##### *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 [Mrs. Lisa
Medlin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Tatum High
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[P.O. Box 685, 306 W. Third
Street\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_\_[Tatum]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[New
Mexico]{.underline}\_\_\_\_\_\_\_[88267-0865]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_[Lea]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_[035]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(505)398-4555 Fax (505)
398-8220\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL [www.tatumschools.org]{.underline} E-mail
<lmedlin@tatumschools.org>

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. TJ
Parks\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Tatum Municipal Schools Phone (505) 398-4455]{.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. Brett Sterling

(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\_\_\_[2-6-07]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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**

**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]{.underline}\_\_
Elementary schools

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

\_\_[1]{.underline}\_\_ Junior high schools

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

\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: \_[\$4,543.34]{.underline}\_\_\_

Average State Per Pupil Expenditure: \_[\$5,431.10]{.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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [3]{.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**       16        17          33

  **2**                                                     **10**      12        7           19

  **3**                                                     **11**      12        10          22

  **4**                                                     **12**      10        12          22

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   96
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [51]{.underline} % White

the school: [1]{.underline} % Black or African American

[48]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
\_\_[13]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      8
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    12
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 96
                            the school as of October 1  

  **(5)**                   Total transferred students  .125
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           12.5
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[7]{.underline} \_\_\_%

\_\_[7]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[53]{.underline}\_\_\_\_%

Total number students who qualify: \_\_[49]{.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:
\_\_[5]{.underline}\_\_\_\_\_%

\_\_[5]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[1]{.underline} \_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[3]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[1]{.underline} \_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_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) \_\_\_\_\_\_\_ \_\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_\_[12]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

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

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[18]{.underline}\_\_\_\_
> \_\_\_[1]{.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 \_\_[10:1]{.underline}\_

> Tatum has all secondary students in one building, thus when figuring
> student teacher ratios we use all students 7-12. All teachers in the
> secondary school teach JH and HS classes.

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   95%         97%         94%         91%         95%

  Daily teacher attendance   68%         72%         71%         86%         73%

  Teacher turnover rate      7%          0%          7%          7%          7%

  Student dropout rate       0%          0%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      0%          1%          3%          1%          1%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14. ***High Schools***

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | [24]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_[      |
|                                                         | 42]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_[      |
|                                                         | 22]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_[      |
|                                                         | 12]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_[12]{. |
|                                                         | underline} |
|                                                         | > \_%      |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | [0]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \_[12]{. |
|                                                         | underline} |
|                                                         | > \_%      |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Tatum High School is a rural isolated educational institution. The
school district has the largest land circumference of the county with
the fewest students. Tatum Municipal Schools hosts 293 students. TMS has
seen a steady decline in enrollment. The 2006-07 school year saw
positive growth the first time in ten years. Our economy is made up of
oil, gas, ranching and farming. Tatum passed a \$3.5 million dollar bond
issue in 2004. The schools board dedicated \$250,000.00 to improving the
technology structure of the school. Partnering with the state's Laptop
Learning Initiative, every student in Tatum High School has a wireless
laptop they can take home. Technology has leveled the playing field for
the students at Tatum Municipal Schools. TMS has three T1 lines to
provide high speed internet access for students and staff as well as
video conferencing through ITV Distance Education. The school board is
dedicated to providing a well rounded education for all students.

"The mission of Tatum Municipal Schools is to provide each student a
superior traditional education enhanced by technological advances in a
safe supportive environment that promotes self discipline, motivation
and excellence in learning. The Tatum Municipal Schools team joins the
parents and community in assisting the students in developing skills to
become independent and self sufficient adults who will succeed and
contribute responsibly in a global community"

Through the Educational Plan for Student Success, Tatum has targeted
Literacy, Math, Community Involvement and Technology as topics for their
goals. Through concurrent enrollment agreements, Tatum High School
students may take up to fifty hours of college classes through distance
education. The five county schools are connected with New Mexico Junior
College and Eastern New Mexico University to form Lea County Distance
Education Consortium. The county schools have also formed a Vocational
Academy housed at New Mexico Junior College. Students may take
vocational classes for dual credit at NMJC. The focal point for Tatum
Municipal Schools is to prepare our students for the next step in their
lives. We want them to have the necessary skills to be successful
citizens upon graduation. Our rural setting does not allow us to
specialize with our students. Our students are encouraged to participate
in a variety of activities, thus giving them a well-rounded education.
Students participating on the athletic field may also perform in the
drama department and the FFA program.

All certified staff (100%) are highly qualified by NCLB standards. Forty
Three percent of the certified staff at Tatum High School are licensed
to teach Special Educations classes as well as their original
certification. THS has dual certifications in Fine Arts, Language Arts,
Science, and Math. The dual certifications allow teachers to instruct
their students through differentiated instruction. The Special Education
training has benefited the "regular ed" teacher by exposing him/her to
the various learning styles of all students. THS is able to use
inclusion models in core subjects without diluting the curriculum or not
meeting the I.E.P. requirements of each student.

TMS was the recipient of a documentary by a New Mexico based film
production company. The theme throughout the entire movie was "the
pioneer spirit". We use all our resources to the best of our abilities.
The cohesiveness of the community can be demonstrated by the many
projects shard by the City Council and the school. Together we have been
able to achieve greater success than any effort individually. TMS
expresses the importance of community to its students. Community Service
is vital for acceptance into several school programs. Recently, the THS
film class produced a movie to be used throughout the entire state of
New Mexico for sportsmanship training for coaches and parents. Our
building trades classes are building a 2,000 square foot house they will
auction in the summer of 2007. To add to our community spirit we offer
two courses for Senior Citizens during the school day. Seniors are
encouraged to participate in a swimming program and a computer class at
no charge.

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

1.  **Assessment Results:**

Our school's assessment results for this past school year (2005-2006)
indicate that we are making strides in a positive direction.

In reading at the 11^th^ grade level, students score 80% proficient or
advanced, while the state level is approximately 57%. The statistics for
math indicate our students are 46% proficient or advanced, while the
state level is 30% in the 11^th^ grade.

For ninth graders in reading, 68% of our students are proficient or
advanced, while the state level is much lower. In math at the ninth
grade level, 37% of our students are proficient or advanced. The state
level is again lower.

Because we are a small, rural school, with less than the required number
of students per sub-group, that specific data is not often reported to
us. However, last year (2005-06) in reading, the Hispanic students were
84% proficient and advanced, while Caucasian students were 76%. This
tells us that our curriculum and instruction are sound and valid, that
all students are being reached and being challenged. The math scores in
the Hispanic sub-groups are 53% proficient or advanced for Tatum, while
the Caucasian students score 57% proficient.

The Economically Disadvantaged students score 74% proficient or advanced
in reading, compared to 80% overall. In math, 57% are proficient or
advanced, compared to 55% overall.

Additionally, 10^th^ grade students take the state exit exam, the New
Mexico High School Competency Exam, in order to receive a diploma.
Historically, our students score extremely high on this test.

In conclusion, student assessment data clearly shows that all Tatum High
School students, regardless of what particular sub-group they may belong
to, receive a quality education, out-performing students across the
state in all areas.

2.  **Using Assessment Results**

Administrators and teachers are continually analyzing data to understand
where we are and to improve our student and school performance. When
testing results of any kind are received in the district, the
superintendent reviews and analyzes the data in depth. The
superintendent charts and graphs all data and has a vast understanding
of where we are and where we need to go. Also, results are examined by
the building principal so that individual departments, as well as
classroom teachers, can be aided in improving instruction and/or
curriculum. This past semester, four teachers received specialized
training through Connected University via an on-line class in how to
take a particular student's data and tailor the instruction to best meet
that student's needs. We also created a class designed especially to
help those students who had not yet passed the state exit exam. Also,
the school counselor does an excellent job of reviewing and guiding
students concerning their ACT results. Not surprisingly, our students'
ACT scores have risen and become consistent with state levels. Juniors
at THS are also given the ASVAB test, giving them indications of where
their strengths/interests might lie in terms of a career path. These
results are reviewed with the students by an expert, allowing them to
choose classes that will enable them to make a successful transition
between high school and post-secondary options. We strive to use the
data to determine changes that will make our school continue to be one
of the best.

3.  **Communicating Assessment Results:**

Tatum High School communicates in various ways to parents, community,
and students about student performance. A five week progress report is
one way we communicate students' on-going progress in the classroom. A
nine week report follows. Teachers take assessments as new concepts are
introduced, and students receive immediate and positive feedback from
their teachers. Also, parents can access our TMS website through our
on-line grade book (STI- Software Technology Inc.). Standardized test
results are released to the local newspaper in order for the community
to be made aware of our students' gains in achievement. In the past we
have awarded our students with a block party to celebrate their
proficient test scores. The school sends letters to parents of the
individual students' test results on the standardized tests. When
standardized test results are received in a timely fashion, the results
are given out with the nine week report at parent-teacher conferences.
When ACT results arrive, our counselor visits with students individually
about their assessment results. Honors have been posted on our Character
Counts! marquee for our community and local traffic to see. When we
received the High Achieving award, a banner was posted in the gymnasium
for the community and students to observe. Tatum High School is an
inviting school and makes a conscious effort to communicate students'
achievements throughout the school year.

4.  **Sharing Success:**

Sharing the successes of a school district is extremely important. This
sharing with other districts helps spread the use of sound teaching
concepts and also helps prevent the failures of one district to another.
At least two county-wide in-service trainings are held annually, and at
this time teachers share and collaborate in small group settings. Our
administrators have also been called upon to present topics of successes
and accomplishments. The district has also rented a billboard located by
the highway to display recent achievements. Radio ads and newspaper
articles have also been made as "Back to School" campaigns.
School/student successes are often shared at local, district, regional,
state and national trainings and conferences. For the past four years,
Tatum teachers have not only attended national conferences but have also
been presenters. Information is also shared through the network of
graduate classes. Presently, two staff members are acquiring ESL
certification in order to better serve our diverse student population.
During class discussions, teachers are asked to reflect and share
successful teaching strategies with other teachers. Four staff members
are involved with the Laptop Initiative through Classroom
Connect---ConnectTech University. They were asked to collect student
data through assessment and share this information on-line and with
district colleagues as well. One of our veteran teachers was a field
specialist for MC², responsible for training other junior high math
teachers from thirteen different districts. He attended three academies
each summer for three years where he was trained in exploratory and
innovated math teaching strategies. Tatum High School not only readily
shares proven successful achievements, but also willingly shares future
educational ideas and aspirations with other districts.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Seniors and juniors have several options as far as class selection. We
offer English III and IV, Accounting or Algebra II, Chemistry, U.S.
History, and Government/Economics. Students may also take our Building
Trades classes, Vocational Agriculture classes, or Computer Technician
classes. Others have the ability to take ITV courses: Psychology,
Sociology, College English and College Algebra, U.S. History,
Government/Economics, Art and Music Appreciation, and Spanish as their
foreign language. They are also offered a Communications course. Many of
these classes are offered via an interactive distance-learning lab.
Students receive dual credit that is high school credit and college
credit hours. Our students have the opportunity to graduating with 50
college hours. Students also have the option to travel to a local
community college and take various vocational/trade classes, such as
welding, nursing, cosmetology, and graphic design. Again, these students
are receiving credit both through the high school and through the
college. We also have credit recovery programs such as PLATO and A+
LEARNING for those who might have transferred in and do not have the
correct number of credits needed to graduate.

Sophomores and freshmen have a variety but not as many courses to choose
from as the upper-classmen. They must take English I and II, and Algebra
I or Geometry. They must take World History, NM History, and Driver's
Education. They are also offered Building Trades, Vo-Agriculture
classes, Art, and Business. Even though we are a small school, we are
able to offer an advanced academic track to younger students so that
they are ready to take college classes when they are juniors and
seniors.

All students, grade 9-12 are encouraged to be in athletics, drama, and
art.

TMS staff follows the NM Standards and Benchmarks. We have high
expectations for ourselves in presenting the content to students, but
also, we have high expectations for our students.

**2b.** **English:**

Reading is part of Tatum High School's Educational Plan for Student
Success (EPSS) plan. We strive to increase reading levels and reading
comprehension. We began the Accelerated Reader Program (AR) five years
ago at the high school level. At that time, approximately 64% of our
student body read below grade level. We built an AR class into our
schedule so that our students would get an hour of reading every day for
one school year. The next year because we were unable to schedule AR as
a class, we attempted to have one day a week of AR reading in our
Language Arts and English classes. We added two reading classes at the
junior high level because we thought if we could target our junior high
emerging readers, this would enhance their foundation in reading. We
taught and continue to teach reading strategies, and this has proved to
increase reading comprehension. Due to budget cuts, reading was
incorporated into the high school English classes. According to test
results, our scores have flip-flopped; as of the last post-test, we have
67% reading above grade level. We continue to see advances, particularly
with our ESL students and their reading levels. We STAR test all
students in October and then again in April. We start the students
reading below their levels, and when they test, and pass the AR tests,
they see success and continue to read, increasing their reading level
and comprehension with each book. Our English classes are comprised of
grammar, vocabulary, and writing. We teach the Shurley Method which
infuses syntax and writing and has proven to be a very successful method
for our students. We have a skeleton writing format that we introduce
and then expand as our students' skills improve. We have had great
success with our sophomores passing the writing portion of the NMHSCE.
Our vocabulary is part of the CORE KNOWLEDGE curriculum, consisting of
Latin and Greek roots and stems. We introduce these in junior high and
continue through 12^th^ grade. As a school, we want our students to
succeed and contribute responsibly in a global community, and they can
do that by reading successfully.

3.  **Additional Curriculum Area:**

Tatum Municipal School's mission stresses developing students' skills to
become independent and self sufficient adults who will succeed and
contribute responsibly in a global community. One area of emphasis is
our math curriculum. We have introduced investigative math to our
students. Investigative math requires a deeper level of thinking which
encourages students to make discoveries through conjectures. The program
calls for students to select and use various types of problem solving
techniques such as brainstorming, looking for a pattern, guess and
check, work backward, organized lists, draw a picture of diagram, and/or
create a table. The emphasis is more on the process of getting to the
answer than on the answer itself. Investigative math enhances skills in
proof and reasoning, representation, and communication. The math program
encourages students to connect their mathematical ideas and develop a
deeper and lasting understanding and the use of mathematics. The math
teachers are encouraged to relate the math skills being taught in the
classroom to other curriculums in the school. Our math curriculum gives
teachers more tools and flexibility to help all levels of students in
our district. The math curriculum provides ESL instructional support to
help non-English speaking students to become successful in the math
curriculum. Our curriculum has high expectations and provides strong
support for all students. The math curriculum promotes the use of
computers and calculators to provide visual representation of
mathematical ideas. These tools also help students organize and analyze
data, along with helping students to compute efficiently and accurately
in order to build greater knowledge. Our math curriculum allows students
to apply prior knowledge and progress toward real world application.
These problem solving strategies will carry on throughout the
curriculum, not only across the curriculum, but also be applicable in
real life situations.

4.  **Instructional Methods:**

Tatum Municipal Schools uses many different instructional methods to
reach our ever changing student population. Differentiated strategies
are used in all levels and all subject areas. Tatum has been a
forerunner in the belief that technology enhances learning. Media
projection systems were purchased for all classrooms as aids to address
the needs of each type of learner, whether the learner is audio, visual,
or tactile. Every child, 9-12 has access to a laptop. Many assignments
are submitted strictly through email instead of printed copies. Students
enrolled in concurrent enrollment through NMJC must submit all
assignments through their Web CT system. Media presentations are
assigned at all grade levels and all curriculums. There are four
computer labs available for student use and classes. Presently, one of
our students is serving on the statewide committee Council for
Technology in Education as the State Student Representative. The CTE is
responsible for setting the standards and benchmarks for technology use
in New Mexico. CTE also has a strong voice politically requesting and
supplying dollars throughout the state for technology supported
projects.

The following are some of the instructional strategies currently
implemented in the different subject areas at THS. Last year a tech lab
was constructed with bond money and legislative appropriations. This
lab's main focus is to expose students to technical careers and job
skills through the use of technology. Student degree plans currently
carry the district requirement of one credit of computers as a
graduation mandate. A film production class was added to the schedule
this year through a grant from the Rural Ed Division of the Public
Education Department. This class constructs storyboards, operates and
records film, downloads and manipulates video software, and burns the
DVDs. This class was recently selected as 1 of 8 winners of the New
Mexico Media Literacy Project---Talk Back to Big Tobacco! Script 7
Storyboard Contest for their TV commercial on the Cost of Smoking. Many
of the departments work together with their curriculum. The Math
Department discusses math strategies that are being used in the Building
Trades house construction project. The art teacher and math teacher
worked together with students on a city mural that was graphed and
painted on a community building this past summer. Graphic Design,
Landscape Design, Perspective and Design Elements are utilized in
Building Trades, Art, DEPCO lab, Drama and Math classes. Tatum
implements a variety of strategies to captivate and inspire each
student's learning. Some of those strategies include full scale drama
productions, mock trials, virtual field trips, mock press conferences
with past presidents, science bowls, science fairs, student trained
computer repair assistants, poetry contests, judging, welding, public
speaking, and engineering. THS has made the Dallas Mercantile Rural
Revitalization Renovation Project a focus. The Dallas Mercantile
building was built in the 1930s. It is being moved into Tatum to be a
museum. Students are doing the research on the items inside to make
information cards. Students are also conducting interviews with pioneers
of the community to put in their museum. Students are using their skills
on the laptop and video and digital cameras to make the cards and
interviews. Five years ago, the only staff member certified to teach ESL
and Spanish moved. Two staff members volunteered to become TESOL
certified to better serve our students. To conclude, THS is a role model
of what a life long learner should be---ever adapting and changing to
the events and circumstances of the surroundings.

5.  **Professional Development:**

Professional Development at Tatum Municipal Schools is based on the
premise of improving instruction. Tatum Municipal Schools currently has
the highest Training and Experience rating in the state of New Mexico. T
& E is based on the number of years of teaching experience as well as
degree(s) above a BA. Tatum Municipal School is one of very few schools
throughout New Mexico which has 100% of it's certified staff meet the
highly qualified criteria. Instruction is based on the communication
between the teacher and student. The implementation of technology has
been vital to the educational growth at THS, thus we embellish over
fifty percent of our professional development to the integration of
technology into lesson planning and presentations. THS uses coaching
techniques when feasible. We prefer bringing experts into our school to
demonstrate live classroom best practices. Coaching enables our teachers
to have hands on training, and does not require them to miss a day of
instruction with their students. THS also uses common planning times. We
dismiss school forty minutes early on Wednesdays when we have a complete
week of school with no early releases. The teachers use this time to
implement cross-curricular lessons. The 2006-07 school year has stressed
classroom management by using excerpts from Dr. Harry Wong. The third
level of professional development is data driven decisions. The high
school principal has participated in a state wide training to learn
methods of deciphering test scores and their impact on classroom
instruction. Mrs. Medlin has led building level meetings to incorporate
the data disaggregating models.

**PART VII - ASSESSMENT RESULTS**

Data Table for State Criterion-Referenced Tests

Subject -- Math Grade 9 New Mexico Standards Based Assessment

Year 2005 -06 Publisher - Harcourt

  -------------------------------------- ---------- ----------- ------------
                                         2003-04    2004-05     2005-06

  Testing Month                          March      February    February

  SCHOOL SCORES                                                 

  \% Proficient plus Advanced Proficient            48          37

  \% Proficient                                     43          32

  Number of Students Tested                         21          19

  Percent of Total Students Tested                  100         100

  Number of Students Alternatively                  0           0
  Assessed                                                      

  Percent of Students Alternatively                 0           0
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              Data

  1\. Hispanic                                      No Data     Not

  \% Proficient plus Advanced Proficient                        Reported

  \% Proficient                                                 To

  Number of Students Tested                                     School

                                                                For

  2\. Economically Disadvantaged                                Sub-groups

  \% Proficient plus Advanced Proficient            54          For

  \% Proficient                                     54          This

  Number of Students Tested                         13          Year
  -------------------------------------- ---------- ----------- ------------

Please note\*\*\*\*

This series of tables does show growth from year to year, not tracking
of an individual class. Please refer to other tables (colored) that show
a more accurate representation of how students are progressing from year
to year.

Our district/state has taken the criterion reference test for the past
two years only.

Please refer to other tables that show norm reference test information.

Data Table for State Criterion-Referenced Tests

Subject -- Math Grade 11 New Mexico High School Standards Assessment

Year 2005 -06 Publisher - Pearson

  -------------------------------------- ---------- ----------- ------------
                                         2003-04    2004-05     2005-06

  Testing Month                          March      February    February

  SCHOOL SCORES                                                 

  \% Proficient plus Advanced Proficient            46          76

  \% Proficient                                     33          52

  Number of Students Tested                         24          21

  Percent of Total Students Tested                  100         100

  Number of Students Alternatively                  1           1
  Assessed                                                      

  Percent of Students Alternatively                 .05         .05
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              Data

  1\. Hispanic                                                  Not

  \% Proficient plus Advanced Proficient            35          Reported

  \% Proficient                                     21          To

  Number of Students Tested                         14          School

                                                                For

  2\. Economically Disadvantaged                                Sub-groups

  \% Proficient plus Advanced Proficient            40          For

  \% Proficient                                     30          This

  Number of Students Tested                         10          Year
  -------------------------------------- ---------- ----------- ------------

Please note\*\*\*\*

This series of tables does show growth from year to year, not tracking
of an individual class. Please refer to other tables (colored) that show
a more accurate representation of how students are progressing from year
to year.

Our district/state has taken the criterion reference test for the past
two years only.

Please refer to other tables that show norm reference test information.

Data Table for State Criterion-Referenced Tests

Subject -- Reading Grade 9 New Mexico Standards Based Assessment

Year 2005 -06 Publisher - Harcourt

  -------------------------------------- ---------- ----------- ------------
                                         2003-04    2004-05     2005-06

  Testing Month                          March      February    February

  SCHOOL SCORES                                                 

  \% Proficient plus Advanced Proficient            57          68

  \% Proficient                                     52          68

  Number of Students Tested                         21          19

  Percent of Total Students Tested                  100         100

  Number of Students Alternatively                  0           0
  Assessed                                                      

  Percent of Students Alternatively                 0           0
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              Data

  1\. Hispanic                                      No Data     Not

  \% Proficient plus Advanced Proficient                        Reported

  \% Proficient                                                 To

  Number of Students Tested                                     School

                                                                For

  2\. Economically Disadvantaged                                Sub-groups

  \% Proficient plus Advanced Proficient            62          For

  \% Proficient                                     62          This

  Number of Students Tested                         13          Year
  -------------------------------------- ---------- ----------- ------------

Please note\*\*\*\*

This series of tables does show growth from year to year, not tracking
of an individual class. Please refer to other tables (colored) that show
a more accurate representation of how students are progressing from year
to year.

Our district/state has taken the criterion reference test for the past
two years only.

Please refer to other tables that show norm reference test information.

Data Table for State Criterion-Referenced Tests

Subject -- Reading Grade 11 New Mexico High School Standards Assessment

Year 2005 -06 Publisher - Pearson

  -------------------------------------- ---------- ----------- ------------
                                         2003-04    2004-05     2005-06

  Testing Month                          March      February    February

  SCHOOL SCORES                                                 

  \% Proficient plus Advanced Proficient            79          90

  \% Proficient                                     54          33

  Number of Students Tested                         24          21

  Percent of Total Students Tested                  100         100

  Number of Students Alternatively                  1           1
  Assessed                                                      

  Percent of Students Alternatively                 .05         .05
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              Data

  1\. Hispanic                                                  Not

  \% Proficient plus Advanced Proficient            71          Reported

  \% Proficient                                     57          To

  Number of Students Tested                         14          School

                                                                For

  2\. Economically Disadvantaged                                Sub-groups

  \% Proficient plus Advanced Proficient            70          For

  \% Proficient                                     50          This

  Number of Students Tested                         10          Year
  -------------------------------------- ---------- ----------- ------------

Please note\*\*\*\*

This series of tables does show growth from year to year, not tracking
of an individual class. Please refer to other tables (colored) that show
a more accurate representation of how students are progressing from year
to year.

Our district/state has taken the criterion reference test for the past
two years only.

Please refer to other tables that show norm reference test information.

Math -- Grade 9 & 11 2005-06

+-------------+-----+---------+--------+--------+--------+--------+
| **% of      | **  | **Math  | ** **  | ** **  | ** **  | ** **  |
| Students**  |  ** | Perf    |        |        |        |        |
|             |     | ormance |        |        |        |        |
|             |     | Levels\ |        |        |        |        |
|             |     | >\>\>** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| **School    | **G | **Begi  | **N    | **     | **Adva | *      |
| Name**      | rad | nning** | earing | Profic | nced** | *Grand |
|             | e** |         | Profic | ient** |        | T      |
|             |     | *       | ient** |        |        | otal** |
|             |     | *Step** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| TATUM HIGH  | 9   | 5%      | 58%    | 32%    | 5%     | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 11  | 10%     | 14%    | 52%    | 24%    | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+
| Grand Total |     | 15%     | 72%    | 84%    | 29%    | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+

Math -- Grade 8, 9, 11 2004-05

+-------------+-----+---------+--------+--------+--------+--------+
| **% of      | **  | **Math  | ** **  | ** **  | ** **  | ** **  |
| Students**  |  ** | Perf    |        |        |        |        |
|             |     | ormance |        |        |        |        |
|             |     | Levels\ |        |        |        |        |
|             |     | >\>\>** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| **School    | **G | **Begi  | **N    | **     | **Adva | *      |
| Name**      | rad | nning** | earing | Profic | nced** | *Grand |
|             | e** |         | Profic | ient** |        | T      |
|             |     | *       | ient** |        |        | otal** |
|             |     | *Step** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| TATUM HIGH  | 8   | 25%     | 60%    | 15%    | 0%     | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 9   | 0%      | 52%    | 43%    | 5%     | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 11  | 13%     | 42%    | 33%    | 13%    | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+
| Grand Total |     | 13%     | 94%    | 76%    | 18%    | 100%   |
+-------------+-----+---------+--------+--------+--------+--------+

Math -- Grade 7, 8, 9, 11 2003-04

+-------------+-----+---------+--------+--------+--------+--------+
| **% of      | **  | **Math  | ** **  | ** **  | ** **  | ** **  |
| Students**  |  ** | Perf    |        |        |        |        |
|             |     | ormance |        |        |        |        |
|             |     | Levels\ |        |        |        |        |
|             |     | >\>\>** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| **School    | **G | **Begi  | **N    | **     | **Adva | *      |
| Name**      | rad | nning** | earing | Profic | nced** | *Grand |
|             | e** |         | Profic | ient** |        | T      |
|             |     | *       | ient** |        |        | otal** |
|             |     | *Step** |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| TATUM HIGH  | 7   |         |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 8   |         |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 9   |         |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
|             | 11  |         |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+
| Grand Total |     |         |        |        |        |        |
+-------------+-----+---------+--------+--------+--------+--------+

Because of our extremely small school size, these tables show growth for
a particular **group** of students, ninth graders during the 2005-06
school year. These tables show their growth over the past three years,
not how ninth graders in general performed over a three year period. We
have found this approach to data analysis to be equally if not more
useful in examining our curriculum/assessment results. It allows us the
opportunity to individualize instruction for each student and track
progress from year to year. (Note \*\*\* - Our district/state has taken
the criterion reference test for the past two years only.)

Reading -- Grade 9 & 11 2005-06

  -------------- ----------- ---------------- --------------- ---------------- -------------- ---------
  **% of         ** **       **Reading        ** **           ** **            ** **          ** **
  Students**                 Performance                                                      
                             Levels\>\>\>**                                                   

  **School       **Grade**   **Beginning      **Nearing       **Proficient**   **Advanced**   **Grand
  Name**                     step**           Proficiency**                                   Total**

  TATUM HIGH     9           11%              21%             68%              0%             100%

                 11          0%               10%             33%              57%            100%

  Grand Total                11%              31%             101%             57%            100%
  -------------- ----------- ---------------- --------------- ---------------- -------------- ---------

Reading -- Grade 8, 9, 11 2004-05

  -------------- ----------- ---------------- --------------- ---------------- -------------- ---------
  **% of         ** **       **Reading        ** **           ** **            ** **          ** **
  Students**                 Performance                                                      
                             Levels\>\>\>**                                                   

  **School       **Grade**   **Beginning      **Nearing       **Proficient**   **Advanced**   **Grand
  Name**                     step**           Proficiency**                                   Total**

  TATUM HIGH     8           5%               25%             60%              10%            100%

                 9           10%              33%             52%              5%             100%

                 11          0%               21%             54%              25%            100%

  Grand Total                                                                                 
  -------------- ----------- ---------------- --------------- ---------------- -------------- ---------

Reading -- Grade 7, 8, 9, 11 2003-04

  -------------- ----------- ---------------- --------------- -------- ---------------- -------------- ---------
  **% of         ** **       **Reading                        ** **    ** **            ** **          ** **
  Students**                 Performance                                                               
                             Levels\>\>\>**                                                            

  **School       **Grade**   **Beginning      **Nearing                **Proficient**   **Advanced**   **Grand
  Name**                     step**           Proficiency**                                            Total**

  TATUM HIGH     7           \%               \%                       \%               \%             100%

                 8                                                                                     

                 9                                                                                     

                 11                                                                                    

  Grand Total                                                                                          
  -------------- ----------- ---------------- --------------- -------- ---------------- -------------- ---------

Because of our extremely small school size, these tables show growth for
a particular **group** of students, ninth graders during the 2005-06
school year. These tables show their growth over the past three years,
not how ninth graders in general performed over a three year period. We
have found this approach to data analysis to be equally if not more
useful in examining our curriculum/assessment results. It allows us the
opportunity to individualize instruction for each student and track
progress from year to year. (Note \*\*\* - Our district/state has taken
the criterion reference test for the past two years only.)

**Data Table for State Norm-Referenced Tests**

Subject -- Math Grade 9 Terra Nova

Year 2003-04 Publisher - CTB McGraw Hill

Scores reported here as: \_[NCE]{.underline} Percentiles

  -------------------------------------- ---------- ----------- ----------
                                         2001-02    2002-03     2003-04

  Testing Month                          March      March       March

  SCHOOL SCORES                                                 

  Total Score                            56         54          61

  Number of Students Tested              16         26          21

  Percent of Total Students Tested       100        100         100

  Number of Students Alternatively       1          0           1
  Assessed                                                      

  Percent of Students Alternatively      4          0           4
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              

  1\. Hispanic                                                  

  \% Proficient plus Advanced Proficient 1          3           4

  \% Proficient                          5          8           6

  Number of Students Tested              7          13          10

                                                                

  2\. Economically Disadvantaged                                

  \% Proficient plus Advanced Proficient 0          1           1

  \% Proficient                          6          9           8

  Number of Students Tested              7          12          9
  -------------------------------------- ---------- ----------- ----------

Please note\*\*\*\*

This series of tables does show growth from year to year on a national
percentile basis, not tracking of an individual class. Please refer to
other tables (colored) that show a more accurate representation of how
students are progressing from year to year.

Our district/state took the norm reference test for several years before
our state assessment program changed to a criterion-reference test.

Please refer to other tables that show criterion reference test
information.

**Data Table for State Norm-Referenced Tests**

Subject -- Math Grade 11 Terra Nova

Year 2003-04 Publisher - CTB McGraw Hill

Scores reported here as: \_[NCE]{.underline} Percentiles

  -------------------------------------- ---------- ----------- ----------
                                         2001-02    2002-03     2003-04

  Testing Month                          March      March       March

  SCHOOL SCORES                                                 

  Total Score                            49         60          47

  Number of Students Tested              32         19          18

  Percent of Total Students Tested       100        100         100

  Number of Students Alternatively       0          0           0
  Assessed                                                      

  Percent of Students Alternatively      0          0           0
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              

  1\. Hispanic                                                  

  \% Proficient plus Advanced Proficient 2          2           1

  \% Proficient                          8          5           5

  Number of Students Tested              13         9           7

                                                                

  2\. Economically Disadvantaged                                

  \% Proficient plus Advanced Proficient 0          2           0

  \% Proficient                          14         6           6

  Number of Students Tested              17         10          10
  -------------------------------------- ---------- ----------- ----------

Please note\*\*\*\*

This series of tables does show growth from year to year on a national
percentile basis, not tracking of an individual class. Please refer to
other tables (colored) that show a more accurate representation of how
students are progressing from year to year.

Our district/state took the norm reference test for several years before
our state assessment program changed to a criterion-reference test.

Please refer to other tables that show criterion reference test
information.

**Data Table for State Norm-Referenced Tests**

Subject -- Reading Grade 9 Terra Nova

Year 2003-04 Publisher - CTB McGraw Hill

Scores reported here as: \_[NCE]{.underline}\_ Percentiles

  -------------------------------------- ---------- ----------- ----------
                                         2001-02    2002-03     2003-04

  Testing Month                          March      March       March

  SCHOOL SCORES                                                 

  Total Score                            59         57          62

  Number of Students Tested              16         26          21

  Percent of Total Students Tested       100        100         100

  Number of Students Alternatively       0          0           0
  Assessed                                                      

  Percent of Students Alternatively      0          0           0
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              

  1\. Hispanic                                                  

  \% Proficient plus Advanced Proficient 1          4           5

  \% Proficient                          6          8           5

  Number of Students Tested              7          13          10

                                                                

  2\. Economically Disadvantaged                                

  \% Proficient plus Advanced Proficient 0          0           3

  \% Proficient                          7          11          6

  Number of Students Tested              7          12          9
  -------------------------------------- ---------- ----------- ----------

Please note\*\*\*\*

This series of tables does show growth from year to year on a national
percentile basis, not tracking of an individual class. Please refer to
other tables (colored) that show a more accurate representation of how
students are progressing from year to year.

Our district/state took the norm reference test for several years before
our state assessment program changed to a criterion-reference test.

Please refer to other tables that show criterion reference test
information.

**Data Table for State Norm-Referenced Tests**

Subject -- Reading Grade 11 Terra Nova

Year 2003-04 Publisher - CTB McGraw Hill

Scores reported here as: \_[NCE]{.underline}\_ Percentiles

  -------------------------------------- ---------- ----------- ----------
                                         2001-02    2002-03     2003-04

  Testing Month                          March      March       March

  SCHOOL SCORES                                                 

  Total Score                            56         60          49

  Number of Students Tested              32         19          18

  Percent of Total Students Tested       100        100         100

  Number of Students Alternatively       0          0           0
  Assessed                                                      

  Percent of Students Alternatively      0          0           0
  Assessed                                                      

                                                                

  SUB-GROUP SCORES                                              

  1\. Hispanic                           2          2           1

  \% Proficient plus Advanced Proficient 8          7           6

  \% Proficient                          13         9           7

  Number of Students Tested                                     

                                                                

  2\. Economically Disadvantaged                                

  \% Proficient plus Advanced Proficient 2          1           0

  \% Proficient                          14         8           9

  Number of Students Tested              17         10          10
  -------------------------------------- ---------- ----------- ----------

Please note\*\*\*\*

This series of tables does show growth from year to year on a national
percentile basis, not tracking of an individual class. Please refer to
other tables (colored) that show a more accurate representation of how
students are progressing from year to year.

Our district/state took the norm reference test for several years before
our state assessment program changed to a criterion-reference test.

Please refer to other tables that show criterion reference test
information.