##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
\_[X]{.underline}\_ High \_\_ K-12

Name of Principal [Mr. Anthony L. Herbert]{.underline}

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

Official School Name [Pascagoula High School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1716 Tucker
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Pascagoula]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mississippi]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[39567-5198]{.underline}\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Jackson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code
Number\*\_\_[3022-052]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(228) 938-6443]{.underline} Fax [(228)
938-6445]{.underline}\_\_\_\_

Website/URL [www.psd.k12.ms.us]{.underline} E-mail
[aherbert@psd.k12.ms.us]{.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\_\_\_\_\_\_[February 3, 2005]{.underline}\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Hank
Bounds\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Pascagoula School District]{.underline} Tel. [(228)
938-6491]{.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\_\_\_\_\_\_[February 3, 2005]{.underline}\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. M.R.
Cole\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(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\_\_\_\_\_\_[February 3, 2005]{.underline}\_\_\_\_\_\_

(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.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_[11]{.underline}\_\_ Elementary
schools

\_\_[3]{.underline}\_\_ Middle schools

\_\_[0]{.underline}\_\_ Junior high schools

\_\_[2]{.underline}\_\_ High schools

\_\_[3]{.underline}\_\_ Other

\_[19]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[7455]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[6402]{.underline}\_\_\_\_\_\_

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

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

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

4\. \_\_[2]{.underline}\_\_\_\_ Number of years the principal has been
in her/his position at this school.

\_\_[2]{.underline}\_\_\_\_ If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       157       201         358

  **2**                                                     **10**      196       148         344

  **3**                                                     **11**      119       110         229

  **4**                                                     **12**      117       119         236

  **5**                                                     **Other**   19        8           27

  **6**                                                                                       

                                    **TOTAL                                                   1194
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of \_\_[58]{.underline}\_\_ % White

the students in the school: \_\_[38]{.underline}\_\_ % Black or African
American

\_\_\_[3]{.underline}\_\_ % Hispanic or Latino

\_\_\_[1]{.underline}\_\_ % Asian/Pacific Islander

\_\_\_[0]{.underline}\_\_ % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[9]{.underline}\_\_\_%

> (This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.)

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      46
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      61
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 107
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1194
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 0.09
                            by total in row (4)         

  **(6)**                   Amount in row (5)           9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_\_\_%

\_\_\_[25]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[2]{.underline}\_\_\_

Specify languages: Spanish and Vietnamese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[50]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[599]{.underline}\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_[10]{.underline}\_\_\_%

\_\_\_[123]{.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 \_\_[5]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[101]{.underline}Specific Learning
Disability

\_\_[1]{.underline}\_Hearing Impairment \_\_[6]{.underline}\_Speech or
Language Impairment

\_\_[6]{.underline}\_Mental Retardation \_\_[1]{.underline}\_Traumatic
Brain Injury

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

\_\_[3]{.underline}\_Emotionally Disabled

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) \_\_\_[4]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[72]{.underline}\_\_
\_\_\_\_[2]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[6]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_[26]{.underline}\_\_ \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_[110]{.underline}\_\_ \_\_\_\_[2]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[17.7]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   95%         96%         95%         96%         95%

  Daily teacher attendance   95%         96%         95%         94%         96%

  Teacher turnover rate      16%         19%         23%         9%          17%

  Student dropout rate       2%          2%          4%          7%          8%
  (middle/high)                                                              

  Student drop-off rate      7%          7%          6%          9%          8%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

> Differences between the dropout rate and drop-off rate are due to the
> differences in calculations of the two measures. Dropout is calculated
> using school data compared to enrollment while drop-off rate is
> calculated using a true cohort group.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _[215]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[29]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[57]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | [3]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\_     |
|                                                         | [7]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | [2]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_\_     |
|                                                         | [2]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\_     |
|                                                         | [0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Pascagoula High School, located in Pascagoula, Miss., is a public,
suburban school committed to "doing what's right for kids." Situated in
Jackson County on the Mississippi Gulf Coast, a large portion of our
school population comes from maritime families since a shipbuilding
industry and a Naval Station are a major presence in our city. The
shipbuilding industry has brought in personnel from around the world
and, in turn, an increase in Pascagoula High School students who need to
learn English. Pascagoula High School has responded to that need by
expanding its English Language Learning Curriculum, providing students
who speak several different languages the skills they need to be
successful in the classroom.

Thanks to the committed efforts of a truly visionary, education-minded
community, Pascagoula High School students attend a state-of-the-art
facility. The passage of a school bond issue in 1994 allowed for the
construction of this new school in 1996 where all grades, nine through
twelve, are housed under one roof. Our students, faculty and community
now have a new sense of unity and school pride.

Under the leadership of our principal, everyone involved in our school
-- administrators, teachers, students, custodial and cafeteria staff,
office support staff -- and our community have established high
expectations for all students. Because of our superior expectations,
Pascagoula High School is a "Level 5 Superior Performing High School,"
the highest level of achievement under Mississippi state standards. Our
district's mission statement is to "produce globally, competitive
graduates by helping them grow toward their maximum potential and
providing them with rigorous, innovative learning experiences." We live
up to that mission statement each day by working together as a team to
provide the best education to enable our students to function
successfully in the world. New Advanced Placement classes and programs
have been added to strengthen and challenge our students to face this
diverse, ever-changing and highly competitive world. Superior performing
NJROTC, band, choir, art and technology programs - as well as our
athletic teams - showcase the diverse interests and talents of our
students and provide them with a sense of accomplishment and confidence.
We can see our success in the classroom as our level of student
achievement continues to move forward each year. Fourteen of our
eighteen athletic teams were named Scholar-Athlete Teams for the
2003-2004 year for their performance in the classroom; this honor
requires a cumulative grade point average of 3.0 or higher.

A solid base of dedicated, retired teachers tutor students who are
deficient in various areas of knowledge, proctor student testing, make
copies of class work, chaperone students as they work on homecoming
displays, and give back to the community by participating in a number of
service projects.

Pascagoula High School is also privileged to have an actively involved
Parent/Teacher/Student Organization that has raised money to sponsor
Senior Flight Night on graduation night, providing a safe haven for
students to have fun, win hundreds of door prizes from community
merchants, and most importantly, keep these graduates off the streets
during a night when drinking, driving and too much celebrating can have
deadly consequences. This tireless group has also raised funds for new
trophy cases, provided funds for clothes closets for needy students, and
spearheaded an ambitious project to commemorate every graduating class
by gathering composites of each class since the first graduates in 1939.
These refurbished composites now grace the halls of Pascagoula High
School following an open house where hundreds of Pascagoula High alumni
gathered to reminisce with old friends and view their class photos with
current Pascagoula High students serving as hosts for the evening.

All of these endeavors have given students, teachers, staff, parents and
community a sense of ownership and commitment to Pascagoula High School.
We are a caring team working together to sustain the quality we have
achieved while striving for continued improvement to serve our students
better. We have superior expectations for our students, our teachers,
and our school as a whole. Because we expect great success, we firmly
believe our students will achieve great success and contribute to the
betterment of society. In this increasingly competitive world, nothing
less will do!

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

*1. School's assessment results in language arts and mathematics.*

Beginning in the 2001-2002 school year, the Mississippi Subject Area
Testing Program (SATP) was implemented as a requirement for all students
to pass for graduation. Students are assessed on content in four
academic end-of-the-course areas that include Algebra I, Biology I,
English II with a writing component, and U.S. History from 1877. As part
of federal guidelines set under No Child Left Behind (NCLB), all
students enrolled in Algebra I and English II for the first time must be
tested. These Algebra I and English II (multiple choice) test scores are
the basis of our assessment measurement in the yearly State of
Mississippi Report Card and in the Adequate Yearly Progress (AYP)
calculations. Moving students out of the basic and minimal categories
into proficient and advanced is the goal set for Pascagoula High School.

The Algebra I test consists of 63 multiple-choice questions and 2
open-ended items. Assessment strands include formulas in problem
solving, slope, probability, patterns, relations, polynomials,
inequalities, equations and functions. The open-ended items require the
student to analyze the question and respond in writing. The English II
test measures knowledge of language conventions, effective writing
skills, and reading comprehension. The multiple-choice test contains 85
passage-based items while the writing component consists of a narrative
essay and an informative essay.

Our information reflects state testing data in Algebra I and English II
for 2001-2002, 2002-2003, and 2003-2004. The largest growth was noted in
the Algebra I test. Among the three subgroups, the black subgroup showed
the greatest growth in the "At Advanced" category with an increase from
7 percent to 40 percent, a jump of 33 percent. The white subgroup also
made great strides with a movement from 20 percent to 51 percent.
Overall in the past three years, Pascagoula High School has seen an 18
percent increase in the "At or Above Proficient" category, a 36 percent
improvement in the "At Advanced" category, and the school's mean scale
scores have moved upward from 360.3 to 384.5.

Improvement on the English II test was also seen. Significant
improvement in the black subgroup was noted with an overall growth of 19
percent to 30 percent in the "At or Above Proficient" category. The
economically disadvantaged subgroup also showed positive movement with a
27 percent to 35 percent growth from two years of data results
available, 2002-2003 and 2003-2004. Overall, Pascagoula High School
scores in English II have increased from 42 percent to 51 percent in the
"At or Above Proficient" category with a mean score movement of 336.1 to
349.5.

These rising test scores reflect the mindset of the Pascagoula High
School faculty and their unwavering dedication to challenge each student
to reach his or her maximum potential. The staff is committed to making
every effort to meet the needs of every student, a commitment that has
been clearly shown with the continuing rise of our students' academic
achievements. Information on Mississippi's state assessment system may
be found at www.mde.k12.ms.us.

*2. Use of assessment data to understand and improve student
performance.*

Pascagoula High School focuses on three types of assessment data in our
efforts to improve student and school performance. First, state
assessment data is broken down into content strands to look at school
scores and identify possible curriculum issues; teachers take this data
and use it to make necessary adjustments in instruction, curriculum, and
formative assessments. Individual student data is studied to identify
areas of weakness by strand prior to tutoring. Tutoring is structured by
content strands. The second type of data utilized is results from Anchor
Learning Module Assessments (ALMAs). This data is used while the student
is taking the required state course to identify the need for remediation
prior to the state test. The data also informs us of needed changes to
align the curriculum to increase testing proficiency. The third type of
data used is teacher-made and/or district assessments. Collected data
assist both in developing tutoring groups and in ensuring an aligned
curriculum.

Based on assessment data, Pascagoula High School has added Title 1
compensatory reading, writing, and math classes to strengthen students'
academic skills before they are placed in regular classes. In addition,
Pascagoula High School offers pre-algebra and transitional algebra
classes to help students acquire the necessary skills to succeed in
Algebra I and the state subject area test. Placement into

Algebra I from pre-algebra requires a student to accumulate a 90 percent
grade point average in pre-algebra and have a teacher recommendation.

All areas of core instruction have tutoring programs in place to help
at-risk and/or failing students succeed. For state assessments in all
four subject areas, tutoring services are divided into two phases. One
plan is designed to meet the needs of students taking the subject area
test for the first time. The second plan uses the subject area results
to target the specific deficient skills of individual students required
to retake the test. The regular teachers and special educators teach
test-taking skills to assist first time testers as well as repeating
testers. After-school study hall is in place for all students who need
help, especially before exam times. Individual teachers volunteer to
help at these times.

*3. School procedures for communicating student performance to all
stakeholders.*

Communication between Pascagoula High School, parents and the community
is handled in many different ways. An open house is held in the fall and
the spring when parents and other community members can tour the school
and participate in following a mini-block schedule. Each year, parents
are given a School Report Card based on progress the school is making as
set forth by No Child Left Behind.

The district-wide newsletter is mailed to parents on a tri-annual basis
with a message from the superintendent on the front page keeping
everyone abreast of the good news happening in the district. The
district's website and Pascagoula High School's website are kept
up-to-date on current activities at the school with links available to
specific events. The school district's Communication Director informs
the media about events and programs in the school with Pascagoula High
School receiving coverage from two local television stations, two area
newspapers, and numerous radio stations.

The "Pascagoula High Today" broadcast journalism class reports to the
student body via television on a regular basis. The teacher is a
reporter with the local television station, WLOX. Teachers send home
letters defining student expectations in every class. Many teachers have
individual websites giving students and parents access to assignments,
test dates, and other information pertinent to that course. Parents also
have access to attendance and grades on-line through a password
controlled "Parent Internet Viewer" program.

Teachers communicate to parents through individual conferences, e-mails,
and telephone contacts. These contacts are tracked through a monthly
phone log sheet. To date, since the beginning of the 2004-05 school
year, the Pascagoula High School faculty has logged in more than 22,000
contacts. The principal's bi-annual newsletter also keeps parents
abreast of happenings at the school. Our homework lottery is a teacher
referred daily study hall for students who have not met the class
requirements. Administrators and counselors contact parents seeking
permission for students to report to the study hall on the day the phone
call is made.

Students are issued individual progress reports/report cards every four
and a half weeks. Parents may also request more frequent hard copy
reports as needed. Parents with special needs students who have a
current ruling under IDEA and a current Individualized Educational
Program (IEP) also receive progress reports based on their child's
individual goals.

*4. Methods employed by the school to communicate successes.*

Pascagoula High School shares its successful programs and ideas with
other schools in a myriad of ways. Pascagoula High School teachers and
administrators regularly participate in the Gulf Coast Education
Initiative Consortium that provides professional development activities
for educators in South Mississippi. This organization provides an avenue
through which school personnel have the opportunity to share winning
programs and exchange ideas.

Monthly district administrative planning meetings provide opportunities
for Pascagoula High School administrators to share our successes.
Administrators and teachers also conduct staff development meetings in
which they communicate their achievements in the classroom. For example,
teachers come together in a vertical alignment departmental district
meeting to share "Best Practices" twice a year. Our teachers and
administrators are often asked to provide professional development with
other school districts as well. Recently, one Pascagoula High School
business teacher shared in a staff development for Mobile (Ala.) County
Schools concerning Industry Certification and used her program to help
Mobile as they set up their program.

Pascagoula High School administrators and teachers make full use of
networking opportunities, teaching adjunct classes at Mississippi Gulf
Coast Community College in Gautier and on-line college classes where
they serve as strong ambassadors for Pascagoula High School. Many of the
school's success stories have been aired on two local television
stations and printed in two area newspapers and are seen by school
districts along the Mississippi Gulf Coast.

On the state level, the Orientation for School Leaders, a state-operated
program for new administrators, has been an excellent avenue to share
school achievements. Our former principal has been a presenter for
curriculum and staff development at the state and national levels. Our
current principal serves on the advisory board for the nationally
renowned Millsaps Principals' Institute. School districts from across
the nation travel to Pascagoula to observe and learn more about our
successful practices. Last year at the National Association of Federal
Education Program Administrators' Conference in Washington D.C., our
district along with Pascagoula High, was featured in a report showing
how our schools are managing the challenges of implementing the No Child
Left Behind Act.

**PART V -- CURRICULUM AND INSTRUCTION**

*1. Describe in one page the school's curriculum.*

Pascagoula High's curriculum guides the acquisition of skills,
knowledge, understandings, and attitudes necessary for students to
realize success in educational settings as well as the workplace in the
twenty-first century. Our curriculum maps a plan of academic development
for all students; it also recognizes the characteristics unique to each
individual and provides a process for development and expression of each
student's potential and talents. It takes into account the critical
thinking and individual inquiry skills that will prepare each student to
become a lifelong learner and seeker of knowledge beyond what is taught
in the classroom. The district pushes for every teacher to address
differentiated instruction in planning lessons to meet the academic
needs of a wide variety of learners.

All core academic courses are aligned with national and state standards.
Academic strands and competencies are the focus for classroom teaching
and learning because they are the core learning expectations for a
student. The competencies form a "learning pathway" for our students as
well as define what a student should know and be able to do upon
graduation. Commitment is made, however, to exceed these core learning
expectations in all areas of our course offerings.

The school offers a broad curriculum with 138 courses offered to
students. To graduate a student must have 28 credits -- 4 English, 4
social studies, 3 mathematics, 3 sciences, 1 art, 1 business and
technology, 1 health and physical education, plus 11 electives. Students
may take two or three years of technical training at the Applied
Technology Center. Eighteen Advanced Placement courses are offered in
the four major subject areas, the arts, and foreign languages.

Our language arts curriculum actively engages students in the processes
of reading, writing, speaking, listening, viewing, and presenting; with
a focus on the communication of meaning, students experience varied
opportunities to use functional language. Language arts processes are
not learned in isolation but are integrated in our classrooms to create
learning environments that foster the development of literacy and
critical and analytical thought components.

We believe a balanced and practical approach to mathematics learning
focuses on more than just computation; it teaches students to think
mathematically. Students learn important mathematics content in the
areas of number sense; patterns, relations, and functions; geometry and
measurement; statistics and probability; and trigonometry and calculus;
a strong emphasis on important process skills in the areas of
mathematical problem-solving, communication, reasoning, and connections
is evident. Special attention is given to developing "numeracy" in all
students as well.

Our science program is designed to instill curiosity necessary for
building and understanding the world around us by emphasizing
investigation along with creative and critical thinking. Students are
systematically introduced to the knowledge, methods, skills, and
attitudes of scientists as they engage in units of study that explore
life, earth and physical sciences. For example, the Marine Science
classes conduct hands-on lessons at the nearby beach, and the
Environmental Science/Botany classes work in a fully operational
greenhouse here on campus. The greenhouse was funded through a
teacher-secured grant.

The social studies curriculum is designed to develop thoughtful,
enlightened citizens who can carry our nation into the future with
dignity and wisdom. The social studies standards and competencies
include academic content and skills in four interrelated disciplines:
history, geography, economics, and civics/government. Students learn
about the rich and diverse contributions people of many backgrounds have
made to American life and institutions, our shared heritage, and our
responsibilities as citizens of the United States by participating in
projects such as a Living Museum.

Students in grades 9 to 12 participate in foreign language classes
designed to develop their ability to speak, read, and write in the
target language as well as to understand, accept, and appreciate
diversity of languages and cultures, including their own. They may
choose from Spanish, French, and German.

Our special education program supports students with identified special
education needs. While students work individually or in small groups
with specially trained teachers to learn strategies which may be
transferred to classroom work, they are included in regular education
classrooms as much as possible. Our goals are to help each student
experience success and build self-confidence as a learner.

Students may choose from electives in three areas of the arts -- visual
art, music, and theater. The arts are considered to be an integral part
of our curriculum. The classes provide all students with opportunities
to learn, experience, and appreciate the fundamental concepts and
techniques involved in the visual and performing arts. Students compete
and exhibit their talents on both the local and national levels as in
the recent superior performance of the Pascagoula High Band in London,
England.

*2. English language curriculum and improvement efforts.*

The Pascagoula High School language arts curriculum covers a wide range
of courses designed to meet the diverse needs of our students. By
promoting oral and written communication skills, the English classes are
developed to equip students with the necessary tools for success as they
establish themselves in the world. The course offerings range from
compensatory reading and writing classes for students who read below
grade level to regular classes, accelerated classes and Advanced
Placement classes. Title I compensatory classes in writing and reading
are available for ninth and tenth grade students who need remediation
for the state subject area English II test. Other students may choose to
take a college prep schedule that involves accelerated feeder classes
for the senior Advanced Placement Literature and Composition class. The
classes are available for any student willing and motivated to do the
work.

Additional English programs are also available for students who are
reading below grade level. The English Language Learner (ELL) class
works with students who move into our school either unable to speak/read
English or with limited English-speaking/reading skills. The Accelerated
Reader (AR) program allows students to improve their reading skills. The
AR program is widely used with our ninth grade English students and
those students who receive special education services yet are seeking a
regular diploma. Anchor Learning Module Assessments are also required
for ninth and tenth grade English classes including the compensatory
reading and writing courses to guide students toward success in the
subject area English II class.

After-school tutoring services, conducted by certified English teachers,
work in two phases. One involves English teachers working with at-risk
students preparing to take the English II subject area test for the
first time in a proactive measure. The other phase uses student data to
eliminate areas of weakness revealed in the student's subject area test
scores. These tutoring programs are held throughout the entire school
year. Special education teachers also work through the inclusion program
to help at risk students succeed in regular English classes.

*3. Additional curriculum area*

Pascagoula High School's social studies curriculum is structured to
assist students in developing a social conscience and global awareness
in order to contribute effectively to society as informed citizens.
Students extend their understanding of their individual duties and
responsibilities as citizens through knowledge of the democratic
process. The foundation is provided early in social studies with the
expanding theme model that progresses from self to the global community
and culminates with student participation in United States history and
government. Students are required to strengthen their knowledge of
United States foreign and domestic policy through careful application of
social studies skills using library and Internet research and
interactive technology applications.

Four strands -- civics, history, geography, and economics -- are woven
throughout the curriculum and developed by teachers with exacting
district-wide ALMAs (Anchor Learning Module Assessments) that provide
in-depth writing assessments, careful political cartoon analysis, and
requisite chart and graph examination. The Pascagoula High School Social
Studies Department offers extensive tutoring opportunities from
one-on-one study sessions to carefully delineated group settings.
Students may expand their experiences with in-depth research
opportunities provided by "National History Day" and an active
two-semester Advanced Placement history program that successfully
concludes with college credits.

*4. Instructional methods utilized to improve student learning.*

A variety of research based methods are used to address the individual
needs and learning styles of our students. Special attention is given to
student-centered classrooms and students' acceptance and responsibility
for their own learning. Realistic and relative learning opportunities
exist in each classroom so students understand or create connections to
their roles as future citizens and employees.

Technology integration as a curriculum implementation strategy links the
content and skills from various disciplines. It is our belief that
students who receive a balanced curriculum and possess the knowledge,
skills, and abilities to transfer and connect ideas and concepts across
disciplines will be successful as measured by standardized tests as well
as other indicators of student success. Technology is an essential
component in instruction and is utilized for individual and group
learning.

Assessment is an integral part of the teaching and learning cycle.
Teachers continue to assess students using ALMAs (Anchor Learning Module
Assessments), which are common district assessments, practice tests, and
classroom assessments in order to make instructional decisions. Using
the knowledge gained from the assessments, intensive interventions are
set in place for students. These interventions include but are not
limited to after school tutoring, student mentoring programs, and the
Homework Lottery. Textbooks are only one resource used to help students
learn about subject matter. We believe that true understanding rarely
occurs simply from reading about something in a book. We want our
students to experience concepts through as many senses as possible and
make connections to their lives and their world around them so that
learning is meaningful. Worthwhile integration allows for meaningful
connections to be made across the curriculum.

*5. Professional development program and its impact on improving student
achievement.*

Pascagoula High uses data to drive the planning and implementation of
its professional development plan. Using student data from school and
state assessments, discipline reports, grade reports and attendance
reports, a committee identifies areas of strength and areas of need.
Data collected from teacher evaluation documents are also included in
this process.

We conduct most of our professional development during our 96 minute
planning periods. The teachers, meeting in small groups, work together
on issues that are common across content areas. These problem-solving
sessions result in better solutions because of the diversity of the
groups. We are also providing technology training during the planning
periods with a current focus on implementing an excellent program that
provides instructional video clips on-demand. Content/department
meetings focus on reviewing ALMAs, adjusting curriculum and instruction,
and discussing teaching strategies.

Pascagoula High also uses larger group sessions to work on broader
school issues. We are currently working on strengthening the vision for
our school, and we are using researched strategies for team building.

In the summer we host a one-day orientation for teachers new to our
campus. This is held in conjunction with the district's Teacher
Enhancement Academy, a three-day institute that introduces all teachers
new to the district to the district's programs and expectations. All of
these teachers are assigned a trained mentor. Teachers with less than
three years experience attend monthly follow-up sessions at the Center
for Teaching and Learning.

Our teachers work in vertical teams with other grade 6-12 teachers to
maintain a rigorous and appropriately aligned curriculum. Because our
school has had an increasing number of Hispanic students, the district
provides assistance for our teachers in understanding cultural
differences and in implementing instructional strategies. Many of our
teachers take issue/topic oriented courses at the district's Center for
Teaching and Learning. Our administrators also participate in the
Administrator Academy, a district initiative that focuses on developing
stronger instructional leaders, strengthening management skills, and
engaging in study groups/book studies.

Our test scores are improving at a time when we have an increasing ELL
population, a high poverty level, and a high mobility rate. This is an
indication that our professional development program is positively
impacting student achievement.

**INFORMATION FOR STATE CRITERION-REFERENCED ENGLISH TESTS**

  --------------------- ------- -- -- ---------- ---- ----------- ---------------------------
  Grade                 10                            Test        State of Mississippi
                                                                  English II Test

                                                                  

  Edition/publication                 Yearly\*        Publisher   Harcourt Educational
  year                                                            Measurement

                                                                  
  --------------------- ------- -- -- ---------- ---- ----------- ---------------------------

+-------------------------+--------------+--------------+--------------+
|                         | 2003-2004    | 2002-2003    | 2001-2002    |
+-------------------------+--------------+--------------+--------------+
| Testing month           | Dec. & April | Dec. & April | Dec. & April |
+-------------------------+--------------+--------------+--------------+
| SCHOOL SCORES           |              |              |              |
+-------------------------+--------------+--------------+--------------+
| TOTAL (School Mean SS)  | 349.5        | 341.9        | 336.1        |
+-------------------------+--------------+--------------+--------------+
| At or Above Basic %     | 88           | 83           | 72           |
+-------------------------+--------------+--------------+--------------+
| At or Above Proficient  | 51           | 43           | 42           |
| %                       |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At Advanced %           | 7            | 9            | 7            |
+-------------------------+--------------+--------------+--------------+
| Number of students      | 270          | 232          | 288          |
| tested                  |              |              |              |
+-------------------------+--------------+--------------+--------------+
| Percent of total        | 100          | 100          | 100          |
| students tested         |              |              |              |
+-------------------------+--------------+--------------+--------------+
| Number of students      | 0            | 0            | 0            |
| excluded                |              |              |              |
+-------------------------+--------------+--------------+--------------+
| Percent of students     | 0            | 0            | 0            |
| excluded                |              |              |              |
+-------------------------+--------------+--------------+--------------+
| SUBGROUP SCORES         |              |              |              |
+-------------------------+--------------+--------------+--------------+
| 1.  Black (Mean SS)     | 327.5        | 325.3        | 315.0        |
+-------------------------+--------------+--------------+--------------+
| At or Above Basic %     | 69           | 75           | 52           |
+-------------------------+--------------+--------------+--------------+
| At or Above Proficient  | 30           | 24           | 19           |
| %                       |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At Advanced %           | 1            | 0            | 3            |
+-------------------------+--------------+--------------+--------------+
| 2.  White (Mean SS)     | 362.5        | 350.5        | 351.5        |
+-------------------------+--------------+--------------+--------------+
| At or Above Basic %     | 95           | 89           | 86           |
+-------------------------+--------------+--------------+--------------+
| At or Above Proficient  | 65           | 57           | 58           |
| %                       |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At Advanced %           | 13           | 10           | 10           |
+-------------------------+--------------+--------------+--------------+
| 3.  Economically        | 333.0        | 328.4        | NA\*\*       |
|     Disadvantaged (Mean |              |              |              |
|     SS)                 |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At or Above Basic %     | 73           | 76           |              |
+-------------------------+--------------+--------------+--------------+
| At or Above Proficient  | 35           | 27           |              |
| %                       |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At Advanced %           | 2            | 2            |              |
+-------------------------+--------------+--------------+--------------+
| STATE SCORES            |              |              |              |
+-------------------------+--------------+--------------+--------------+
| TOTAL (State Mean SS)   | 334.5        | 330.0        | 321.5        |
+-------------------------+--------------+--------------+--------------+
| At or Above Basic %     | 75           | 67           | 58           |
+-------------------------+--------------+--------------+--------------+
| At or Above Proficient  | 39           | 35           | 28           |
| %                       |              |              |              |
+-------------------------+--------------+--------------+--------------+
| At Advanced %           | 5            | 6            | 4            |
+-------------------------+--------------+--------------+--------------+

\* Block schedule test twice yearly

\*\* 2001 Data for Economically Disadvantaged is not available

##### INFORMATION FOR STATE CRITERION-REFERENCED MATHEMATICS TESTS

<table>
<colgroup>
<col style="width: 3%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 3%" />
<col style="width: 2%" />
<col style="width: 7%" />
<col style="width: 5%" />
<col style="width: 5%" />
<col style="width: 8%" />
<col style="width: 3%" />
<col style="width: 17%" />
<col style="width: 19%" />
<col style="width: 0%" />
</colgroup>
<tbody>
<tr class="odd">
<td></td>
<td>Grade</td>
<td colspan="2">9, 10</td>
<td colspan="4"></td>
<td colspan="2">Test</td>
<td colspan="2">State of Mississippi Algebra I Test</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4">Edition/publication year</td>
<td colspan="2">Yearly*</td>
<td></td>
<td colspan="2">Publisher</td>
<td colspan="2">Harcourt Educational Measurement</td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td colspan="3">2003-2004</td>
<td colspan="2">2002-2003</td>
<td colspan="2">2001-2002</td>
</tr>
<tr class="even">
<td colspan="6">Testing month</td>
<td colspan="3">Dec. &amp; April</td>
<td colspan="2">Dec. &amp; April</td>
<td colspan="2">Dec. &amp; April</td>
</tr>
<tr class="odd">
<td colspan="6">SCHOOL SCORES</td>
<td colspan="7"></td>
</tr>
<tr class="even">
<td colspan="6">TOTAL (School Mean SS)</td>
<td colspan="3">384.5</td>
<td colspan="2">365.3</td>
<td colspan="2">360.3</td>
</tr>
<tr class="odd">
<td colspan="6">At or Above Basic %</td>
<td colspan="3">99</td>
<td colspan="2">96</td>
<td colspan="2">98</td>
</tr>
<tr class="even">
<td colspan="6">At or Above Proficient %</td>
<td colspan="3">91</td>
<td colspan="2">63</td>
<td colspan="2">73</td>
</tr>
<tr class="odd">
<td colspan="6">At Advanced %</td>
<td colspan="3">51</td>
<td colspan="2">33</td>
<td colspan="2">15</td>
</tr>
<tr class="even">
<td colspan="6">Number of students tested</td>
<td colspan="3">177</td>
<td colspan="2">147</td>
<td colspan="2">124</td>
</tr>
<tr class="odd">
<td colspan="6">Percent of total students tested</td>
<td colspan="3">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
</tr>
<tr class="even">
<td colspan="6">Number of students excluded</td>
<td colspan="3">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td colspan="6">Percent of students excluded</td>
<td colspan="3">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td colspan="6">SUBGROUP SCORES</td>
<td colspan="7"></td>
</tr>
<tr class="odd">
<td colspan="6"><ol type="1">
<li><p>Black (Mean SS)</p></li>
</ol></td>
<td colspan="3">378.0</td>
<td colspan="2">356.2</td>
<td colspan="2">351.5</td>
</tr>
<tr class="even">
<td colspan="6">At or Above Basic %</td>
<td colspan="3">95</td>
<td colspan="2">94</td>
<td colspan="2">96</td>
</tr>
<tr class="odd">
<td colspan="6">At or Above Proficient %</td>
<td colspan="3">84</td>
<td colspan="2">68</td>
<td colspan="2">65</td>
</tr>
<tr class="even">
<td colspan="6">At Advanced %</td>
<td colspan="3">40</td>
<td colspan="2">17</td>
<td colspan="2">7</td>
</tr>
<tr class="odd">
<td colspan="6"><ol start="2" type="1">
<li><p>White (Mean SS)</p></li>
</ol></td>
<td colspan="3">391.0</td>
<td colspan="2">369.3</td>
<td colspan="2">366.8</td>
</tr>
<tr class="even">
<td colspan="6">At or Above Basic %</td>
<td colspan="3">99</td>
<td colspan="2">99</td>
<td colspan="2">99</td>
</tr>
<tr class="odd">
<td colspan="6">At or Above Proficient %</td>
<td colspan="3">92</td>
<td colspan="2">74</td>
<td colspan="2">80</td>
</tr>
<tr class="even">
<td colspan="6">At Advanced %</td>
<td colspan="3">51</td>
<td colspan="2">25</td>
<td colspan="2">20</td>
</tr>
<tr class="odd">
<td colspan="6"><ol start="3" type="1">
<li><p>Economically Disadvantaged (Mean SS)</p></li>
</ol></td>
<td colspan="3">376.7</td>
<td colspan="2">367.2</td>
<td colspan="2" rowspan="4">NA**</td>
</tr>
<tr class="even">
<td colspan="6">At or Above Basic %</td>
<td colspan="3">94</td>
<td colspan="2">96</td>
</tr>
<tr class="odd">
<td colspan="6">At or Above Proficient %</td>
<td colspan="3">88</td>
<td colspan="2">72</td>
</tr>
<tr class="even">
<td colspan="6">At Advanced %</td>
<td colspan="3">35</td>
<td colspan="2">32</td>
</tr>
<tr class="odd">
<td colspan="6">STATE SCORES</td>
<td colspan="7"></td>
</tr>
<tr class="even">
<td colspan="6">TOTAL (State Mean SS)</td>
<td colspan="3">352.3</td>
<td colspan="2">339.9</td>
<td colspan="2">335.9</td>
</tr>
<tr class="odd">
<td colspan="6">At or Above Basic %</td>
<td colspan="3">91</td>
<td colspan="2">82</td>
<td colspan="2">79</td>
</tr>
<tr class="even">
<td colspan="6">At or Above Proficient %</td>
<td colspan="3">55</td>
<td colspan="2">45</td>
<td colspan="2">42</td>
</tr>
<tr class="odd">
<td colspan="6">At Advanced %</td>
<td colspan="3">18</td>
<td colspan="2">14</td>
<td colspan="2">11</td>
</tr>
</tbody>
</table>

\* Block schedule test twice yearly

\*\* 2001 Data for Economically Disadvantaged is not available