#####  U.S. Department of Education September 2003

**2003-2004**

***No Child Left Behind --***

***Blue Ribbon Schools Program***

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-   Part I -- Eligibility Certification
    ..................................2 - 3

-   Part II -- Demographic Data .4

-   Part III --
    Summary..................................................... 7

-   Part IV -- Indicators of Academic Success 8

-   Part V -- Curriculum and Instruction 10

-   Part VII -- Assessment Results 13

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OMB Control Number: 1860-0745

Expiration Date: November 30, 2005

U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal Dr. Joseph White

Official School Name Pearl River Central Junior High School

School Mailing Address [7391 Highway 11]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Carriere,
Mississippi]{.underline}\_\_\_\_\_\_\_\_\_\_39426-7577\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 601 ) 798-5654]{.underline} Fax [( 601 ) 798-2822]{.underline}

Website/URL [www.datastar.net/users/prck12]{.underline} E-mail
<jwhite@prchs.k12.ms.us>

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\* Mr. Dennis Penton

District Name [Pearl River County School District]{.underline} Tel. [(
601 )798-7744]{.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 Mrs. Michelle Boyd

President/Chairperson

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

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 2003-2004 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 1998.

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: \_\_\_1\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_1\_ Junior high schools

\_\_\_1\_ High schools

\_\_\_\_ Other (Briefly explain)

\_\_\_3\_ TOTAL

2\. District Per Pupil Expenditure: \_\$ 3,711.36\_\_\_

Average State Per Pupil Expenditure: \_\$ 3,664.93\_\_\_

**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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. \_\_9\_\_\_ Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

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

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

  **K**                                                     **7**       144       116         260

  **1**                                                     **8**       114       121         235

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   495
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[.1]{.underline} % Hispanic or Latino

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

[.4]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_32\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 87
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 63
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        150
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    464
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .32
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    32
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_62.6\_\_\_%

\_\_\_\_310\_\_\_Total Number Students Who Qualify

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

10\. Students receiving special education services: \_\_\_6\_\_\_%

\_\_32\_\_\_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_Autism \_\_0\_\_Orthopedic Impairment

\_\_0_Deafness \_\_5\_\_Other Health Impaired

\_\_0_Deaf-Blindness \_21 \_Specific Learning Disability

\_\_0_Hearing Impairment \_\_1 \_Speech or Language Impairment

\_\_5_Mental Retardation \_\_0 \_Traumatic Brain Injury

\_\_0_Multiple Disabilities \_\_0\_\_Visual Impairment Including
Blindness

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_\_ 2\_\_ \_\_\_\_\_0\_\_\_

Classroom teachers \_\_\_\_23\_\_ \_\_\_\_\_3\_\_\_

Special resource teachers/specialists \_\_\_\_\_2\_\_ \_\_\_\_\_2\_\_\_

Paraprofessionals \_\_\_\_\_5\_\_ \_\_\_\_\_0\_\_\_

> Support staff \_\_\_\_\_2\_\_ \_\_\_\_\_1\_\_\_
>
> Total number \_\_\_\_34\_\_ \_\_\_\_\_6\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_\_22\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 93 %        93 %        91 %        91 %        92.2

  Daily teacher attendance 82 %        75 %        87 %        90 %        78 %

  Teacher turnover rate    15.6 %      11 %        18.5 %      21.4 %      12.5 %

  Student dropout rate     .05%        .07 %       1 %         2 %         2.1 %
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

> **N/A**

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

**PART III ‑ SUMMARY**

Pearl River Central Junior High School is one of three schools that
comprise the Pearl River County School District. The Pearl River Central
Junior High School is located on the same campus with the high school.
The two schools share the gym facilities and the cafeteria. The mission
statement for the Pearl River County School District plays an important
role in guiding the focus of our school.

> A Partnership for the Future - PRC Moving Forward With Students:
> Recognizing that quality public education is essential to a
> progressive community, the Pearl River County School District is
> committed to excellence by providing a broad range of challenging
> educational experiences through a partnership with supportive parents
> and community members, enabling each student to become a confident,
> self-directed, life-long learner.

Pearl River County School District serves approximately 2800 students in
grades K-12. Located in Pearl River County, the district is within close
proximity to Stennis Space Center, the Mississippi Gulf Coast and New
Orleans, Louisiana. All students are transported by bus from this rural
bedroom community. Most parents of the students commute forty-five to
sixty-five miles to work outside the county. This school district is one
of the fastest growing districts in the state of Mississippi. The
unemployment rate for Pearl River County is 3.4 % which is slightly
below the state average of 4.6 %. The National unemployment rate is 5.6
% according to the November 2003 report.

Pearl River Central Junior High School is home to approximately 500
students in grades 7-8. A highly qualified staff includes two
principals, one certified counselor, one certified librarian,
twenty-five certified teachers, and seven teacher assistants. French,
Spanish, Chorus, Band, and Art are shared cooperatively by the junior
high and high school since both schools reside on the same campus. Three
certified teachers on the junior high staff hold National Board
Certification. All teachers have met the highly qualified status in the
subject area that they teach. Current free/reduced lunch status
indicates that approximately 62.6% of junior high students receive free
or reduced lunch. Title I school-wide funding assists with professional
development opportunities, supplies and remediation services for all
students.

Statewide test results for the 2001-2002 school term yielded the junior
high school a level 4 accreditation rating, up from a level 3 during the
2000-2001 school term. Test results from the 2002-2003 school term
yielded the junior high school a more prestigious rating of level 5. On
a scale of 1-5, level 5 is the highest accreditation rating awarded by
the Mississippi Department of Education to any particular school
throughout the State of Mississippi. In addition to rating a level 5,
Pearl River Central Junior High School also exceeded Adequate Yearly
Progress (AYP) in Reading/Language, Math, and other indicators.

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

According to results from the Mississippi Curriculum Test (MCT) for the
2001-2002 and 2002-2003 school terms, students attending Pearl River
Central Junior High School showed dramatic levels of improvement in
their overall academic performance. The table below indicates that
positive improvement took place in Reading, Language and Math for grades
7 and 8 in curriculum and instruction. In reviewing the data in the
table below, it is important to note the overall marked level of
positive improvement in each grade over a five-year period between the
1998-1999 and 2002-2003 school terms. Columns two and three indicate
7^th^ and 8^th^ grade students' subject area score means resulting from
the Terra Nova Test. The Terra Nova Test is a nationally norm-referenced
test. Columns five, six and seven indicate 7^th^ and 8^th^ grade
students' subject area score means resulting from the Mississippi
Curriculum Test (MCT). The numbers shown in red indicate the significant
positive levels of improvement that occurred in Reading, Language and
Math for grades 7 and 8. The numbers shown in blue indicate a brief
decline of scores that occurred in Reading for grades 7 and 8 during the
first two years of the comparison.

The table also indicates that the greatest areas of improvement were
noted in 7^th^ grade Language and 8^th^ grade Math. However, the
students in grade 7 in 2002 improved by 15.3 points in grade 8 reading
2003 and 17 points in language in 2003 in the 8^th^ grade. The greatest
improvement for the same students was in math. The 7^th^ grade math
students in 2002 scored 576.5, and in 2003 in grade 8 the same students
scored 608.4 which is an improvement of 21.9 points. This chart
indicates not only an improvement in curriculum and instruction but also
an improvement in student achievement. In the 2002-2003 school year
there were 82 % of the students in grade 7 who scored proficient and
above on the Mississippi Curriculum Assessment in reading, 69.1 % in
language, and 71.6 % scored proficient and above in Math. The same year,
76 % of the students in grade 8 scored proficient and above in reading.
70.4 % of the students scored proficient and above in language, and 72.2
% of the students scored proficient and above in math. These were all
increases over the preceding school year.

Five-year Comparison of Pearl River Central Junior High School's Test
Score Means

+---------+------+------+-----------+------+------+------+-----------+
|         | **P  | **P  | **+/-**   | **P  | **P  | **P  | **+/-**   |
|         | RC** | RC** |           | RC** | RC** | RC** |           |
|         |      |      | Im        |      |      |      | Im        |
|         | *    | *    | provement | *    | *    | *    | provement |
|         | *98/ | *99/ |           | *00/ | *01/ | *02/ |           |
|         | 99** | 00** |           | 01** | 02** | 03** |           |
|         |      |      |           |      |      |      |           |
|         | T    | T    |           | MCT  | MCT  | MCT  |           |
|         | erra | erra |           |      |      |      |           |
|         | Nova | Nova |           | S    | S    | S    |           |
|         | S    |      |           | core | core | core |           |
|         | core | S    |           | M    | M    | M    |           |
|         | M    | core |           | eans | eans | eans |           |
|         | eans | M    |           |      |      |      |           |
|         |      | eans |           |      |      |      |           |
+---------+------+------+-----------+------+------+------+-----------+
| **7^th^ |      |      |           |      |      |      |           |
| Grade** |      |      |           |      |      |      |           |
+---------+------+------+-----------+------+------+------+-----------+
| Reading | 50.4 | 47.7 | **-2.7**  | 5    | 5    | 5    | **+31.1** |
|         |      |      |           | 34.8 | 57.0 | 65.9 |           |
+---------+------+------+-----------+------+------+------+-----------+
| L       | 48.0 | 49.1 | **+1.1**  | 5    | 5    | 5    | **+36.7** |
| anguage |      |      |           | 34.2 | 55.2 | 70.9 |           |
+---------+------+------+-----------+------+------+------+-----------+
| Math    | 43.9 | 46.2 | **+2.3**  | 5    | 5    | 5    | **+31.7** |
|         |      |      |           | 51.3 | 76.5 | 83.0 |           |
+---------+------+------+-----------+------+------+------+-----------+
| \*\*    | \*   | \*   |           | \*   | \*   | \*   | \*        |
| \*\*\*\ | \*\* | \*\* |           | \*\* | \*\* | \*\* | \*\*\*\*\ |
| *\*\*\* | \*\* | \*\* |           | \*\* | \*\* | \*\* | *\*\*\*\* |
+---------+------+------+-----------+------+------+------+-----------+
| **8^th^ |      |      |           |      |      |      |           |
| Grade** |      |      |           |      |      |      |           |
+---------+------+------+-----------+------+------+------+-----------+
| Reading | 57.2 | 54.4 | **-2.8**  | 5    | 5    | 5    | **+12.0** |
|         |      |      |           | 60.3 | 61.1 | 72.3 |           |
+---------+------+------+-----------+------+------+------+-----------+
| L       | 51.5 | 56.7 | **+5.2**  | 5    | 5    | 5    | **+12.7** |
| anguage |      |      |           | 59.5 | 59.5 | 72.2 |           |
+---------+------+------+-----------+------+------+------+-----------+
| Math    | 46.3 | 52.0 | **+5.7**  | 5    | 5    | 6    | **+26.6** |
|         |      |      |           | 81.8 | 88.9 | 08.4 |           |
+---------+------+------+-----------+------+------+------+-----------+
|         |      |      |           |      |      |      |           |
+---------+------+------+-----------+------+------+------+-----------+

Pearl River Central Junior High School follows the Mississippi
curriculum framework in all subject areas. Each framework across the
curriculum has been enhanced by adding objectives specifically related
to the Mississippi Curriculum Test (MCT) and State Writing Assessment.
The school utilizes two teacher teams to monitor student progress:
departmental and grade level teams. Teachers within the same subject
area are scheduled to meet as a departmental team twice per month to
discuss progress and/or problems related to the specific subject taught.
Each grade level's chairperson meets at least once per month with other
teachers on the 7^th^ and 8^th^ grade team. Each team provides the
principal with a written copy of each meeting's minutes.

Teachers within the same subject areas of grades 7 and 8 work together
to maintain consistency in lesson planning as they progress through the
curriculum framework. The faculty and staff work diligently to maintain
a positive learning environment while consistently promoting fair and
impartial student discipline in their respective classrooms. Students
refusing to complete classroom assignments are scheduled to attend Grade
Improvement Detention (GID) during their break time. In GID, students
are required to make-up all incomplete work assignments or be reassigned
for another day. In-School Suspension (ISS) is assigned when students
fail to maintain positive behavior while in the classroom. When a
student receives an ISS referral, they must complete the same or similar
work assignments that are normally encountered in the regular classroom.
The ISS room is equipped with computers, encyclopedias, dictionaries and
various textbooks to accommodate students' needs. A full-time ISS
manager monitors the students and assists them with classroom work
assignments as necessary.

One lab equipped with thirty computers offers a variety of instructional
software to target specific student needs through a hands-on approach. A
full time computer lab manager is employed to provide specific
remediation to students in deficient academic areas. Students scoring
below proficient on the Mississippi Curriculum Test (MCT) receive
tutoring services during the school day in the lab. In an ongoing effort
to preserve academic class time, students are scheduled to attend
tutoring twice weekly during their elective class period only. The lab
manager maintains a daily log of events, detailing the names of each
student and the services rendered. A second tutoring lab was implemented
at the beginning of the 2003-2004 school term and is maintained by a
part-time retired certified teacher. This lab is designed to assist
students with deficiencies in language arts, primarily those who scored
below proficient on the MCT or State Writing Assessment. Managers of
both labs maintain copies of student state level achievement scores and
current work samples. After-school tutoring is also available for
students who desire remediation in a particular academic subject.

Teachers maintain a healthy partnership with parents and/or guardians by
keeping them informed about their child's educational progress. E-mail,
telephone calls, letters, schoolnotes.com website, junior high school
website and parent/teacher conferences are just a few examples of how
teachers routinely communicate with each student's parent/guardian. The
school sponsors a newsletter to highlight a variety of student works,
projects, sports, announcements and current activities. Local businesses
are invited to purchase advertisements for publication in each issue.
The newsletter is distributed bi-weekly to all faculty, staff, students
and parents. Parents receive student progress reports from each teacher
every four and one-half weeks and report cards every nine weeks. Open
house is scheduled once per semester and provides parents with an
opportunity to view their child's projects and work samples, as well as
speak one-on-one with teachers concerning academic progress.

The local news media play an important role in helping to maintain
positive school/community support. The *Picayune Item* newspaper
frequently prints articles highlighting student accomplishments such as
honor roll, sports highlights and announcements of school related
activities. A junior high school student is appointed to provide the
newspaper with a weekly article. WRJW radio station provides a block of
time each month to interview local school principals. Each principal is
invited to share comments and success stories about their school and
community. An experienced radio station personality conducts the
interview and provides informed feedback throughout the broadcast.

The Pearl River Central Junior High teachers will conduct in-service
training for other school districts who desire to improve student
achievement. These teachers have worked as a team to develop curriculum
and teaching strategies that enhance the state objectives and improve
student performance. The junior high teachers have been instrumental in
curriculum alignment for the elementary and high school language arts
and mathematics programs. On-site visits will be welcomed by the
administration and faculty for school districts that wish to visit the
school. The teachers are role models for student teachers and
educational students from universities who desire to improve their
teaching abilities. All teachers have email addresses that are available
on the school district's website.

**PART V -- CURRICULUM AND INSTRUCTION**

In an ongoing effort to improve student achievement across the
curriculum, teachers have consistently utilized school-wide programs
such as Thinking Maps, Accelerated Reader (AR), Life Skills and
Mississippi MCT Coach workbooks. Thinking Maps incorporate eight
different organizational templates that assist students in organizing
their thoughts into more effective and meaningful paragraphs. The
Accelerated Reader program offers students hands-on practice in
developing effective reading skills and improved levels of reading
comprehension. Accelerated Reader is an individualized program that
supplements the curriculum in students' regular reading class. From an
approved reading list, students may select the book of their choice at
or near their reading level. Once the book is completed, the student
demonstrates mastery in reading comprehension by completing a
computer-based test. The librarian assists the teachers and students in
the Accelerated Reading Program. The library is equipped with computers
and Internet access to meet students' needs. Over the past three years,
the librarian has been instrumental in the increase of book circulation
at the junior high by 75 %. The school's librarian is responsible for
administering all AR tests. Following the tests, the librarian provides
a detailed statistical report to each student, teacher and the
principal. Students receive varied AR awards for participation and
achievement in the program. Phase I of the Life Skills program was
implemented during the 2002-2003 school term, and is taught once per
week to 7^th^ grade students. Phase II will be implemented during the
2003-2004 school term and will include instructional lessons for 8^th^
grade students. The program teaches students responsibility,
self-control and self respect. Students learn how to develop goals and
resolve daily conflicts that can influence how they function within
society. The program helps to impact student behavior and improve
academic achievement. Mississippi MCT Coach is a workbook used by all
academic teachers to provide students with hands-on practice in a
variety of lesson formats. The lessons help students to improve their
test-taking skills in preparation for the Mississippi Curriculum Test
(MCT). Each lesson throughout the workbook includes tips and strategies
for improving knowledge in subject areas such as Reading, Language Arts
and Math.

Other successful school-wide procedures include daily bell-ringers and
writing assignments across the curriculum. Students begin each new class
period with a different bell-ringer assignment. Teachers post a
bell-ringer assignment related to the lesson on the board to keep
students on task while performing roll call and other clerical duties.
Weekly writing assignments are carefully selected and incorporated to
compliment each classroom's curriculum framework, including elective
areas such as Physical Education. Each assignment provides students with
opportunities for hands-on practice and feedback from their teachers and
their peers. Foreign Languages (Spanish and French) are taught by the
high school teachers and their seniors to students in language arts
classes for a nine week period. Under the supervision of the high school
French or Spanish teacher, the students conduct foreign language classes
for the junior high students. Beginning next school year, the students
will select one foreign language course for each semester. Art, Chorus,
and Band are taught by high school teachers. Students choose one of
these classes as an elective. Science classes use hand-on activities and
stress the scientific inquiry process. Social Studies classes stress
geographical locations and current events along with the state
objectives. Students compete in numerous essay contests throughout the
school year that involve a number of different topics.

The foundation of the language arts curriculum utilized by Pearl River
Central Junior High School is based on the curriculum framework provided
by the Mississippi Department of Education. In addition to the state's
framework, the school works diligently to enhance its site-based
curriculum to include objectives that will target the specific learning
needs of all students served in the community. The textbook selected for
seventh and eighth grade language arts classes is titled *Writer's
Choice* by Glencoe/McGraw and includes interactive CD-ROMs filled with
lesson plans and activities. An additional resource book utilized by
teachers includes a classroom set of *Mississippi MCT Reading and
Language Arts Coach* by Educational Design. Teachers often incorporate a
variety of skill building activities into the classroom instruction.
Activities such as *Thinking Maps* assist students with organizing their
ideas into more complete and effective writing compositions. Students
compose written entries in their classroom journal based on different
topics which change on a daily basis.

Students are encouraged to improve their reading skills with
opportunities to read both silently and aloud during most academic class
periods. The language arts curriculum at the school level includes
objectives which encourage all students to actively participate in the
*Accelerated Reader* program to improve reading skills. The program is
designed to evaluate each students reading level as they progress
through successive assignments. In addition, the school provides all
students with twenty minutes of free reading time at the end of each
day. Students occasionally participate in activities that involve
role-playing to act out stories that are covered in class. In the
process of reading aloud, teachers are often able to document noticeable
learning deficiencies. Depending on the severity of each child's
learning deficiency, teachers are usually confident in helping to
prescribe an immediate remedial course of action. Remedial action often
includes referring students to the school's tutoring program. Students
can be referred to in-school and/or after school tutoring to receive
one-on-one and small group attention.

The math curriculum utilized by Pearl River Central Junior High School
is based on the curriculum framework provided by the Mississippi
Department of Education. The schools' site-based curriculum was enhanced
through a process of curriculum renewal to include more hands-on
opportunities for students. The textbook selected for seventh and eighth
grade math classes is titled *New Progress in Math* by Sadlier. Resource
books utilized by teachers include classroom sets of *Math on Call* by
Great Source and *Mississippi MCT Math Coach* by Educational Design.
Student textbooks and resource books are carefully selected to
compliment the state's curriculum framework and correlate with math
instruction utilized at the elementary and high school levels.

In keeping with the school's mission, Pearl River Central Junior High is
committed to providing a broad range of challenging educational
experiences for all students. Classroom teachers incorporate a variety
of skill building activities into their weekly lesson plans. Hands-on
activities, including manipulatives are used by teachers to assist
students in strengthening their grasp and mastery of important
mathematical skills and concepts. Each math classroom is outfitted with
a set of student calculators, rulers, resource books and other aids to
assist in the teaching and learning process. Teachers carefully monitor
overall student progress and document specific areas of difficulty that
individual students encounter. Some of the school's math teachers
utilize teacher assistants in the classroom setting to provide
one-on-one and small group instruction as necessary. Students requiring
a more specific intervention are often referred to the tutoring lab to
receive remediation. The tutoring lab is equipped with a full-time
assistant and utilizes a variety of computer assisted software designed
to provide hands-on practice for each student.

A proactive approach is employed to assist students with their academic
and personal growth needs. A highly motivated faculty and staff work
cooperatively together in assisting students to achieve their highest
academic potential for increased levels of overall success. Over the
past two school terms (2001-2002 and 2002-2003), a variety of
student-oriented programs were implemented to aid in the assessment and
corrective prescription for targeting each student's particular learning
deficiency.

Counseling and nursing services are provided at the school to assist in
maintaining each student's social, mental and physical well being. The
school also maintains a partnership with a licensed social worker within
the community. The social worker is contracted as a part-time employee
to counsel and assist troubled youths with specific needs. The Special
Services Department, located on the junior high school campus, is
available to screen, evaluate and provide educational services to
eligible students. Student tutorial services beginning with the
2002-2003 school term, were incorporated to assist students with their
academic learning needs. Tutoring is provided before, during and after
school. Several teachers volunteer their free time to tutor students in
academic subject areas before school. Two tutoring labs are located
within the school and provide students with individualized and small
group assistance.

The school's principal plays an important role in monitoring and
adjusting student progress. Following each nine week grading period, a
list is compiled of students failing any of the academic course areas.
Students who fail one or more academic subject areas are scheduled to
receive counseling from the principal, either in small groups or in a
one-on-one setting. Upon receiving the Mississippi Curriculum Test (MCT)
results, the principal compiles a list of students with their
corresponding scores in each area tested. Another list is compiled to
include students who must re-take one or more parts of the MCT. As
copies of each list are distributed to teachers and support staff, a
student remediation plan is developed and initiated. Classroom
instruction is monitored daily by the principal and assistant principal.
An open-door policy exists for faculty, students and parents to meet
with the administration or counselor should a problem or concern arise.
Teachers and administrators meet as often as necessary to collaborate on
all curriculum and instructional materials used in classrooms.

Teachers are encouraged to attend professional development workshops in
their specific areas of certification. Professional development
opportunities are provided locally through partnerships with Stennis
Space Center, Pearl River Community College and the University of
Southern Mississippi. Title I funds are used to assist teachers in
becoming highly qualified. Teachers are also encouraged to seek advanced
degrees and become national board certified. The principal schedules
routine faculty meetings to keep teachers and staff informed of relevant
changes and/or updates concerning curriculum and other elements needed
to maintain an effective and efficient school. The district sponsors
routine meetings to review and correlate the curriculum across all K-12
instructional areas, including academic, special education and gifted.
The district's technology coordinator provides a variety of specific
training opportunities in the use of classroom technology and
multi-media for teachers and students. New teachers and support staff
receive orientation concerning district policies and procedures. Mentors
are assigned to assist them through the transitional stages of their
employment.

Guest speakers and school-wide programs are scheduled often to present
ideas, messages, or innovative concepts to teachers and students. Dr.
Charles Lyle recently presented teachers and administrators with a
program to promote effective and efficient teaching practices. In a
lecture provided by Dr. Ronald Kent, teachers and administrators
received vital information concerning Attention Deficit Hyperactive
Disorder (ADHD). Mr. Cliff Beaman, owner of American Art Assemblies
entertained students with a multimedia art show as part of Drug
Awareness Week. The Big Picture was presented by Camfel Productions to
encourage students to resolve conflicts, clarify dreams, and transform
those dreams into reality.

In early 2001, all teachers were trained to implement the Thinking Maps
program into their respective classrooms. Thinking Maps help students to
organize their thoughts into more effective and meaningful paragraphs.
Teachers were trained to implement Phase I of the Life Skills program
during the 2002-2003 school term and Phase II training at the beginning
of the 2003-2004 school term. The Life Skills program teaches students
responsibility, conflict resolution, and self-control. Two teachers on
staff have been certified to train other teachers to implement both
programs in the classroom.

**PART VII -- ASSESSMENT RESULTS**

Norm-Referenced Test Results

Year 2001-2002

Test: [Terra Nova]{.underline} Publisher: [CTB McGraw Hill]{.underline}
Number of Students in Grade 8: [189]{.underline} Month Tested:
[May]{.underline}

Number of Students Tested: [180]{.underline} Excluded: [9
absent]{.underline}

Mississippi State Pearl River Central

+-------------+--------+-------------+--------+--------+-------------+
| Grade 8     | Mean   | Percentile  |        | Mean   | Percentile  |
|             | NCE    |             |        |        |             |
|             |        |             |        | NCE    |             |
+-------------+--------+-------------+--------+--------+-------------+
|             |        |             |        |        |             |
+-------------+--------+-------------+--------+--------+-------------+
| Reading     | 50.1   | 50          |        | 56     | 61          |
+-------------+--------+-------------+--------+--------+-------------+
| Language    | 52.2   | 54          |        | 57.4   | 64          |
+-------------+--------+-------------+--------+--------+-------------+
| Math        | 47.4   | 45          |        | 51.8   | 53          |
+-------------+--------+-------------+--------+--------+-------------+
| Total       | 49.9   | 50          |        | 55.7   | 61          |
| Battery     |        |             |        |        |             |
+-------------+--------+-------------+--------+--------+-------------+

Pearl River Central Junior High School

  --------------- --------------- --------------- ------------- ----------
  Grade 8         Reading         Language        Math          Total
                                                                Battery

  National Mean   688.4           686.1           691.2         688.6
  Score                                                         

  Standard        39.3            39.9            34.7          32.9
  Deviation                                                     
  --------------- --------------- --------------- ------------- ----------

State of Mississippi Scores

  --------------- --------------- --------------- ------------- ----------
  Grade 8         Reading         Language        Math          Total
                                                                Battery

  National Mean   675.8           676.3           681.7         678.1
  Score                                                         

  Standard        41.3            43.5            40.7          37.0
  Deviation                                                     
  --------------- --------------- --------------- ------------- ----------

Norm-Referenced Test Results

Year 2000-2001

Month Tested: [May]{.underline}

Test: [Terra Nova]{.underline} Publisher: [CTB McGraw Hill]{.underline}

Mississippi State Pearl River Central

+------------+-------+------------+---+-------+------------+----------+
| Grade 7    | Mean  | Percentile |   | Mean  | Percentile | Number   |
|            |       |            |   |       |            | Tested   |
| Total      |       |            |   |       |            |          |
| Enrolled   |       |            |   |       |            |          |
|            |       |            |   |       |            |          |
| 210        |       |            |   |       |            |          |
+------------+-------+------------+---+-------+------------+----------+
| Reading    | 47.8  | 46         |   | 47.7  | 46         | 209      |
+------------+-------+------------+---+-------+------------+----------+
| Language   | 49.5  | 49         |   | 49.1  | 48         | 209      |
+------------+-------+------------+---+-------+------------+----------+
| Math       | 45.1  | 41         |   | 46.2  | 43         | 208      |
+------------+-------+------------+---+-------+------------+----------+
| Total      | 47.3  | 45         |   | 47.3  | 45         | 207      |
| Battery    |       |            |   |       |            |          |
+------------+-------+------------+---+-------+------------+----------+
| Grade 8    |       |            |   |       |            |          |
|            |       |            |   |       |            |          |
| Total      |       |            |   |       |            |          |
| Enrolled   |       |            |   |       |            |          |
|            |       |            |   |       |            |          |
| 182        |       |            |   |       |            |          |
+------------+-------+------------+---+-------+------------+----------+
| Reading    | 47.9  | 46         |   | 54.4  | 52         | 174      |
+------------+-------+------------+---+-------+------------+----------+
| Language   | 50.6  | 51         |   | 56.7  | 55         | 174      |
+------------+-------+------------+---+-------+------------+----------+
| Math       | 46.5  | 43         |   | 52.0  | 50         | 172      |
+------------+-------+------------+---+-------+------------+----------+
| Total      | 48.3  | 47         |   | 55.4  | 54         | 172      |
+------------+-------+------------+---+-------+------------+----------+

Students who were in Special Education Classes with a Learning
Disability were tested. Students in TMR(trainable mentally retarded)
Special Education Classes were not tested.

Stanford Achievement Test Tenth Edition

Grade 8 of Pearl River Central Junior High

Year 2002-2003

Publisher: [Harcourt Brace]{.underline} Month Tested:
[April]{.underline}

Number of Students Enrolled: [209]{.underline}

+------------------+----------------+------------------+--------------+
| Subject          | Mean Scale     | Mean National    | Number       |
|                  | Score          | NCE              |              |
|                  |                |                  | Tested       |
+------------------+----------------+------------------+--------------+
| Reading          | 697            | 60               | 202          |
+------------------+----------------+------------------+--------------+
| Math             | 691            | 56.9             | 203          |
+------------------+----------------+------------------+--------------+
| Language         | 668            | 58.5             | 202          |
+------------------+----------------+------------------+--------------+
| Science          | 675            | 54.8             | 202          |
+------------------+----------------+------------------+--------------+
| Social Studies   | 674            | 54.5             | 202          |
+------------------+----------------+------------------+--------------+
| Total Battery    |                | 56.9             | 201          |
+------------------+----------------+------------------+--------------+
|                  |                |                  |              |
+------------------+----------------+------------------+--------------+

This test was given to all students including Special Education Learning
Disabled Students. The results were also used for high school course
placement. Special Education students who are self-contained in TMR
(trainable mentally retarded) classes were not tested.

> The following charts represent the Mississippi Criterion-Referenced
> Test results. Proficiency levels are defined in terms of what students
> know and can do. For each proficiency level, students can perform most
> of what is described for that level, as well as what is described for
> the levels below. Students may also be capable of performing some of
> what is described in the next higher level, but not enough to have
> reached that level. Students at the advanced level consistently
> perform in a manner clearly beyond that required to be successful at
> the next grade. Students at the proficient level demonstrate solid
> academic performance and mastery of the content area knowledge and
> skills required for success at the next grade. Students at the basic
> level demonstrate partial mastery of the content area knowledge and
> skills required at the next grade. Students below basic do not
> demonstrate mastery of the content area knowledge and skills required
> for success at the next grade. Special Education students were tested
> at their instructional level which means that if the seventh grade
> special education student was working at the fourth grade level, he or
> she received the fourth grade curriculum test and their scores were
> excluded. TMR students were given alternate assessments. The regular
> education students scored above the state average in every proficiency
> each year in 8^th^ grade except once in the Advanced area Language
> Arts 2001-2002 year. In reading, the percentage of students at or
> above proficient increased by 18 % from May 2002 to May 2003 in the
> 8^th^ grade. Less than 10 percent of the students are Hispanic or
> Native American.

Language Arts Criterion-Referenced Test Results

Grade 7

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                             

  **SCHOOL SCORES**                                             

  \% At or Above Basic                  96.5        95.52       83.2

  \% At or Above Proficient             69.1        62.69       52.4

  \% At Advanced                        21.1        14.9        7.7

  Number of students tested             223         215         208

  Percent of total students tested      98          96.8        92

  Number of students excluded           4           6           3

  Percent of students excluded          2           3           2.5

  Mean Scale Score                      570.9       555.2       534.2

  SUBGROUP SCORES                                               

  1.\_\_\_Black\_\_\_\_\_\_\_                                   

  \% At or Above Basic                  100         91          88

  \% At or Above Proficient             25          42          32

  \% At Advanced                        25          17          12

  Number of students tested             4           12          8

  2.\_\_\_Hispanic and Native American                          

  \% At or Above Basic                  83          100         N/A

  \% At or Above Proficient             66.5        100         

  \% At Advanced                        0           50          

  Number of students tested             5           2           

  3\. Economically Disadvantaged                                

  \% At or Above Basic                  93          95          93

  \% At or Above Proficient             57          67          43

  \% At Advanced                        8           12          15

  Number of students tested             134         112         128

                                                                

  **STATE SCORES**                                              

  \% At or Above Basic                  91.8        89.7        85

  \% At or Above Proficient             51.9        50.7        42

  \% At Advanced                        12.1        9.6         7

  State Mean Scale Score                550.2       543.1       535.8
  ------------------------------------- ----------- ----------- ------------

Mathematics Criterion-Referenced Test Results

Grade 7

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                            

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 86.5        82.3        59.4

  \% At or Above Proficient            71.6        63.6        41.1

  \% At Advanced                       31.5        24.5        16.9

  Number of students tested            222         212         207

  Percent of total students tested     97          91          98

  Number of students excluded          5           9           3

  Percent of students excluded         2.2         4.3         1.4

  Mean Scale Score                     583         576.5       551.3

  SUBGROUP SCORES                                              

  1.\_\_\_Black\_\_\_\_\_\_\_                                  

  \% At or Above Basic                 75          58          88

  \% At or Above Proficient            50          42          75

  \% At Advanced                       25          17          12

  Number of students tested            4           12          8

  2.\_\_\_Hispanic and Native American                         N/A

  \% At or Above Basic                 83          100         

  \% At or Above Proficient            64          100         

  \% At Advanced                       23          50          

  Number of students tested            3           2           

  3\. Economically Disadvantaged                               

  \% At or Above Basic                 83          82          49

  \% At or Above Proficient            62          65          32

  \% At Advanced                       23          19          9

  Number of students tested            134         112         128

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 69.9        64.8        58

  \% At or Above Proficient            53          45.4        40

  \% At Advanced                       23.1        20.7        15

  State Mean Scale Score               566.8       561.5       551.5
  ------------------------------------ ----------- ----------- -----------

Reading Criterion-Referenced Test Results

Grade 7

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                            

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 93          91.50       80.7

  \% At or Above Proficient            82          76.50       62.2

  \% At Advanced                       30.5        19.2        10.6

  Number of students tested            223         214         207

  Percent of total students tested     98          96.8        96

  Number of students excluded          4           7           4

  Percent of students excluded         2           3           2

  Mean Scale Score                     565.9       557         534.8

  SUBGROUP SCORES                                              

  1.\_\_\_Black\_\_\_\_\_\_\_                                  

  \% At or Above Basic                 75          67          75

  \% At or Above Proficient            75          58          75

  \% At Advanced                       0           17          12

  Number of students tested            4           12          8

  2.\_\_\_Hispanic and Native American                         N/A

  \% At or Above Basic                 77.5        100         

  \% At or Above Proficient            68.5        100         

  \% At Advanced                       33.3        50          

  Number of students tested            3           2           

  3\. Economically Disadvantaged                               

  \% At or Above Basic                 93          89          61

  \% At or Above Proficient            44          75          49

  \% At Advanced                       22          19          18

  Number of students tested            134         112         128

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 84.2        81.5        78

  \% At or Above Proficient            62.3        59.3        56

  \% At Advanced                       16.9        14.6        14

  State Mean Scale Score               545.1       540.8       535.6
  ------------------------------------ ----------- ----------- -----------

Language Arts Criterion-Referenced Test Results

Grade 8

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                            

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 97          93.2        89

  \% At or Above Proficient            70.4        48.3        54.7

  \% At Advanced                       11.8        8.5         12.8

  Number of students tested            203         176         172

  Percent of total students tested     96          93.6        92

  Number of students excluded          5           7           5

  Percent of students excluded         2.4         3.7         3

  Mean Scale Score                     572.2       559.5       558.4

  SUBGROUP SCORES                                              

  1.\_\_\_Black\_\_\_\_\_\_\_                                  

  \% At or Above Basic                 100         62          70

  \% At or Above Proficient            60          0           56

  \% At Advanced                       0           0           14

  Number of students tested            10          8           7

  2.\_\_\_Hispanic and Native American                         

  \% At or Above Basic                 100         100         N/A

  \% At or Above Proficient            100         0           

  \% At Advanced                       50          0           

  Number of students tested            2           3           

  3\. Economically Disadvantaged                               

  \% At or Above Basic                 96          88.7        95.6

  \% At or Above Proficient            67          37.7        34

  \% At Advanced                       24          16          11

  Number of students tested            158         116         113

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 92.5        90.6        86

  \% At or Above Proficient            53.3        43.6        44

  \% At Advanced                       10.4        9.5         7

  State Mean Score                     558.3       551.7       546.4
  ------------------------------------ ----------- ----------- -----------

Mathematics Criterion-Referenced Test Results

Grade 8

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                            

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 90          81.7        74.7

  \% At or Above Proficient            72.2        58.3        56.3

  \% At Advanced                       37.1        22.9        19.5

  Number of students tested            202         175         174

  Percent of total students tested     96          92.6        95

  Number of students excluded          5           7           5

  Percent of students excluded         2.4         3.7         3

  Mean Scale Score                     608.4       588.9       581.8

  SUBGROUP SCORES                                              

  1.\_\_\_Black\_\_\_\_\_\_\_                                  

  \% At or Above Basic                 80          12.5        56

  \% At or Above Proficient            60          12.5        14

  \% At Advanced                       0           0           0

  Number of students tested            10          8           7

  2.\_\_\_Hispanic and Native American                         

  \% At or Above Basic                 75          100         N/A

  \% At or Above Proficient            75          0           

  \% At Advanced                       50          0           

  Number of students tested            4           3           

  3\. Economically Disadvantaged                               

  \% At or Above Basic                 96          66.8        44

  \% At or Above Proficient            67          45.9        38

  \% At Advanced                       24          16          7

  Number of students tested            158         116         113

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 72.9        69.9        62

  \% At or Above Proficient            48.1        45.6        37

  \% At Advanced                       20.8        17.2        14

  State Mean Score                     583.3       577.4       569.1
  ------------------------------------ ----------- ----------- -----------

Reading Criterion-Referenced Test Results

Grade 8

Test: Mississippi Curriculum Test

Publisher: CTB McGraw Hill

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

  Testing month May                                            

  **SCHOOL SCORES**                                            

  \% At or Above Basic                 91.7        86          80.9

  \% At or Above Proficient            76          58          62.5

  \% At Advanced                       16.7        14.2        16.8

  Number of students tested            204         176         173

  Percent of total students tested     97          93          94

  Number of students excluded          5           7           5

  Percent of students excluded         2.4         3.7         3

  Mean Scale Score                     572.3       561.1       560.3

  SUBGROUP SCORES                                              

  1.\_\_\_Black\_\_\_\_\_\_\_                                  

  \% At or Above Basic                 80          87          56

  \% At or Above Proficient            60          59          14

  \% At Advanced                       0           12          0

  Number of students tested            10          8           7

  2.\_\_\_Hispanic and Native American                         

  \% At or Above Basic                 100         100         N/A

  \% At or Above Proficient            75          0           

  \% At Advanced                       0           0           

  Number of students tested            4           3           

  3\. Economically Disadvantaged                               

  \% At or Above Basic                 88          76.8        84.6

  \% At or Above Proficient            70          49          34

  \% At Advanced                       24          16          11

  Number of students tested            158         116         113

                                                               

  **STATE SCORES**                                             

  \% At or Above Basic                 80.9        75.3        75

  \% At or Above Proficient            56.7        48.4        50

  \% At Advanced                       10.9        12.2        9

  State Mean Score                     556.7       551.3       548.5
  ------------------------------------ ----------- ----------- -----------