##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[**X**\] High \[ \] K-12 \[ \] Charter

Name of Principal [Mr. Jack Linton]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_[\_1145 Highway 42
East]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Petal]{.underline} \_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mississippi\_]{.underline}\_\_\_\_\_\_\_\_[39465-9740]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[\_Forrest]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code
Number\*\_\_\_[1821-006]{.underline}\_\_\_\_\_\_\_\_\_\_

Telephone [( 601 ) 583-3538]{.underline} Fax [( 601 )
545-1229]{.underline}

Web site/URL [www.petalschools.com](http://www.petalschools.com/) E-mail
[jlinton@petal.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. James Hutto]{.underline}

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

District Name [Petal School District]{.underline} Tel. [( 601 )
545-3002]{.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 Mr. Bruce Magee

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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**

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 for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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**

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

1\. Number of schools in the district: \_[\_2\_]{.underline}\_
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

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

\_\_[1]{.underline}\_\_ High schools

\_\_[1]{.underline}\_\_ Other

\_\_[5]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$6960]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_[\$7208]{.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
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [10]{.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 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**       186       157         343

  **2**                                                     **10**      158       148         306

  **3**                                                     **11**      135       142         277

  **4**                                                     **12**      93        100         193

  **5**                                                     **Other**   5         2           7

  **6**                                                                                       

                                    **TOTAL                                                   1126
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [84]{.underline} % White

the school: [14]{.underline} % Black or African American

[1]{.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:
\_\_[.04]{.underline}\_\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      33
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    55
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 1126
                            the school as of October 1  

  **(5)**                   Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[.003]{.underline}\_%

\_\_[\_4]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[1]{.underline}\_\_\_

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals:
\_\_[\_43]{.underline} %

Total number students who qualify: \_\_[\_482]{.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:
\_\_\_[17]{.underline}\_\_\_%

\_\_[190]{.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. Do not add additional categories.

\_ [0]{.underline} \_Autism [\_ 2]{.underline}\_Orthopedic Impairment

\_ [0]{.underline} \_Deafness \_[35]{.underline}\_Other Health Impaired

\_ [0]{.underline} \_Deaf-Blindness [128]{.underline} Specific Learning
Disability

\_[10]{.underline}\_Emotional Disturbance \_ [2\_]{.underline}Speech or
Language Impairment

\_ [1]{.underline} \_Hearing Impairment \_[\_0]{.underline}\_Traumatic
Brain Injury

> \_ [8]{.underline}\_Mental Retardation \_[\_1]{.underline}\_Visual
> Impairment Including Blindness
>
> \_ [3]{.underline}\_Multiple Disabilities

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 \_\_\_[82]{.underline}\_\_
\_\_\_\_[\_1]{.underline}\_\_

Special resource teachers/specialists \_\_\_[\_6]{.underline}\_\_
\_\_\_\_[\_0]{.underline}\_\_

Paraprofessionals \_\_\_[\_4]{.underline}\_\_
\_\_\_\_[\_1]{.underline}\_\_

> Support staff \_\_\_\_[6]{.underline}\_\_
> \_\_\_\_\_[0]{.underline}\_\_
>
> Total number \_[\_102]{.underline} \_ \_\_\_\_[\_2]{.underline}\_\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[14:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   92%         96%         91%         97%         96%

  Daily teacher attendance   93%         93%         94%         95%         94%

  Teacher turnover rate      10 %        13%         6%          11%         13%

  Student dropout rate       \*3%        2%          2 %         2 %         2 %
  (middle/high)                                                              

  Student drop-off rate      32%         33%         37%         \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

> \*NOTE: Beginning with the 2005 -- 2006 school year the State of
> Mississippi procedures for calculating dropout rates/drop-off rates
> changed from those procedures used in preceding years. The main
> difference is that earlier calculations were based on student counts
> while the new procedures involve tracking students over time using
> data that is now available in the Mississippi Student Information
> System. A cohort of students is established when students enter the
> ninth grade, transfers in and out are taken into consideration, and
> summer no-shows who in past years were not included in calculations
> are now used to calculate the dropout/drop-off rates.
>
> **14.** Show what the students who graduated in Spring 2006 are doing
> as of September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [\_      |
|                                                         | > 207]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | >          |
|                                                         | [\_\_16]{. |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[66]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | [\_1]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \_\      |
|                                                         | _[17]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**[PART III ‑ SUMMARY]{.underline}**

Petal High School is a public, suburban high school located in Forrest
County approximately sixty miles north of the Mississippi Gulf Coast.
The city of Petal was organized in 1976 for the express purpose of
founding a separate school system. The Petal community holds high
expectations for education which has contributed to Petal High School
being rated a Level 5 (Superior rating) school from 1996 when
accreditation levels were first introduced in the state to the present.
During this time, Petal High School has also either met or exceeded AYP
(Adequate Yearly Progress) growth.

The Petal community is primarily a bedroom community for the much larger
city of Hattiesburg. It consists of middle class working people who
support the school with their tax dollars as well as their physical and
vocal support. Parent booster clubs provide financial support for every
extracurricular activity. Parents and other community members serve on
varied committees and councils to provide input to the school. Examples
include helping to develop and monitor implementation of the district
strategic plan and being a member of the Shared Decision Making
Committee. Community volunteers also provide assistance to teachers,
help tutor students, and serve as judges for Senior Projects.

Built in 1980, Petal High School is a modern, well maintained facility
that houses six computer labs, three science labs, an up to date media
center, a mini auditorium for forensics, a completely refurbished
gymnasium, and a pleasant cafeteria setting. In additional to the
original structure, twelve new instructional buildings have been added
to the site. These buildings include a Career and Occupational
Technology building, a Technology Discovery building, a visual arts
building, a 1024 seat performing arts center, and a Polymer Science
building that includes an industry style lab with injection molding
machinery. The newest addition is the Performance Enhancement Center
which houses state of the art Polar body assessment equipment, fitness
club style exercise equipment, eight free weight stations, an indoor
sprint track, two classrooms equipped with smart boards, dressing
facilities for females and males, and offices for female and male
coaches/instructors. This facility is open to all students involved in
extra-curricular activities whether it be athletics, band, or show
choir. Also, a new band and choral building is scheduled for completion
during the 2007 -- 2008 school year. These facilities reflect the
support of the community and the commitment of the school district to
the overall education of all students.

The Petal School District mission statement states, "The mission of the
Petal School District is to empower all students with the attitudes,
knowledge, and lifelong learning skills essential to thrive as
responsible citizens in an ever-changing global society." The staff and
students at Petal High School have taken this mission to heart and as a
result they have established a school climate that promotes superior
achievement in academics, athletics, and the arts. The Petal Panther
athletic program is composed of ten female sports and ten male sports
that compete annually for district as well as state championships. The
band program is comprised of 150 students who consistently have superior
ratings in every competition in which they compete. During the past five
years the band has marched in the Cherry Blossom parade in Washington,
D. C., performed in competition in Tampa, Florida, and marched in the
Hollywood Christmas parade. The school's show choir is regarded as one
of the premiere show choirs in the nation. The show choir has won
competitions throughout the South, and they have won national
competitions in Honolulu, New York City, Chicago, Orlando, and
Nashville. The attitudes and commitment that these accomplishments
require are also reflected in the academic achievements of the students.
The forensics program for example is one of the top forensics programs
in the state, and each year its members compete not only at the state
level but at the national level as well. In 2006, the program was
recognized by the National Forensics League as the outstanding forensics
program in the state of Mississippi and as one of the top programs in
the nation. Excellence in academics can also be seen in the fact that
eighty-two percent of the 2006 graduating class enrolled in a two or
four year college program the fall following their graduation. Also, of
the 207 graduating seniors, 90 graduated with a 3.0 GPA or better, and
the 2006 senior class received over 1.5 million dollars in scholarship
money.

The staff believes very student can achieve, and they set high
expectations and insist on a rigorous curriculum that will help students
become productive citizens. The staff models the district's mission
statement as they strive to instill in all students a love and respect
for academic achievement.

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

**1. Assessment Results:**

In 2001-2002, Mississippi implemented its Subject Area Testing Program
(SATP). This program requires that Mississippi students pass end-of-the
year tests in English II, Algebra I, Biology I, and U.S. History from
1877. Mississippi students must pass all four of these tests in order to
receive a diploma. As part of federal guidelines set under No Child Left
Behind (NCLB), all students enrolled in Algebra I and English II must be
tested. These test scores are used to measure school performance each
year for the state of Mississippi Report Card and in the Adequate Yearly
Progress (AYP) calculations used for accountability purposes. Each year
the school's test data is analyzed by a select group of teachers and
counselors that form the Petal High School SIT (School Improvement
Team). As part of the school improvement plan, each core subject area
department develops objectives to help students continue to move toward
proficient and advanced levels on the subject area tests. This movement
of students from minimal and basic performance levels to proficient and
advanced levels is one Petal High School's most important goals.

The Algebra I test consists of 65 multiple-choice questions written to
various levels of depth of knowledge. The rigor of questions ranges from
level 1, which tests basic knowledge and terminology, to level 3, which
requires higher-order thinking skills and multi-step operations. The
English II test consists of two components: an 85-question
multiple-choice test and a writing test. The multiple-choice test
assesses language conventions and reading comprehension and the writing
test requires students to write an informative essay. English II is one
of the areas the state of Mississippi uses for accreditation of high
schools. In two years, Petal High School has risen from 48% of its
students at or above proficient and advanced in English II testing to
58% proficient and advanced in 2005-2006. Petal's 58% proficient and
advanced is well above the state average of 37% proficient and advanced.
Our subgroups have risen as well. Black students at PHS have almost
doubled their proficiency percentage over the last three years from 14%
in 2003-2004 to 27% in 2005-2006. See Attachment A for more information
on these English scores.

Each English teacher has a computer-integrated smart board in the
classroom to use in writing and grammar instruction as well as in class
internet research projects based on literary works being studied.
Teachers can also use an interactive-response system to provide students
with immediate feedback on subject area practice test material.

Algebra I scores have consistently been above the state average for
overall performance and subgroups alike. Students in the
socio-economically disadvantaged sub-group have scored 74% at proficient
or above compared to only 54% of students state wide. To further
integrate technology into our mathematics program, each math teacher has
a classroom set of graphing calculators and a computer-integrated smart
board to facilitate instruction. See Attachment B for more information
on these Algebra I scores.

The improvement and consistency that students at Petal High School have
shown on Subject Area Tests is attributed to teacher collaboration
within departments and an extensive after-school tutoring program.
Common assessments used by teachers of these various subject areas
ensure that students are exposed to quality testing materials. The use
of Edusoft, an internet database that allows extrapolation of specific
data, enables teachers to identify specific strengths and weaknesses in
students and in instruction.

Additional Mississippi state test results can be found at the
Mississippi State Department of Education website:
[www.mde.k12.ms.us](http://www.mde.k12.ms.us/).

**2. Using Assessment Results:**

Petal High School is in a perpetual state of data analysis. We utilize
assessment results throughout the school year in planning, evaluating
and improving our programs. At the beginning of each school year, we
review test score results from the Mississippi Curriculum Test and
Subject Area Tests to determine student placement and need for
remediation. We work closely with Petal Middle School to identify
incoming freshmen in need of support based on MCT scores including
Lexile scores to determine reading levels.

At Petal High School, the history and science departments have a lesson
study period where teachers meet daily to plan lessons, align the
curriculum, and develop common assessments. The lesson study program is
in the process of expanding to include English and math departments. At
this time English and math teachers are allowed additional planning days
throughout the school year to analyze test data and determine needs.
Students receive remediation through before/after school tutoring.
Tutoring sessions begin the first week of school in all subject areas
and are designed to address different learning styles. Petal High
School's daily schedule is also designed to accommodate a variety of
schedules by offering a "zero" period to students who have obligations
which limit their time. To promote progress in all subject areas, Petal
High School is focusing on the importance of student reading levels.
Based on Lexile score data, we implemented a 9^th^ grade reading focus
class for all incoming freshmen and established a sustained reading time
school wide.

The Petal School District has implemented a web-based program which
enables administrators and teachers to track student performance through
three kinds of tests: state exams, district benchmarks, and in-class
teacher tests. The *Edusoft* program is utilized by subject area
departments to develop common assessments, pre/post tests, and chart
student progress prior to statewide assessments. This allows teachers to
systematically prepare students to be in the best position to be
successful on state assessments. This process also ensures alignment
within each department of our school curriculum.

**3. Communicating Assessment Results:**

The state of Mississippi requires every school to report their
accountability results each year. Petal High publishes a district report
each year which is distributed to each student to inform parents of
district and school progress. Parents and community leaders can view the
test results in local newspapers, as well as view the results on the
Mississippi Department of Education's website. Teachers are in constant
communication with families through phone calls, progress reports,
emails, letters, and Hope Cards (postcards to parents with only positive
comments). Also, parents and students have the opportunity to meet with
teachers during *Choices Night* and understand the expectations for
specific courses in each discipline, as well as talk to the counselors
to plan the student's schedule for the upcoming year. Notice of tutoring
of core subject area courses through regularly scheduled after school
labs, Teacher Support Team tutoring labs, or individually scheduled
times is provided at the beginning of school in a letter. Parents have
access to attendance and grades on-line through a password-controlled
"Active Parent" program. The State Testing Calendar is included in the
Student Handbook and parents must sign a form indicating they have
received and reviewed the handbook.

The district-wide newsletter is sent home to parents along with the
report card each 9 weeks. The newsletter keeps parents informed about
student performance and other good news happening in the district. The
district's website also keeps parents and community members informed on
Petal High School's accomplishments and activities with links available
to specific events. The school district's communications director,
sponsors, and coaches inform the media about events and programs in the
school with Petal High School receiving coverage from local television
stations and area newspapers.

**4. Sharing Success:**

Administrators share school successes with other schools through active
participation in the Gulf Coast Principal's Consortium where teacher
evaluation methods, tutoring practices, and innovative instructional
strategies are discussed. Our principal, State Principal of the Year for
the 2004-2005 school year, has shared our Freshman Mentoring and
Freshman Challenge programs (designed to reduce disciplinary problems,
increase positive interactions, and promote teamwork), implementation of
the Fish Philosophy (to improve teacher and student morale), and Lesson
Study (Professional Learning Communities) with schools across the state.
Many teachers have conducted workshops state and locally that include
topics on curriculum alignment, inclusion, and vocational education.

Success is communicated through school celebrations such as an annual
Christmas celebration and fish fry that acknowledges the faculty's
commitment to student success. Also, playing a major role in
communicating successes is the school district's strategic plan which
outlines action plans or strategies for communicating school successes
throughout the community. Petal High School is also a destination for
student teachers from The University of Southern Mississippi and William
Carey University each semester where bell assignments, use of
technology, and instructional methods are shared with future teachers.
Other school districts regularly visit to observe various programs such
as Polymer Science, Freshmen Challenge, Lesson Study collaboration
teams, and programs related to the new Performance Enhancement Center.
Last year Petal High School applied for and was awarded the Tech Prep
Exemplary Site award based on documentation of innovative strategies,
high expectations, student engagement, academic advisement, and
workplace experiences. Petal High School was also awarded a \$200,000
CISCO High School Redesign Grant based on the school's implementation of
innovative programs in student mentoring, reading, and instructional
collaboration (Lesson Study).

Active Parents, an on-line program where parents can access their
child's grades, attendance history, and discipline history, has also
proven to be a tremendous tool for communicating student achievement and
progress.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

Petal High School students participate in a curriculum that is both
varied and challenging. We offer 99 courses for our students. Our high
expectations for achievement are incorporated into all courses, and
academic excellence is emphasized and expected throughout the
curriculum. This curriculum offers a variety of academic, career
technical, fine arts, physical education, and technology classes. We
require 28 credits for graduation including 4 English credits with a
senior project, 3 science credits including biology, 3 math credits
including geometry, 4 social studies credits, health and fine arts.

Spanish and French courses are available for students seeking foreign
language credits. In fact, Spanish I, II, and III as well as French I,
II, and III are available so that Petal students have an opportunity for
intensive study of a language. Students also have the opportunity to
take other languages through the Mississippi Virtual School.

Business and technology classes provide students the opportunities to
learn important skills to better prepare them for college and the 21^st^
century job market. The business curriculum includes courses in
keyboarding, Computer Applications, Information Processing, Innovative
Applications in Technology, programming, and accounting. Students may
choose to complete any of our two year programs in Allied Health,
Agricultural Production, Agriscience, Business and Computer Technology,
Computer Science Technology, Culinary Technology, Forestry and Polymer
Science Technology.

PHS students also participate in a strong fine arts curriculum including
marching band, concert band, show choir, choral choir, piano, theater,
and art. Our band program and show choirs consistently earn superior
ratings. Our music programs are based on the highest levels of
achievement, and students are involved in challenging and high level
content.

The math curriculum at Petal High is based on Mississippi standards as
well as the standards outlined by the National Council of Teachers of
Mathematics. Freshmen are placed in one of five courses according to MCT
scores, final average in prerequisite coursework and teacher
recommendation: pre-algebra, Transition to Algebra, Algebra I, geometry,
or Advanced Geometry. The math program ranges from pre-algebra to AP
Calculus. Content in these courses is based on the highest level of
standards, and the staff has developed a math sequence that best meets
needs and goals as well as a remediation and tutoring program to support
students in meeting these goals.

The science department has started a new trend at our school. Three
years ago, we implemented the science department lesson study and
provided a common class period for the teachers to work together. This
has been a wonderful addition and we plan to incorporate it into all
core departments in the future. Science courses range from Physical
Science and Science Skills & Reasoning to Physics I and II and
chemistry.

The social studies department is at the top of their game. Like the
science department, they meet daily to work on department wide lesson
study. Courses range from Mississippi Studies to AP Government and AP
Economics. We focus our students on a progression of courses which
familiarize them with the geographic as well as historical perspectives
of national and world cultures and events. As part of the state testing
program our US History scores have been in the top 5% schools over the
last two years.

The language arts program is consistently moving student performance
levels forward. Classes range from reading and creative writing to
English I -- IV, including advanced placement courses. This department
constantly works to improve the reading, writing, and comprehension
level of our students.

Special Education students at Petal High School are offered three
curriculum paths. They may pursue a regular diploma, an occupational
diploma, or a certificate of completion. Special education students
seeking a regular diploma complete compensatory courses and courses in
learning strategies and are monitored by a case manager.

We work closely with our local junior colleges and universities and
several of our students participate in dual enrollment each year. Petal
students can choose a college class in place of one of their high school
classes. Classes are also available through Mississippi Virtual School.

**2b. English:**

The PHS Language Arts curriculum immerses students in the five strands
of literacy outlined by the National Council of Teachers of English and
the Mississippi Language Arts framework: reading, writing, speaking,
listening, and viewing. Common assessments, both objective and
performance-based, are used to measure student achievement in English
9-12. Students demonstrate their ability to write in a variety of modes
and develop research skills in a sequenced curriculum that culminates in
a research-based Senior Project. The Senior Project is a graduation
requirement allowing students to demonstrate their ability to propose an
original project idea; research and write a documented paper based on
primary and secondary sources; complete the project under the guidance
of an approved mentor; and compile a portfolio and give a speech about
their project experience. Students may take Accelerated English in 9^th^
and 10^th^ grades and Advanced Placement in 11^th^ and 12^th^ grades.
Elective courses are offered in Creative Writing and Mississippi
Writers. Courses in drama, speech, and debate are available; students
involved in these classes may participate in Youth Congress and Mock
Trial at the local, state, and national levels.

The English Language Learner (ELL) program is implemented by a
specialist who works one on one with our students. Language learners are
scheduled in a class with this specialist who guides them toward fluency
and provides tutorial help with academic classes. In addition, she
serves as a resource to the faculty, sharing current best practices for
teaching these language learners. For any student needing remediation,
the English department provides extra help Monday through Thursday after
school. Students can earn extra credit for attending these sessions. The
English department is also involved in guiding vocational teachers in
their use of the Mississippi SAT writing rubric to score student
writing.

Beginning with the 2006 -2007 school year all 9^th^ grade students are
required to take a reading class in addition to their regular English I
class. Also, to emphasize the importance of reading Petal High School
has daily required reading for every student, teacher, and staff member.
Each day at the end of 4^th^ period, everyone reads a book of his or her
choice.

**3. Additional curriculum area**.

In an effort to better prepare freshmen students for a rigorous high
school curriculum, a required course in reading was established for the
2006-07 school year. Particular skills are being targeted at this level
to ultimately increase achievement in all subject areas. These skills
include study strategies, organizational techniques, note-taking skills,
graphic organizers, vocabulary-building, and reading methods. Petal High
School desires to equip every student with the ability to read,
comprehend, and analyze information from a variety of fiction and
nonfiction materials including textbooks, novels, newspapers, and
websites.

Mississippi Curriculum Test data and Lexile scores were utilized to
group students according to learning needs. Class size is limited to no
more than 24 students. At the beginning of the school year, core subject
teachers provided vocabulary unique to their subjects that would be
incorporated into the reading lessons. English teachers presented course
goals and strategies to the entire faculty to facilitate the awareness
and implementation of these strategies and expectations across the
curriculum.

In another effort to enhance reading skills, time was established for a
SSR (Sustained Silent Reading) program. For fifteen minutes of every
school day, students, faculty, and administrators engage in reading for
pleasure. This program has significantly heightened student interest in
reading. Students are using the library regularly, reading at lunch,
discussing books with classmates, and reading after completing class
assignments. As students read and complete books, they gain a sense of
accomplishment and are more inclined to make reading a normal part of
everyday life. These reading initiatives further support the mission of
the Petal School District.

**4. Instructional Methods:**

At Petal High School, we strive to provide a variety of instructional
methods that address learning styles of all students to enhance the
acquisition and assimilation of knowledge. Social studies teachers use
authentic and culminating assessments such as chronological portfolios
and interpretation of original documents. In science classes, students
are engaged in lessons through hands-on laboratory activities and the
development of mind-maps and other graphic organizers. English teachers
guide students through a process of planning, completing, and presenting
a Senior Project. Freshman students are required to take a reading
course where they learn study skills, note-taking methods, reading
strategies, and cross-curriculum vocabulary. In math classes, students
creatively integrate art and reading with graphing projects. During the
2005 -- 2006 school year, more than 350 integrated activities were
completed among vocational and academic teachers. Integrated activities
help students make connections between academics and the workplace.
Vocational courses introduce students to workplace skills and
expectations through hands-on activities and job shadowing experiences.

Instruction is both data-driven and technology-driven in all courses at
Petal High School. Teachers monitor instruction through the ongoing
analysis of statewide and subject-specific common assessments using
Edusoft, a web-based assessment tool. Teachers in core subject areas
prepare and present multimedia lessons using interactive Interwrite
Board technology. These lessons incorporate a variety of resources such
as PowerPoint, Excel, United Streaming Video, Inspiration (concept
mapping software), images, animations, and a multitude of Internet
resources that enhance the learning process. Technology available for
student use includes graphing calculators, six computer labs, two mobile
computer labs, smart carts, and the use of interactive Interwrite Boards
for presentations. These instructional methods are reflective of the
Mission Statement of the Petal School District in that we are preparing
our students to be successful in an ever-changing global society.

**5. Professional Development:.**

In 2006, the state issued the AIR (Achievement Index Rank). Petal High
School ranked third in the state among high schools and eighth overall
among all 600 schools. This ranking is evidence that professional
development is impacting student achievement at Petal High School.
During the spring of each school year a professional development needs
survey is distributed to all teachers. The teachers are asked to provide
input into areas in which they feel staff development could best meet
their needs. Also, the school improvement team meets in the spring to
look at student achievement data. Information from these surveys,
results of student assessment data, new program development, and
district or state initiatives are used to develop staff development for
the following year. However, the central driving force behind staff
development is evaluating student assessment data.

The science and social studies departments are involved in daily staff
development called Lesson Study. During this staff development period,
teachers work together to evaluate state assessments, ACT, and subject
area common assessments to develop strategies to improve student
achievement. These teachers also plan lessons together, research and
apply new teaching techniques, setup student tutoring, and practice
using new technology to enhance classroom instruction. This on-going
departmental staff development has proven so successful in addressing
teacher preparation and student needs that the practice will be extended
to the English and mathematics departments during the 2007--2008 school
year.

New teachers participate in monthly staff development called New Teacher
Academy. Through this program new teachers participate in staff
development devoted to classroom management, parent conferencing, and
developing instructional strategies. All new teachers are provided a two
day summer orientation in which they are oriented to district
expectations, programs, and assigned to a veteran mentor teacher. Also,
all high school administrators are involved in a monthly staff
development program called Administrator Academy. During these sessions,
administrators participate in book studies, instructional strategy
discussions, and leadership discussions and presentations.

**PART VII - ASSESSMENT RESULTS**

***Level 5 Superior Exceeding 02-03, 03-04, 04-05, & 05-06***

**[Attachment A]{.underline}** - INFORMATION FOR STATE
CRITERION-REFERENCE **ENGLISH TESTS**

Grade [10]{.underline} Test [State of Mississippi English II
Test]{.underline}

Edition/publication year [Yearly \*]{.underline} Publisher [Harcourt
Educational Measurement\_\_\_]{.underline}

  ------------------------- ----------- ----------- ----------- --------- ----------- -----------
                            2005-2006   2004-2005   2003-2004             2002-2003   2001-2002

  **SCHOOL SCORES -                                                                   
  OVERALL**                                                                           

  At or Above Basic %       86          84          88                    81          72

  At or Above Proficient %  58          48          54                    50          41

  At Advanced %             9           3           7                     12          8

  Number of students tested 259         221         253                   209         251

  Percent of total students 100         100         100                   100         100
  tested                                                                              

  Number of students        0           0           0                     0           0
  excluded                                                                            

  Percent of students       0           0           0                     0           0
  excluded                                                                            

  **SUBGROUP SCORES**                                                                 

  **Black**                                                                           

  At or Above Basic %       63          62                      69        59          43

  At or Above Proficient %  27          28                      14        14          18

  At Advanced %             0           0                       0         3           0

  **White**                                                                           

  At or Above Basic %       89          87                      91        85          76

  At or Above Proficient %  63          52                      60        56          44

  At Advanced %             11          3                       8         14          9

  **Economically                                                                      
  Disadvantaged**                                                                     

  At or Above Basic %       85          72                      80        64          50

  At or Above Proficient %  48          33                      41        32          22

  At Advanced %             7           0                       3         6           3

  **Non-Economically                                                                  
  Disadvantaged**                                                                     

  At or Above Basic %       87          88                      91        86          78

  At or Above Proficient %  68          55                      59        56          47

  At Advanced %             12          4                       8         14          9

  **Students with                                                                     
  Disabilities**                                                                      

  At or Above Basic %       50          31                      42        43          40

  At or Above Proficient %  12          6                       16        29          7

  At Advanced %             0           0                       4         4           0

  **STATE SCORES -                                                                    
  OVERALL**                                                                           

  At or Above Basic %       68          73                      75                    

  At or Above Proficient %  37          36                      39                    
  ------------------------- ----------- ----------- ----------- --------- ----------- -----------

**[Attachment B]{.underline}** - INFORMATION FOR STATE
CRITERION-REFERENCE **MATHEMATICS TESTS**

Grade [9, 10]{.underline} Test [State of Mississippi Algebra I
Test]{.underline}

Edition/publication year [Yearly \*]{.underline} Publisher [Harcourt
Educational Measurement\_\_\_]{.underline}

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  **SCHOOL SCORES -                                                         
  OVERALL**                                                                 

  At or Above Basic %       96          97          100         96          97

  At or Above Proficient %  77          85          86          69          62

  At Advanced %             33          38          36          23          13

  Number of students tested 209         172         147         143         208

  Percent of total students 100         100         100         100         100
  tested                                                                    

  Number of students        0           0           0           0           0
  excluded                                                                  

  Percent of students       0           0           0           0           0
  excluded                                                                  

  **SUBGROUP SCORES**                                                       

  **Black**                                                                 

  At or Above Basic %       93          93          100         83          85

  At or Above Proficient %  62          70          83          39          46

  At Advanced %             14          30          29          11          4

  **White**                                                                 

  At or Above Basic %       96          98          100         96          99

  At or Above Proficient %  79          87          86          75          64

  At Advanced %             35          41          37          25          14

  **Economically                                                            
  Disadvantaged**                                                           

  At or Above Basic %       97          95          100         92          94

  At or Above Proficient %  74          81          77          62          55

  At Advanced %             24          38          25          19          10

  **Non-Economically                                                        
  Disadvantaged**                                                           

  At or Above Basic %       96          98          100         96          98

  At or Above Proficient %  80          87          90          72          64

  At Advanced %             43          39          41          25          14

  **Students with                                                           
  Disabilities**                                                            

  At or Above Basic %       86          92          100         96          88

  At or Above Proficient %  73          77          58          48          42

  At Advanced %             23          31          25          9           4

  **STATE SCORES -                                                          
  OVERALL**                                                                 

  At or Above Basic %       82          85          91                      

  At or Above Proficient %  54          59          55                      
  ------------------------- ----------- ----------- ----------- ----------- -----------

**[PETAL HIGH SCHOOL]{.underline}**

**[SUBJECT AREA TEST RESULTS 02-03, 03-04, 04-05, 05-06]{.underline}**

***English II Multiple Choice***

**Year Pass% #Tested PHS Mean Score State Mean +/-State**

**05-06 91 259 349 330 +19**

**04-05 88 221 343 334 +10**

**03-04 92 253 347 335 +13**

**02-03 90 209 346 330 +16**

***Algebra I* Pass% #Tested PHS Mean Score State Mean +/-State**

**05-06 98 209 379 352 +25**

**04-05 92 172 383 356 +27**

**03-04 100 147 386 352 +33**

**02-03 95 143 363 340 +23**

***U.S. History* Pass% #Tested PHS Mean Score State Mean +/-State**

**05-06 100 199 403 366 +37**

**04-05 100 222 406 366 +40**

**03-04 99 202 399 366 +33**

**02-03 97 213 380 363 +17**

***Biology* Pass% #Tested PHS Mean Score State Mean +/-State**

**05-06 99 266 390 362 +27**

**04-05 98 221 384 361 +23**

**03-04 98 189 370 357 +13**

**02-03 95 231 378 352 +26**