requirements.

September, 2021

The Secretary of Education announces the 2021 National Blue Ribbon Schools
(public and non-public).

November, 2021

Two representatives from each school, the principal and a teacher, attend the
recognition ceremony in Washington, DC.

Important Considerations for Completing the National Blue Ribbon School Online Application
1. The entire application must be submitted through the secure online school portal at: National Blue
Ribbon Schools Program.
2. A School ID username and Password are necessary to access the online application form in the secure
school portal.
3. Narrative responses to application questions must address the topic succinctly. No attachments to the
online application can be submitted. Bulleted sections are not acceptable.
4. Tables, charts, graphs, photos cannot be accommodated by the online application.
5. Online instructions must be followed when copying/pasting text from Word to the online application;
formatting may be changed.
6. Saving work frequently is necessary to protect the “work in progress.”
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7. Printing the application for review is possible before and after the final submission.
8. Public and non-public school applicants must convert the “electronically” signed cover page of the
application to a PDF file and upload the PDF via the online application portal.
9. All public and non-public school applications must be completed and submitted by Program timelines.
No changes can be made to applications after submission.
Instructions for completing the application are provided as online help text. Assistance is available for
school applicants through the National Blue Ribbon Schools Technical Assistance Team. For help in
navigating the online system, or questions regarding responses to the narrative or data items, use the
contact form located at: National Blue Ribbon Schools Program.

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Paperwork Burden Statement
According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of
information unless such collection displays a valid OMB control number. The valid OMB control number
for this information collection is 1860-0506. The expiration date is XX/XX/XXXX. The time required to
complete this information collection is estimated to average 39.75 hours per response, including the time to
review instructions, search existing data resources, gather the data needed, and complete and review the
information collection. If you have any comments concerning the accuracy of the time estimate(s) or
suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC
20202-4651. If you have comments or concerns regarding the status of the individual submission of this
form, contact Aba Kumi, ([email protected]) Director, National Blue Ribbon Schools Program, Office of
Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103,
Washington, DC 20202-8173.

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2021 National Blue Ribbon Schools Program
[ ] Public or [ ] Non-public

For Public Schools only: (Check all that apply) [ ] Title I [ ] Charter [ ] Magnet [ ] Choice
Name of Principal

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

Official School Name

School Mailing Address

(As it should appear in the official records)
(If address is P.O. Box, also include street address.)

City

State

Zip Code+4 (9 digits total)

County
Telephone ( )

Fax ( )

Web site/URL

E-mail

Twitter Handle

Facebook Page

Google+

YouTube/URL

Blog

Other Social Media Link

I have reviewed the information in this application, including the eligibility requirements on page 2 (Part IEligibility Certification), and certify, to the best of my knowledge, that it is accurate.
Date____________________________

(Principal’s Electronic Signature)

Name of Superintendent*________________________________E-mail__________________________
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name

Tel.(

)

I have reviewed the information in this application, including the eligibility requirements on page 2 (Part IEligibility Certification), and certify, to the best of my knowledge, that it is accurate.
(Superintendent’s Electronic Signature)

Name of School Board
President/Chairperson

Date

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

I have reviewed the information in this application, including the eligibility requirements on page 2 (Part IEligibility Certification), and certify, to the best of my knowledge, that it is accurate.
(School Board President’s/Chairperson’s Electronic Signature)

Date____________________________

The original signed cover sheet only should be converted to a PDF file and uploaded via the online portal.
*Non-public Schools: If the information requested is not applicable, write N/A in the space.
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PART I – ELIGIBILITY CERTIFICATION
The signatures on the first page of this application (cover page) certify that each of the statements below,
concerning the school’s eligibility and compliance with U.S. Department of Education and National Blue
Ribbon Schools requirements, are true and correct.
1. All nominated public schools must meet the state’s performance targets in reading (or English
language arts) and mathematics and other academic indicators (i.e., attendance rate and graduation rate),
for the all students group, including having participation rates of at least 95 percent using the most
recent accountability results available for nomination.
2. To meet final eligibility, all nominated public schools must be certified by states prior to September
2020 in order to meet all eligibility requirements. Any status appeals must be resolved at least two
weeks before the awards ceremony for the school to receive the award.
3. The school configuration must include one or more of grades K-12. Schools located on the same
campus (physical location and mailing address) must apply as an entire school (i.e. K-8; 6-12; K-12
school). Two (or more) schools located on separate campuses, must apply individually even if they have
the same principal. A single school located on multiple campuses with one principal must apply as an
entire school.
4. The school has been in existence for five full years, that is, from at least September 2015 and each
tested grade must have been part of the school for the past three years.
5. The nominated school has not received the National Blue Ribbon Schools award in the past five
years: 2016, 2017, 2018, 2019 or 2020.
6. The nominated school has no history of testing irregularities, nor have charges of irregularities been
brought against the school at the time of nomination. If irregularities are later discovered and proven by
the state, the U.S. Department of Education reserves the right to disqualify a school’s application and/or
rescind a school’s award.
7. The nominated school has not been identified by the state as “persistently dangerous” within the last
two years.
8. The nominated school or district is not refusing Office of Civil Rights (OCR) access to information
necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
9. 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 OCR has accepted a corrective action
plan from the district to remedy the violation.
10. 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.
11. 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.

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PART II - DEMOGRAPHIC DATA
Data should be provided for the current school year (2020-2021) unless otherwise stated.
DISTRICT (Question 1 is not applicable to non-public schools.)
1.

Number of schools in the district
(per district designation):

_____Elementary schools (includes K-8)
_____Middle/Junior high schools
_____High schools
_____K-12 schools
_____TOTAL

SCHOOL (To be completed by all schools. Only include demographic data for the nominated school, not
the district.)
2. Category that best describes the area where the school is located. If unsure, refer to NCES database for
correct category: https://nces.ed.gov/ccd/schoolsearch/ (Find your school and check “Locale”)
[ ]
[ ]
[ ]
3.

Urban (city or town)
Suburban
Rural

Number of students as of October 1, 2020 enrolled at each grade level or its equivalent at the school.
Include all students enrolled, in-person, participating in a hybrid model, or online only. If online
schooling or other COVID-19 school issues make this difficult to obtain, provide the most accurate and
up-to-date information available:
Grade
PreK*
K
1
2
3
4
5
6
7
8
9
10
11
12 or higher
Total Students

# of
Males

# of
Females

Grade
Total

*Schools that house PreK programs should count preschool students only if the school
administration is responsible for the program.
4.

Racial/ethnic composition of
_______% American Indian or Alaska Native
the school (if unknown, estimate): _______% Asian
_______ % Black or African American
_______% Hispanic or Latino
_______% Native Hawaiian or Other Pacific Islander
_______% White
_______% Two or more races
100 % Total

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(Only these seven standard categories should be used to report the racial/ethnic composition of your school. The Final Guidance on
Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S. Department of Education published in the October 19,
2007 Federal Register provides definitions for each of the seven categories.)

5.

Student turnover, or mobility rate, during the 2019-2020 school year: ________%
If the mobility rate is above 15%, please explain:
____________________________________________________________________
This rate should be calculated using the grid below. The answer to (6) is the mobility rate.
Steps For Determining Mobility Rate
(1) Number of students who transferred to the school after October
1, 2019 until the end of the 2019-2020 school year
(2) Number of students who transferred from the school after
October 1, 2019 until the end of the 2019-2020 school year
(3) Total of all transferred students [sum of rows (1) and (2)]
(4) Total number of students in the school as of October 1, 2019
(5) Total transferred students in row (3) divided by total students in
row (4)
(6) Amount in row (5) multiplied by 100

6.

Answer

Specify each non-English language represented in the school (separate languages by commas):
___________________________________________
English Language Learners (ELL) in the school:

______%
______Total number ELL

7.

Students eligible for free/reduced-priced meals:
Total number students who qualify:

8.

Students receiving special education services:

________%
________
________%
________Total number of students served

Indicate below the number of students with disabilities according to conditions designated in the
Individuals with Disabilities Education Act. Do not add additional conditions. All students receiving
special education services should be reflected in the table below. It is possible that students may be
classified in more than one condition.
____Autism
____Deafness
____Deaf-Blindness
____Developmental Delay
____Emotional Disturbance
____Hearing Impairment
____Intellectual Disability
9.

____Multiple Disabilities
____Orthopedic Impairment
____Other Health Impairment
____Specific Learning Disability
____Speech or Language Impairment
____Traumatic Brain Injury
____Visual Impairment Including Blindness

Number of years the principal has been in her/his position at this school: _______

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10. Use Full-Time Equivalents (FTEs), rounded to the nearest whole numeral, to indicate the number of
school staff in each of the categories below. If your current staffing structure has shifted due to COVID19 impacts and you are uncertain or unable to determine FTEs, provide an estimate.
Number of Staff
Administrators
Classroom teachers, including those teaching
high school specialty subjects, e.g., third grade
teacher, history teacher, algebra teacher, CTE
teacher.
Resource teachers/specialists/coaches
e.g., reading specialist, science coach, special
education teacher, technology specialist, art
teacher etc.
Paraprofessionals under the supervision of a
professional supporting single, group, or
classroom students.
Student support personnel
e.g., school counselors, behavior
interventionists, mental/physical health service
providers, psychologists, family engagement
liaisons, career/college attainment coaches, etc.
11. Average student-classroom teacher ratio, that is, the number of students in the
school divided by the FTE of classroom teachers, e.g., 22:1
_______
12. Show daily student attendance rates. Only high schools need to supply yearly graduation rates.
Required Information
Daily student attendance
High school graduation rate

2019-2020
%
%

2018-2019
%
%

2017-2018
%
%

2016-2017 2015-2016
%
%
%
%

13. For high schools only, that is, schools ending in grade 12 or higher.
Show percentages to indicate the post-secondary status of students who graduated in Spring 2020.
Post-Secondary Status
Graduating class size
Enrolled in a 4-year college or university
Enrolled in a community college
Enrolled in career/technical training program
Found employment
Joined the military or other public service
Other

%
%
%
%
%
%

14. Indicate whether your school has previously received a National Blue Ribbon Schools award.
Yes
No
If yes, select the year in which your school received the award.

_____

15. In a couple of sentences, provide the school’s mission or vision statement.

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16. Briefly describe how your school has been operating during the current 2020-2021 school year (e.g.,
open as usual, online only, a hybrid model, etc.)? If different grade levels in your building operate in
different ways, include this. If the school began with one model and switched to another partially
through the year, include this as well.
17. For public schools only, if the school is a magnet, charter, or choice school, explain how students are
chosen to attend.

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PART III - SUMMARY
In approximately 800 words, provide a narrative snapshot of the school.
Specifically:
•

Describe the nature and context of the community, including a description of who the students are
and their families. Rather than repeating demographic data provided in Part II, this narrative should
help the reader understand the character of your school.

•

Describe the key strategies used within the school that have encouraged and challenged all students
to develop their full potential academically, emotionally, physically, socially, and culturally. For
instance, strategies could include curriculum, programs, initiatives, student and school supports, and
leadership.

•

Describe any creative or innovative techniques/programs the school has implemented. These
techniques/programs could be academic, socio-emotional, cultural, or other, but they should be
something that sets the school apart and contributes to its unique character.

•

You may also, if you choose, provide a general overview of how your school has adapted during
COVID-19 closures and related challenges.

•

Additionally, if your school is a previous recipient of the National Blue Ribbon School award,
briefly describe how the recognition has been leveraged or served your school and its community.
Address any changes that may have taken place with regard to curriculum and instruction, school
climate and culture, professional development and capacity, school leadership philosophy, and
family and community engagement.

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PART IV – CURRICULUM AND INSTRUCTION
1. Core Curriculum, Instruction, and Assessment. In approximately 800 words, describe the school’s
core curriculum (e.g., the course content, scope, and sequence), as well as the instructional approaches,
and assessments (formative and summative) used across all core areas, including reading/ELA,
mathematics, science, and social studies/history/civic learning. Responses should:
•

•
•
•

Discuss how the school has adapted its curriculum, instruction, and assessments to deal with the
school’s current operating schedule. For example, how has instruction been adapted for online
learning? Are different techniques used across various grade levels? What do assessments look
like now versus in prior years? What lessons or changes have been made since the school first
moved to distance learning in March/April 2020?
Explain how the learning standards are addressed and why the school chose each curricular
approach;
Describe any instructional approaches such as tiered instructional process, differentiated
instruction, problem-based learning, explicit instruction, technology-based support, etc.; and
Describe how the school uses formative and summative assessment data to analyze and improve
student and school performance, including examples of the types of assessments that are used
and how assessment data are used.

1a. For secondary schools (middle and/or high school grades): In approximately 300 words,
describe how the curriculum supports college and career readiness (e.g., dual credit courses, college
prep classes, Career Technical Education (CTE), apprenticeship or pre-apprenticeship opportunities,
industry-recognized credentials). This may also include student leadership, community and civic
responsibilities, entrepreneurship skills, or work-based learning opportunities that align with
essential or emerging careers. If a school does not have secondary grades this section should be left
blank.
1b. For schools that offer preschool for three and/or four-year old students: In approximately
300 words describe:
1.
2.
3.
4.

the core curriculum areas provided;
adaptations or modifications to meet the challenges posed by COVID-19;
the alignment of early childhood and K- Grade 3 academic standards; and
any indicators of the impact of early education on school readiness and success in
the primary grades.

2. Other Curriculum Areas: In approximately 500 words, describe the school’s other curriculum areas,
including how they support students’ acquisition of essential skills and knowledge, which grades
participate, and how often. Discuss how the school has adapted these curriculum areas to deal with the
school’s current operating schedule. Responses should address:
1. arts (visual and/or performing);
2. physical education/health/nutrition;
3. foreign language(s), if offered
4. technology/library/media; and
5. any other curriculum programs, such as character building or career/life-skills (e.g.
finance, health sciences, robotics, manufacturing, architecture, biotechnology,
cybersecurity, etc.) that are offered to the general student population.

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3. Academic Supports: In approximately 500 words, describe how the school tailors instruction,
interventions, and assessments to meet the diverse and individual needs of various student populations,
providing examples when possible. If there is an achievement gap of 10 or more percentage points
between the test scores of all students and the test scores of any subgroup, describe what the school is
doing to close this achievement gap. Responses should address:
1.
2.
3.
4.

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students performing below and above grade level;
special education/students with disabilities;
English Language Learners (ELLs);
other populations (e.g., migrant, homeless) if a special program or intervention is
offered.

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PART V – SCHOOL CLIMATE AND CULTURE
1. Engaging Students: In approximately 400 words, describe how your school continues to engage,
motivate, and provide students with a positive environment that supports their academic, social, and
emotional growth, and college and career readiness development. Include details about adaptations or
strategies used to maintain student engagement during school closures/remote learning.
2. Engaging Families and Community, including Business and Industry Partners/Mentors: In
approximately 400 words, describe the strategies the school has found most successful in working with
family and community members for student success and school improvement. How has the school
continued to engage parent participation and communication during COVID-19? What, if any,
community partnerships have been formed to address student and/or family needs? Community can
include non-profits, institutes of higher education, and businesses and industry partners, etc.
3. Creating Professional Culture: In approximately 400 words, describe how your school creates an
environment where teachers feel valued and supported, particularly during a transition to distance
learning or to a hybrid model of education. This should include, but should not be limited to, the
school’s professional development approach and its impact on the capacity of teachers and
administrators. What, if any, additional supports have been provided to teachers and other school staff?
4. School Leadership: In approximately 400 words, describe the leadership philosophy and structure in
the school, along with the roles of the principal, other school leaders, and stakeholders. Illustrate,
through examples, how the school’s leadership ensures that policies, programs, relationships, and
resources focus on student achievement. How have administrators worked together to keep the school
safe and functioning during COVID-19? How have administrative roles needed to shift or adapt? Please
refer to school leaders by their roles, rather than by their names.
5. Culturally Responsive Teaching and Learning. In approximately 400 words, describe how your
school addresses the diverse needs and backgrounds of students, families, and staff. What steps are
taken to ensure equity, cultural awareness, and respect in the classroom and the school? How, if at all,
does the school address current events and/or social movements that may have a direct impact on
students, their families, and their communities? What, if any, supports are provided to students, staff,
and/or families?

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PART VI - STRATEGY FOR ACADEMIC SUCCESS
National Blue Ribbon Schools are held up as educational models, and as such are often called upon to
explain what makes them so successful. While excellent schools employ multiple strategies, please
describe, in approximately 400 words, the ONE practice—whether academic, assessment related, or
socio-emotional—that has been the most instrumental to the school’s continued ability to successfully
educate and support students since school closures began in February/March 2020. Has this strategy
changed or been refined over time? What was required to adopt it?

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PART VII - NON-PUBLIC SCHOOL INFORMATION
1. Non-public school association(s):
Identify the religious or independent associations, if any, to which the school belongs. Select the
primary association first.
2. Does the school have nonprofit, tax-exempt (501(c)(3)) status?

Yes ______

3. What is the educational cost per student?
(School budget divided by enrollment)

$______

No ______

4. What is the average financial aid per student?
$______
(Total amount of financial aid divided by number of students receiving aid.)
5. What percentage of the annual budget is devoted to
scholarship assistance and/or tuition reduction?
6. What percentage of the student body receives
scholarship assistance, including tuition reduction?

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______%

______%

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PART VIII – NON-PUBLIC SCHOOL ASSESSMENT RESULTS
FOR NORM-REFERENCED TESTS
Non-public schools must report norm-referenced test (NRT) results in reading and mathematics for students
tested in grades 3 and higher in the most recent administration of the test within the most recently completed
school year (2019-2020) 9. Each school must obtain grade level summary reports from the test publisher for
students tested in reading and mathematics for each of these grades.
These reports must include:
1. the number of students tested;
2. the average student scale score or the national percentile equivalent of the average scale score in
reading and mathematics for all students in each tested grade; and
3. the average student scale score or the national percentile equivalent of the average scale score in
reading and mathematics for each sufficiently large subgroup 10 in each tested grade.
Please make notations on these reports to explain results that represent fewer than 95 percent of the students
enrolled at the time of testing (e.g., the number of students who took alternative assessments 11).
A copy of these reports (in a PDF file) must be uploaded through the National Blue Ribbons Schools Portal.
Also, one hard copy of these reports must be submitted by mail to CAPE with two hard copies of this
application.

Because of school closings due to COVID-19, schools may use test results obtained in the fall or spring of 2019 or the
fall of 2020.
10
Possible subgroups are those identified in Items 4, 6, 7, and 8 in Part II of this application (racial/ethnic groups, ELL
students, students eligible for free or reduced meals, and students receiving special education services). A sufficiently
large subgroup is one that represents at least 10 percent of the school enrollment as reported in these items.
11
Alternate assessments are used to evaluate the performance of students who are unable to participate in a school’s
norm-referenced test (NRT) even with accommodations. These assessments are based on the grade-level content
covered by the NRT, but at reduced depth, breadth, and complexity. (adapted from National Center on Educational
Outcomes)
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9