U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. James F. Thompson]{.underline}

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

Official School Name [John S. Davidson Fine Arts Magnet
School]{.underline}

(As it should appear in the official records)

School Mailing Address [615 Twelfth Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Augusta GA 30901-2188]{.underline}\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 706 ) 823-6924]{.underline} Fax [( 706 ) 823-4373]{.underline}

Website/URL [www.davidsonfinearts.org]{.underline} E-mail
[jthompson@davidsonfinearts.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Charles G. Larke]{.underline}

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

District Name [Richmond County]{.underline} Tel. [( 706 )
737-7200]{.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.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson

(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)

*\*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.)

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1.  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 2003-2004 school
    year.

2.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

3.  The school has been in existence for five full years, that is, from
    at least September 1998.

4.  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.

5.  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.

6.  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.

7.  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: [35]{.underline} Elementary
schools

[10]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[10]{.underline} High schools

[1]{.underline} Other (Briefly explain) (Alternative High School)

\_\_ [56]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\$6269]{.underline}

Average State Per Pupil Expenditure: [\$6482]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ x \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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 enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**                                                     **7**       38        67          105

  **1**                                                     **8**       28        81          109

  **2**                                                     **9**       24        71          95

  **3**                                                     **10**      30        68          98

  **4**                                                     **11**      28        67          95

  **5**                                                     **12**      31        60          91

  **6**       34        66                     100          Other                             

                                    **TOTAL                                                   693
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [49]{.underline} % White

the students in the school: [40]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

[5]{.underline} % Multi-Racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[1]{.underline} %

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 4
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        4
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    697
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .01
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

\_\_\_\_[0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0\_\_\_\_]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [18]{.underline} %

\_\_\_[125\_\_]{.underline}Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [0]{.underline} %

[\_\_\_\_0\_\_\_]{.underline}Total Number of Students Served

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

[\_\_0]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0\_]{.underline}Deafness \_\_[0]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_\_[1\_]{.underline}Specific
Learning Disability

[\_\_0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Speech or
Language Impairment

[\_\_0]{.underline}\_Mental Retardation \_\_[0]{.underline}\_Traumatic
Brain Injury

[\_\_0]{.underline}\_Multiple Disabilities \_\_[0]{.underline}\_Visual
Impairment Including Blindness

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]{.underline} [0]{.underline}

Classroom teachers [44]{.underline} [6]{.underline}

Special resource teachers/specialists [0]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [6]{.underline} [0]{.underline}
>
> Total number [52]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[1:17]{.underline}

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96.49%      97.03%      97.05%      97.03%      96.96%

  Daily teacher attendance 95.48%      96.80%      96.27%      96.28%      94.96%

  Teacher turnover rate    8%          18%         6%          15.3%       9.6%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    4.6%        .4%         1.6%        -.8%        .7%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [9           |
|                                                     | 4]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [9           |
|                                                     | 9]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [            |
|                                                     | 1]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

### PART III---SUMMARY

# Narrative Snapshot

John S. Davidson Fine Arts School is an inner-city public school for
students in grades 6-12. Davidson seeks to provide an education in the
field of fine arts, coupled with a demanding college preparatory
education. The school focuses equally on academic and artistic education
with an emphasis on self-discipline and community service.

Students must be Richmond County residents in order to audition for
placement at Davidson Fine Arts. Students applying must have a minimum
of an 80 or "B" average in each subject area on the last report card,
along with satisfactory grades in conduct. Applicants audition in all
five areas of the arts -- dance, drama, music, visual arts, and creative
writing. Acceptance is based on the following racial percentiles: 45%
white, 45% African-American, and 10% other. Students successfully
completing the audition must maintain a 75 or "C" average to remain at
Davidson Fine Arts.

Davidson stresses the need for daily rehearsal and preparation, not only
for the fine arts but also within the academic realm. Just as students
must regularly practice their instruments in order to perform, so they
must practice their writing, math and other academic skills for optimal
performance. This focus on self-discipline and attention to detail has
garnered Davidson the position of the number one high school in the
state of Georgia for six years, beginning in 1996. S.A.T. scores
consistently outpace both state and national levels.

Davidson's unique focus on the fine arts allows teachers in all subject
areas to incorporate the fine arts into their teaching methods. Projects
in academic classes often encompass students' fine arts interests by
incorporating dance, drama, music or art. Students are encouraged to go
beyond the usual formal report and function within higher cognitive
levels by creating, refining and evaluating original presentations to
further learning and comprehension.

Davidson's highly individualized scheduling situation, coupled with a
fourteen period day, allows beginning students to take a myriad of
short, thirty-minute fine arts courses when they are sampling certain
areas, yet allows for longer sixty-minute classes for students in
advanced levels. At the close of each day, Davidson truly becomes a home
away from home as many students spend long hours in rehearsal,
perfecting their craft. Such long hours necessitate the involvement of
parents who give their time in supervising, providing meals, assisting
teachers, and providing late transportation. Students and parents sign
an initial contract, spelling out the fact the Davidson's activities are
not confined to the eight-hour school day but require a commitment far
beyond that time frame. Furthermore, the commitment to academic
excellence is never compromised by artistic endeavors. Students missing
academic classes to perform or to take part in master classes must turn
their work in early and schedule tests prior to their absence.

This dual focus on arts and academics readily encompasses Davidson's
mission:

to offer opportunities and encouragement to students with special
talents in the arts to develop not only their artistic skills, but also
their intellectual insights, moral character and sense of community
responsibility by involving parents, teachers, and students in the
process. Our accolades and waiting list are a testament that indeed, we
are accomplishing our goals.

### PART IV---INDICATORS OF ACADEMIC SUCCESS

##  1. Assessment Results

Davidson is a school encompassing grades 6-12. Consequently, a variety
of standardized tests are given to each grade group. The following is a
list of some of the tests and results:

**The Criterion Referenced Competency Test (CRCT), Grades 6 and 8:**

*Data provided on student, class, school, system, and state levels.*

This test measures how well students have mastered the skills and
knowledge of the Georgia Quality Core Curriculum.

Davidson's results:

[Sixth grade]{.underline}:

*Reading* 0 below standard, 6 on standard, 94 exceeding standard

*Language Arts* 1 below standard, 30 on standard, 69 exceeding standard

*Mathematics* 1 below standard, 27 on standard, 72 exceeding standard

[Seventh grade]{.underline}:

*Reading* 0 below standard, 6 on standard, 94 exceeding standard

*Language Arts* 0 below standard,19 on standard, 81 exceeding standard

*Mathematics* 0 below standard, 58 on standard, 42 exceeding standard

**The Georgia Middle Grades Writing Assessment (GMWA), Grade 8:**

This writing assessment consists of an evaluation based on a prompt and
scored on the following domains; content/organization, style, sentence
formation, usage, and mechanics. Davidson's results: 0 below target; 56
on target; 44 exceeding target

**The Scholastic Assessment Test (SAT), High School**

The SAT is designed to measure verbal and mathematical aptitude as it
relates to academic performance at the college level. The combined
scores may range from 400 to 1600. Davidson students consistently score
above state and national averages. Last year's state and national
averages were 984 and 1031. Davidson's SAT average was 1136.

**The Georgia Graduation Test**

Georgia law began requiring that all students pass the Georgia High
School Graduation Test in order to receive a diploma. Students take the
test for the first time in their junior year and are tested in the areas
of English/Language Arts, Mathematics, Science, Social Studies, and
Writing. Davidson has a 100% passing rate.

2\. [The School's Use of Assessment Data]{.underline}

Results from all standardized tests are first carefully studied by the
guidance counselor and the assistant principal. Students with
deficiencies may then be assigned to After-School Academy, where
teachers can work with students on a one-on-one basis. Those students
who are performing below grade level or who appear to have more severe
problems will also receive direct parent contact so that the parent(s)
may seek further assistance.

Individual test results, as well as school-wide patterns, are shared
with teachers so that changes can be made at the instructional level.
For instance, after seeing evidence that our incoming sixth graders were
having academic difficulties, a semester-long study skills class and a
semester-long writing skills class were put in place for all incoming
sixth graders. Additionally, all incoming sixth graders are given a
mathematics assessment test and those who do not score within an
acceptable range are placed in a mathematics assistance class.

The relatively small size of our school, coupled with the middle
school/high school aspect, allow us to study individual student trends
across many years. This allows us to spot patterns and deficiencies
within particular classes and create long-range plans for students,
encompassing skill building from 6^th^ grade through 12^th^. Davidson
strives to create immediate, yearlong, and long-range change to meet the
needs of our students.

3\. [Communicating Data]{.underline}

The guidance counselor communicates student performance to the students.
The counselor visits language arts classes after major assessments to
assist the students in understanding their results and to help them view
their results in line with county and state norms. After these visits
occur, test data is sent home to the parents and the guidance counselor
meets with parents who have further questions. Parents are also called
when students are having particular difficulties. The PTA newsletter,
along with the local newspaper, also report overall school scores on
standardized tests. The PTA also gives parents a weekly e-mail update,
listing test dates and grades which will be taking the test.

The assistant principal meets with all rising 10^th^ and 11^th^ graders
to review their PSAT scores and go over the expectations for completing
the SAT. The assistant principal and the SAT coach set up individual
meetings with students in grades 10-12 to discuss individual strengths
and weaknesses and to monitor each student's progress in preparing for
the SAT.

The guidance counselor also has yearly meetings with both the eighth
grade parents and high school parents to go over anticipated tests and
to inform parents of the unique aspects of their child's current
educational situation. Davidson strives to inform and involve parents in
all aspects of their student's education.

4\. [Sharing Our Success]{.underline}

Davidson readily opens its doors to schools wishing to learn more about
our successes. This year, both The University of Georgia and the Bartow
County, S.C. educational improvement team toured Davidson and spent the
day visiting classrooms and talking to teachers about our program. Such
sharing assists others in developing successful programs and allows us
to see ourselves through other's eyes.

Teachers at Davidson Fine Arts also serve in many areas that affect
county and state practice and policy. At least one person from each
department serves on the county curriculum development team. Three
teachers wrote the current county curriculum for the Study Skills
course. Many of our teachers are also highly active in their fields of
study. We have had presenters in major conferences, such as the Georgia
Mathematics Conference, the National Science Teachers Conference, and
currently, our staff is preparing to present at the National Magnet
Schools of America conference in April. One of our current National
Board Certified Teachers serves as the county's mentor to those
currently pursuing national certification.

We realize that sharing our success works in many ways. Those that gain
knowledge from our experience avoid the early pitfalls that prohibit
success. On the other hand, when we share, it causes us to evaluate and
name those things which do contribute to our success as well as
critically evaluate what we are doing and why. We intend to continue to
share our success and knowledge with other educators; opening our doors
and sharing ideas.

### PART V---CURRICULUM AND INSTRUCTION

1\. [The School's Curriculum]{.underline}

In the language arts department, middle and high school teachers work
together closely to ensure a seamless instructional scope and sequence
from grades six through twelve. All content is aligned with the state's
Quality Core Curriculum (QCC), which must be documented in all lesson
plans. Emphasis is also placed on Bloom's higher taxonomic levels,
encouraging students to explore the full range of their creative
potential in thinking, reading, writing, and speaking. A middle grades
focus on organization and responsibility helps younger students learn
how to study and maintain an orderly environment.

The main objective of the Social Studies program is to educate students
to be active participants in government and to be perceptive to the
diversity of a global framework. While the curriculum is based on
Georgia's Quality Core Curriculum, each teacher in the Social Studies
department ties his/her individual curriculum to a broader world scope,
making the material more relevant to the lives of students. Emphasis is
placed on the development of research-based writing, focusing on the
examination of primary resources to develop analytical thinking skills.
Through the use of hands on activities, student focused learning, and
the infusion of the arts into the curriculum, the Social Studies
department attempts to bring history to life.

Teachers in the mathematics department are in the mainstream of current
national trends in effective mathematics instruction. The teachers give
numerous problem-solving opportunities by using "Problems of the Day"
and "Problems of the Week" in addition to a problem solving focus in
each class on a daily basis. Students are given a daily warm-up activity
in classes as a means of cyclic review, critical thinking practice, and
test preparation. Effective implementation of a technology rich teaching
environment includes utilizing graphing and scientific calculators,
computers, and data collection devices such as CBRs and CBLs. Teachers
are continuously involved in collegial sharing of topics and activities,
which encourages cross-curricular integration. Enrichment lessons and
projects are included dependent on student and teacher interests.

Physical Science, taught in the ninth grade, is used as a basis for both
chemistry and physics and is also useful in preparing students for
biology. This course teaches very basic concepts of the physical world
such as atoms, electrons, chemical bonding, and laws of physics.
Students are first taught on grade level, and then challenged to excel
beyond accepted standards. In all content areas, higher-level thinking
is developed and used to understand concepts. In science, breaking down
and manipulating concepts is important. Students are taught to use the
basic platforms of science (patterns, facts, general laws, innovation)
to solve problems, whether they are computational, reasoning, or
designed-based.

Since Davidson is a fine arts school, the arts are interdisciplinary and
infused in all subjects. Individual courses, unique to Davidson's
curriculum, are offered in dance, drama, music, and visual arts, with
placement based on each student's skill and talent. A concerted effort
is made to ensure that the academic area does not play "second fiddle"
to the fine arts.

In the foreign language department, the school aim toward incorporating
group problem solving and manipulative activity has provided the foreign
language classes with a complete kitchen in which cooking is taught,
targeting specific nations. Here, the students must work in small groups
and use only the target language as they read recipes, cut up their
meats and vegetables, and cook everything they will eat. In addition,
the foreign language department has a computer lab where all computers
are connected to the internet. The students have their own e-mail
accounts and use them to correspond with students in other countries.
Spoken language is an integral part of the curriculum from the onset.
Rather than depending upon drilled responses, lessons involve responses
to real questions about students and their world.

2\. [English Language Curriculum]{.underline}

Ninth Grade Literature and Composition provides continuous practice in
writing, including personal essays, expository writing, fiction,
non-fiction, and poetry during the first semester, after which the focus
shifts to analytical writing that introduces students to thesis
statements, a variety of organizational patterns, and supporting
details. Students read non-fiction, short stories, novels, plays, and
poetry. The approach to literature is genre-based; the method is close
reading and experimentation with other theoretical perspectives, such as
archetypal, psychological, and feminist. Students develop their
vocabulary using context clues as they read as well as studying
etymology, roots, and affixes.

Tenth Grade Literature and Composition continues to provide practice
with vocabulary development and a variety of types of reading and
writing, but increasingly emphasizes analytical and argumentative
approaches to literature and composition, including research papers and
MLA conformation.

Eleventh Grade American Literature approaches literature from the
perspective of literary history, and students read widely from
selections provided in the textbook and from unabridged fiction and
non-fiction. Students continue to build vocabulary both directly and
indirectly through their reading and to write both analytical and
argumentative essays as well as a variety of other genres.

Advanced Placement American Literature uses American literature to
prepare students to take the Advanced Placement Literature and
Composition Exam at the end of their senior year. The focus is entirely
on analytical reading and writing skills that students need to make them
successful on the exam.

Twelfth Grade English Literature approaches literature from the
perspective of literary history, and students read widely from
selections provided in the textbook and from unabridged fiction and
non-fiction. Students continue to build vocabulary both directly and
indirectly through their reading and to write both analytical and
argumentative essays as well as a variety of other genres.

Advanced Placement English Literature uses English literature to extend
students' reading repertoire and vocabulary skills from Advanced
American Literature. The goal is to prepare students to take the
Advanced Placement Literature and Composition Exam at the end of their
senior year. The focus is entirely on analytical reading and writing
skills that students need to make them successful on the exam.

3\. [Additional Curriculum Area]{.underline}

The study of the fine arts at Davidson is the driving force behind the
school\'s success. The arts are a body of knowledge and a set of
experiences that are grounded in the senses and the cognitive. These two
forces combine to enable Davidson students to be actively involved in
the learning process, thereby stimulating connections that internalize
learning. Through instruction in dance, drama, music, visual arts, and
production arts, the essential skills of positive social interactions,
critical thinking and revision, exploring a variety of ideas and
choosing among them are reinforced. These skills allow the students at
Davidson to develop discipline, to make cross-content curricula
connections, and to understand the benefits of cooperative learning. The
greatest gift that students, parents, and teachers receive in
association with the fine arts activities at Davidson is the ability to
recognize the beauty of their world and to have an appreciation for the
people who share that world.

4\. [Different Instructional Methods]{.underline}

Davidson teachers appreciate the fact that there are many different
learning styles represented in their classrooms, and strive to implement
various instructional methods. Teachers are also aware of the fact that
most students have a keen interest in the arts and therefore may be more
engaged if the fine arts are integrated with other subjects. For
instance, one of our science teachers teaches meiosis and mitosis with a
songwriting activity. Another teacher has students act out functions of
a cell by using pantomime. Such activities reach those students who
might not benefit from a textbook and lecture.

Furthermore, students who continue to have learning difficulties are
offered tutoring and After-School Academy classes where one-on-one
attention is given to each student. Such individualized attention
enables the teacher to discern a particular student's interests and make
use of these interests in teaching problematic lessons.

Davidson is a school where teachers truly care about student success.
Failure within this school may mean that a student is lost to us
forever, so there is a strong need to cultivate success, as being
indifferent, on either the student's or teacher's part, may mean the
loss of placement within the school. Consequently, addressing student's
needs and recognizing academic difficulties is an important
responsibility of each teacher.

5.  [Professional Development Program]{.underline}

Over the past two years, Davidson's professional development plan has
focused on integrating arts into the academic classrooms. Fine arts
teachers have created classes where teachers get the opportunity to take
part in the way that students participate and also brainstorm and learn
ways of taking the knowledge back into the classroom. Alternate methods
of assessment, such as storyboards, dramatic interpretations, and
artistic renderings are discussed, as well as scoring rubrics to ensure
that all objectives for assessment are clearly developed and measurable.
Academic teachers have been motivated to use alternative assessments and
feel that they can turn to the fine arts teachers for assistance in
creating such assessments.

Another focus of the school has occurred due to a system-wide goal to
improve Advanced Placement (AP) test scores. We have been able to send
most of our AP teachers to conferences conducted by the College Board
for additional training, as well as some of our middle school teachers.
Davidson believes in creating bridges within learning and having
long-range goals for our students. Consequently, incorporating our
middle school teachers into the long-range plan will help to foster
channels to facilitate necessary critical thinking skills at a younger
age.

At the end of the year, each teacher has a conference with the
administration. Teachers are asked to write down a strength and a
weakness. Each teacher devises a plan to work on that weakness for the
following year. Teachers who the administration deems to be in need of
additional help are put on a professional development plan to improve on
designated areas of concern. The teachers are also encouraged to attend
conferences in their skill area. This year alone, thirteen teachers have
already attended conferences with more to follow in the spring.

Davidson takes pride in creating a versatile, student-centered
educational approach and teacher training and innovation is both
encouraged and celebrated.

### 

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is illustrated on the following page.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade[\_\_\_\_\_6]{.underline}\_\_\_
>
> Test\_\_[Georgia Criterion Referenced Test]{.underline}\_\_\_\_\_
>
> Edition/publication year\_\_[Annual]{.underline}\_\_ Publisher
> \_[Measured Progress]{.underline}\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}\_\_\_\_\_

> Number excluded\_\_\_\_[0\_\_\_\_]{.underline} Percent
> excluded\_\_\_[0\_\_\_\_\_]{.underline}

#### Georgia Criterion Referenced Test---6^th^ Grade

> Data Display Table for Reading

  --------------------------------------------------------- ----------- ----------- -----------
                                                            2002-2003   2001-2002   2000-2001

  Testing month (April)                                                             

  **SCHOOL SCORES**                                                                 

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 6%          11%         20%

  \% At Advanced                                            94%         89%         80%

  Number of students tested                                 106         98          103

  Percent of total students tested                          100%        100%        100%

  Number of students excluded                               0           0           0

  Percent of students excluded                              0           0           0

  SUBGROUP SCORES                                                                   

  1.\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_                             
  (specify subgroup)                                                                

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 4%          2%          17%

  \% At Advanced                                            96%         98%         93%

  Number of students tested                                 52          43          47

  2.\_\_\_\_\_[African-American]{.underline}\_\_\_specify                           
  subgroup)                                                                         

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 9%          16%         32%

  \% At Advanced                                            91%         84%         68%

  Number of students tested                                 44          43          41

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                             
  subgroup)                                                                         

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 0%          6%          24%

  \% At Advanced                                            100%        94%         76%

  Number of students tested                                 26          16          21

  **STATE SCORES**                                                                  

  \% At or Above Basic                                      82%         80%         76%

  State Mean Score                                                                  

  \% At or Above Proficient                                 36%         39%         42%

  State Mean Score                                                                  

  \% At Advanced                                            46%         41%         35%

  State Mean Score                                                                  
  --------------------------------------------------------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS, Continued**

#### Georgia Criterion Referenced Test ---6^th^ Grade

> Data Display Table for Language Arts

  --------------------------------------------------------- ----------- ----------- -----------
                                                            2002-2003   2001-2002   2000-2001

  Testing month (April)                                                             

  **SCHOOL SCORES**                                                                 

  \% At or Above Basic                                      99%         100%        100%

  \% At or Above Proficient                                 30%         20%         32%

  \% At Advanced                                            69%         80%         68%

  Number of students tested                                 106         98          103

  Percent of total students tested                          100%        100%        100%

  Number of students excluded                               0           0           0

  Percent of students excluded                              0           0           0

                                                                                    

  SUBGROUP SCORES                                                                   

  1.\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_                             
  (specify subgroup)                                                                

  \% At or Above Basic                                      98%         100%        100%

  \% At or Above Proficient                                 29%         16%         30%

  \% At Advanced                                            69%         84%         70%

  Number of students tested                                 52          43          47

  2.\_\_\_\_\_[African-American]{.underline}\_\_\_specify                           
  subgroup)                                                                         

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 32%         26%         40%

  \% At Advanced                                            68%         74%         60%

  Number of students tested                                 44          43          41

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                             
  subgroup)                                                                         

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 23%         12%         29%

  \% At Advanced                                            77%         88%         71%

  Number of students tested                                 26          16          21

  **STATE SCORES**                                                                  

  \% At or Above Basic                                      68%         66%         64%

  State Mean Score                                                                  

  \% At or Above Proficient                                 48%         45%         47%

  State Mean Score                                                                  

  \% At Advanced                                            20%         21%         17%

  State Mean Score                                                                  
  --------------------------------------------------------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS, Continued**

#### Georgia Criterion Referenced Test ---6^th^ Grade

> Data Display Table for Mathematics

  --------------------------------------------------------- ----------- ----------- -----------
                                                            2002-2003   2001-2002   2000-2001

  Testing month (April)                                                             

  **SCHOOL SCORES**                                                                 

  \% At or Above Basic                                      99%         100%        99%

  \% At or Above Proficient                                 27%         35%         48%

  \% At Advanced                                            72%         65%         51%

  Number of students tested                                 106         98          103

  Percent of total students tested                          100%        100%        100%

  Number of students excluded                               0           0           0

  Percent of students excluded                              0           0           0

                                                                                    

  SUBGROUP SCORES                                                                   

  1.\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_                             
  (specify subgroup)                                                                

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 21%         26%         43%

  \% At Advanced                                            79%         74%         57%

  Number of students tested                                 52          43          47

  2.\_\_\_\_\_[African-American]{.underline}\_\_\_specify                           
  subgroup)                                                                         

  \% At or Above Basic                                      98%         100%        98%

  \% At or Above Proficient                                 34%         40%         56%

  \% At Advanced                                            64%         60%         41%

  Number of students tested                                 44          43          41

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                             
  subgroup)                                                                         

  \% At or Above Basic                                      100%        100%        100%

  \% At or Above Proficient                                 31%         31%         62%

  \% At Advanced                                            69%         69%         38%

  Number of students tested                                 26          16          21

  **STATE SCORES**                                                                  

  \% At or Above Basic                                      70%         69%         69%

  State Mean Score                                                                  

  \% At or Above Proficient                                 45%         48%         52%

  State Mean Score                                                                  

  \% At Advanced                                            25%         21%         17%

  State Mean Score                                                                  
  --------------------------------------------------------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is illustrated on the following page.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade[\_\_\_\_\_8]{.underline}\_\_\_
>
> Test[\_\_ Georgia Criterion Referenced Test]{.underline} \_\_\_\_\_
>
> Edition/publication year\_[Annual]{.underline}\_ Publisher \_[Measured
> Progress]{.underline}\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[\_\_\_\_None]{.underline} \_\_\_\_\_\_\_

> Number excluded\_\_\_\_[0\_\_\_\_]{.underline} Percent
> excluded\_\_\_[0\_\_\_\_\_]{.underline}
>
> **Georgia Criterion Referenced Test ---8^th^ Grade**

Data Display Table for Reading

  -------------------------------------------------------- ----------- ----------- -----------
                                                           2002-2003   2001-2002   2000-2001

  Testing month (April)                                                            

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                                     100%        100%        99%

  \% At or Above Proficient                                6%          5%          6%

  \% At Advanced                                           94%         95%         93%

  Number of students tested                                105         105         111

  Percent of total students tested                         100%        100%        100%

  Number of students excluded                              0           0           0

  Percent of students excluded                             0           0           0

  SUBGROUP SCORES                                                                  

  1[.\_\_\_\_\_White]{.underline}\_\_\_\_\_\_\_\_\_\_\_                            
  (specify subgroup)                                                               

  \% At or Above Basic                                     100%        100%        98%

  \% At or Above Proficient                                6%          5%          0%

  \% At Advanced                                           94%         95%         98%

  Number of students tested                                49          44          53

  2.\_\_\_\_[African-American]{.underline}\_\_\_(specify                           
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                7%          7%          13%

  \% At Advanced                                           93%         93%         87%

  Number of students tested                                45          40          47

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                            
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                14%         0%          25%

  \% At Advanced                                           86%         100%        75%

  Number of students tested                                22          15          8

  **STATE SCORES**                                                                 

  \% At or Above Basic                                     81%         80%         82%

  State Mean Score                                                                 

  \% At or Above Proficient                                35%         37%         32%

  State Mean Score                                                                 

  \% At Advanced                                           46%         43%         50%

  State Mean Score                                                                 
  -------------------------------------------------------- ----------- ----------- -----------

##### STATE CRITERION-REFERENCED TESTS, Continued

> **Georgia Referenced Criterion Test---8^th^ Grade**

Data Display Table for Language Arts

  -------------------------------------------------------- ----------- ----------- -----------
                                                           2002-2003   2001-2002   2000-2001

  Testing month (April)                                                            

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                                     100%        99%         100%

  \% At or Above Proficient                                19%         18%         30%

  \% At Advanced                                           81%         81%         70%

  Number of students tested                                105         105         111

  Percent of total students tested                         100%        100%        100%

  Number of students excluded                              0           0           0

  Percent of students excluded                             0           0           0

  SUBGROUP SCORES                                                                  

  1[.\_\_\_\_\_White]{.underline}\_\_\_\_\_\_\_\_\_\_\_                            
  (specify subgroup)                                                               

  \% At or Above Basic                                     100%        98%         100%

  \% At or Above Proficient                                16%         16%         26%

  \% At Advanced                                           84%         82%         74%

  Number of students tested                                49          44          53

  2.\_\_\_\_[African-American]{.underline}\_\_\_(specify                           
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                22%         26%         36%

  \% At Advanced                                           78%         74%         64%

  Number of students tested                                45          40          47

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                            
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                18%         29%         50%

  \% At Advanced                                           82%         71%         50%

  Number of students tested                                22          15          8

  **STATE SCORES**                                                                 

  \% At or Above Basic                                     75%         72%         68%

  State Mean Score                                                                 

  \% At or Above Proficient                                47%         48%         47%

  State Mean Score                                                                 

  \% At Advanced                                           28%         24%         21%

  State Mean Score                                                                 
  -------------------------------------------------------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS, Continued**
>
> **Georgia Referenced Criterion Test ---8^th^ Grade**

Data Display Table for Mathematics

  -------------------------------------------------------- ----------- ----------- -----------
                                                           2002-2003   2001-2002   2000-2001

  Testing month (April)                                                            

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                                     100%        100%        99%

  \% At or Above Proficient                                58%         59%         70%

  \% At Advanced                                           42%         41%         29%

  Number of students tested                                105         105         111

  Percent of total students tested                         100%        100%        100%

  Number of students excluded                              0           0           0

  Percent of students excluded                             0           0           0

  SUBGROUP SCORES                                                                  

  1[.\_\_\_\_\_White]{.underline}\_\_\_\_\_\_\_\_\_\_\_                            
  (specify subgroup)                                                               

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                61%         56%         67%

  \% At Advanced                                           39%         44%         33%

  Number of students tested                                49          44          53

  2.\_\_\_\_[African-American]{.underline}\_\_\_(specify                           
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        98%

  \% At or Above Proficient                                53%         65%         77%

  \% At Advanced                                           47%         35%         21%

  Number of students tested                                45          40          47

  3.\_\_\_[Free/Reduced Lunch]{.underline}\_\_\_specify                            
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                68%         53%         75%

  \% At Advanced                                           32%         47%         25%

  Number of students tested                                22          15          8

  **STATE SCORES**                                                                 

  \% At or Above Basic                                     66%         66%         59%

  State Mean Score                                                                 

  \% At or Above Proficient                                51%         50%         48%

  State Mean Score                                                                 

  \% At Advanced                                           15%         15%         10%

  State Mean Score                                                                 
  -------------------------------------------------------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is illustrated on the following page.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade[\_\_\_\_\_8]{.underline}\_\_\_
>
> Test\_\_[Georgia Middle Grade Writing
> Assessment]{.underline}\_\_\_\_\_
>
> Edition/publication year\_\_[Annual]{.underline}\_ Publisher
> \_\_\_[Georgia Department of Education]{.underline}\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline} \_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_\_[0\_\_\_\_]{.underline} Percent
> excluded\_\_\_[0\_\_\_\_\_]{.underline}
>
> **Georgia Middle Grade Writing Assessment---8^th^ Grade**

Data Display Table for Reading

  -------------------------------------------------------- ----------- ----------- -----------
                                                           2002-2003   2001-2002   2000-2001

  Testing month (April)                                                            

  **SCHOOL SCORES**                                                                

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                56%         73%         56%

  \% At Advanced                                           44%         27%         44%

  Number of students tested                                98          99          110

  Percent of total students tested                         100%        100%        100%

  Number of students excluded                              0           0           0

  Percent of students excluded                             0           0           0

  SUBGROUP SCORES                                                                  

  1[.\_\_\_\_\_White]{.underline}\_\_\_\_\_\_\_\_\_\_\_                            
  (specify subgroup)                                                               

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                45%         70%         48%

  \% At Advanced                                           55%         30%         52%

  Number of students tested                                42          44          50

  2.\_\_\_\_[African-American]{.underline}\_\_\_(specify                           
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                62%         76%         65%

  \% At Advanced                                           38%         24%         35%

  Number of students tested                                39          41          48

  2.\_\_\_\_[Free/Reduced Lunch]{.underline}\_(specify                             
  subgroup)                                                                        

  \% At or Above Basic                                     100%        100%        100%

  \% At or Above Proficient                                75%         67%         50%

  \% At Advanced                                           25%         33%         50%

  Number of students tested                                20          15          8

  **STATE SCORES**                                                                 

  \% At or Above Basic                                     93%         89%         88%

  State Mean Score                                                                 

  \% At or Above Proficient                                74%         76%         75%

  State Mean Score                                                                 

  \% At Advanced                                           19%         13%         13%

  State Mean Score                                                                 
  -------------------------------------------------------- ----------- ----------- -----------

#### STATE CRITERION-REFERENCED TESTS

> The Data Display Table is illustrated on the following page.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_[11th\_]{.underline}
>
> Test\_\_[Georgia High School Graduation Test
> (English)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_\_\_\_\_]{.underline}
>
> Edition/publication year\_\_[Annua]{.underline}l Publisher
> \_\_\_[Georgia Department of Education]{.underline}\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_[None]{.underline}\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_[0\_\_\_\_]{.underline} Percent
> excluded[\_\_\_\_\_0\_]{.underline}

###### Georgia High School Graduation Test

Data Display Table for Language Arts

  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                  2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month (March)                                                                                           

  **SCHOOL SCORES**                                                                                               

  \% At or Above Basic                                            100%        100%        100%        100%        100%

  \% At or Above Proficient                                       1%          5%          3%          6%          4%

  \% At Advanced                                                  99%         95%         97%         94%         96%

  Number of students tested                                       94          93          96          78          81

  Percent of total students tested                                100%        100%        100%        100%        100%

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_]{.underline} (specify                                                  
  subgroup)                                                                                                       

  \% At or Above Basic                                            100%        100%        100%        100%        100%

  \% At or Above Proficient                                       2%          2%          0%          0%          0%

  \% At Advanced                                                  98%         98%         100%        100%        100%

  Number of students tested                                       51          46          44          38          40

  2.\_\_\_\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  \% At or Above Basic                                            100%        100%        100%        100%        100%

  \% At or Above Proficient                                       0%          12%         9%          12%         3%

  \% At Advanced                                                  100%        88%         91%         88%         97%

  Number of students tested                                       27          34          35          35          32

  3\_\_Free/Reduced Lunch\_\_\_(specify subgroup)                                                                 

  \% At or Above Basic                                            100%        100%        100%        NA          NA

  \% At or Above Proficient                                       0%          100%        11%                     

  \% At Advanced                                                  100%        100%        89%                     

  Number of students tested                                       9           5           9                       

  **STATE SCORES**                                                                                                

  \% At or Above Basic                                            95%         95%         94%         94%         94%

  State Mean Score                                                                                                

  \% At or Above Proficient                                       29%         35%         38%         37%         37%

  State Mean Score                                                                                                

  \% At Advanced                                                  66%         60%         56%         57%         57%

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

#### STATE CRITERION-REFERENCED TESTS

> The Data Display Table is illustrated on the following page.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_\_[11th\_]{.underline}
>
> Test\_\_[Georgia High School Graduation Test
> (Mathematics)\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
> \_\_\_\_\_]{.underline}
>
> Edition/publication year\_\_[Annua]{.underline}l Publisher
> \_\_\_[Georgia Department of Education]{.underline}\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_\_\_\_[None]{.underline}\_\_\_\_\_\_\_\_

> Number excluded\_\_[0\_\_\_\_]{.underline} Percent
> excluded[\_\_\_\_\_0\_]{.underline}

###### Georgia High School Graduation Test

Data Display Table for Mathematics

  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                                  2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month (March)                                                                                           

  **SCHOOL SCORES**                                                                                               

  \% At or Above Basic                                            100%        100%        100%        100%        99%

  \% At or Above Proficient                                       4%          8%          15%         5%          15%

  \% At Advanced                                                  96%         92%         85%         95%         84%

  Number of students tested                                       94          93          96          78          81

  Percent of total students tested                                100%        100%        100%        100%        100%

  Number of students excluded                                     0           0           0           0           0

  Percent of students excluded                                    0           0           0           0           0

                                                                                                                  

  SUBGROUP SCORES                                                                                                 

  1.\_\_\_\_\_\_[White\_\_\_\_\_\_\_\_\_\_]{.underline} (specify                                                  
  subgroup)                                                                                                       

  \% At or Above Basic                                            100%        100%        100%        100%        100%

  \% At or Above Proficient                                       4%          9%          11%         3%          10%

  \% At Advanced                                                  96%         91%         89%         97%         90%

  Number of students tested                                       51          46          44          38          40

  2.\_\_\_\_\_\_[Black]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                       

  \% At or Above Basic                                            100%        100%        100%        100%        99%

  \% At or Above Proficient                                       4%          9%          23%         9%          15%

  \% At Advanced                                                  96%         91%         77%         91%         84%

  Number of students tested                                       27          34          35          35          32

  3.\_\_\_Free/Reduced Lunch\_\_(specify subgroup)                                                                

  \% At or Above Basic                                            100%        100%        100%        NA          NA

  \% At or Above Proficient                                       0%          0%          22%                     

  \% At Advanced                                                  100%        100%        78%                     

  Number of students tested                                       9           5           9                       

  **STATE SCORES**                                                                                                

  \% At or Above Basic                                            91%         91%         91%         90%         86%

  State Mean Score                                                                                                

  \% At or Above Proficient                                       39%         38%         44%         40%         45%

  State Mean Score                                                                                                

  \% At Advanced                                                  52%         53%         47%         50%         41%

  State Mean Score                                                                                                
  --------------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

ASSESSMENTS

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[12\_\_\_]{.underline} Test\_\_\_\_\_\_[SAT
Verbal]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_[Year Administered]{.underline} Publisher
\_[College Board]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_

[Students choose to take the SAT on their own]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_[X]{.underline}\_\_ Percentiles\_\_\_\_

  --------------------------------------------------- ----- ----------- ----- ----------- ----- -----------
                                                            2002-2003         2001-2002         2000-2001

  Testing month (**October-March**)                                                             

  **SCHOOL SCORES**                                         573               583               577

  Total Score                                               1136              1150              1130

  Number of students tested                                 92                97                76

  Percent of total students tested                          99%               99%               99%

  Number of students excluded                                                                   

  Percent of students excluded                                                                  

  SUBGROUP SCORES                                                                               

  1.\_\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_   601               618               620   
  (specify subgroup)                                                                            

  Number of students tested                           51                44                31    

  2.\_\_\_\_\_\_[Black\_\_\_\_\_\_\_\_]{.underline}   548               527               544   
  (specify subgroup)                                                                            

  Number of students tested                           37                38                29    

  3[.\_\_\_\_ Asian]{.underline}\_\_\_\_\_\_ (specify 595               410               458   
  subgroup)                                                                                     

  Number of students tested                           4                 6                 4     

  4.\_\_\_\_\_\_[Multi-racial]{.underline}\_ (specify 0                 545               530   
  subgroup)                                                                                     

  Number of students tested                           0                 9                 1     

  5[. Free/Reduced Lunch]{.underline} (specify        545               556               511   
  subgroup)                                                                                     

  Number of students tested                           8                 5                 9     
  --------------------------------------------------- ----- ----------- ----- ----------- ----- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                507         506         504

  **NATIONAL STANDARD DEVIATION**        111         111         111
  -------------------------------------- ----------- ----------- -----------

ASSESSMENTS

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade\_\_\_[12\_\_\_]{.underline} Test\_\_\_\_\_\_[SAT
Math]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year\_\_\_[Year Administered]{.underline}\_
Publisher \_[College Board]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_

[Students choose to take the SAT on their own]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_[X]{.underline}\_\_ Percentiles\_\_\_\_

  --------------------------------------------------- ----- ----------- ----- ----------- ----- -----------
                                                            2002-2003         2001-2002         2000-2001

  Testing month (**October-March**)                                                             

  **SCHOOL SCORES**                                         563               567               553

  Total Score                                               1136              1150              1130

  Number of students tested                                 92                97                76

  Percent of total students tested                          99%               99%               99%

  Number of students excluded                                                                   

  Percent of students excluded                                                                  

  SUBGROUP SCORES                                                                               

  1.\_\_\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_   584               589               596   
  (specify subgroup)                                                                            

  Number of students tested                           51                44                31    

  2.\_\_\_\_\_\_[Black\_\_\_\_\_\_\_\_]{.underline}   541               510               511   
  (specify subgroup)                                                                            

  Number of students tested                           37                38                29    

  3[.\_\_\_\_ Asian]{.underline}\_\_\_\_\_\_ (specify 573               520               538   
  subgroup)                                                                                     

  Number of students tested                           4                 6                 4     

  4.\_\_\_\_\_\_[Multi-racial]{.underline}\_ (specify 410               580               610   
  subgroup)                                                                                     

  Number of students tested                           1                 9                 1     

  5.\_\_\_Free/Reduced Lunch (specify subgroup)       521               544               540   

  Number of students tested                           8                 5                 9     
  --------------------------------------------------- ----- ----------- ----- ----------- ----- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

  -------------------------------------- ----------- ----------- -----------
                                         2002-2003   2001-2002   2000-2001

  **NATIONAL MEAN SCORE**                519         514         516

  **NATIONAL STANDARD DEVIATION**        115         113         114
  -------------------------------------- ----------- ----------- -----------