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

*U.S. Department of Education*

  -------------- ----------------------- ---------------------------------
  **Cover        Type of School: (Check  Elementary Middle K-12 Charter
  Sheet**        all that apply)         

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

  -------------- --------------------------------------------------------
  Name of        Mrs. Deirdre A. Cline
  Principal      

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

  ---------------- ------------------------------------------------------
  Official School  Pineville Middle School
  Name             

  (As it should    
  appear in the    
  official         
  records)         
  ---------------- ------------------------------------------------------

  ----------------- --------------- ---------- ---------------------------
  School Mailing    P.O. Box 470               
  Address           Route 10                   

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

  Pineville                         WV         24874-0470

  City                              State      Zip Code + 4 (9 digits
                                               total)
  ----------------- --------------- ---------- ---------------------------

  -------- -------------------- --------------------- ---------------------
  County   Wyoming              State School Code     98303
                                Number\*              

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

  ----------- ------------------------- ----- -------------------------------
  Telephone   \(304\) 732-6442          Fax   \(304\) 732-6737

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

  ----------- ----------------------------- -------- -------------------------
  Web         http://pms.wyom.k12.wv.us     E-mail   dcline@access.k12.wv.us
  site/URL                                           

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

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

  (Principal's Signature)                           
  ------------------------------------------ ------ -----------------------

  ------------------ --------- --------------------------- ------ --------------------
  Name of                      Mr. Frank L. Blackwell             
  Superintendent\*                                                

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

  District Name      Wyoming                               Tel.   \(304\) 732-6262
                     County                                       
                     Schools                                      
  ------------------ --------- --------------------------- ------ --------------------

  -----------------------------------------------------------------------
  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 | Mr. Morgan K. \"Mike\" Davis                        |
| Board          |                                                     |
|                |                                                     |
| Preside        |                                                     |
| nt/Chairperson |                                                     |
+----------------+-----------------------------------------------------+
|                | (Specify: Ms., Miss., Mrs., Dr., Mr., Other)        |
+----------------+-----------------------------------------------------+

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

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

  ------------------------------------------ ------ -----------------------
                                             Date        

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

  ----- ----------------------------------- ----------- -------------------
  1\.   Number of schools in the district:  8           Elementary Schools

                                            3           Junior High Schools

                                            0           Middle Schools

                                            2           High Schools

                                            1           Other

                                                        

                                            14          TOTAL
  ----- ----------------------------------- ----------- -------------------

  ----- ------------------------------------------ -----------------------
  2\.   District Per Pupil Expenditure:            8,879

                                                   

        Average State Per Pupil Expenditure:       3,608
  ----- ------------------------------------------ -----------------------

**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

                    Rural
  ----- ----------- ------------------------------------------------------------

  ----- -- ------ -----------------------------------------------------------
  4\.      2      Number of years the principal has been in his/her position
                  at this school?

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

  ------- ---------------------------------------------------------------
  5       If less 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     **Grand
              Males**   Females**   Total**                  Males**   Females**   Total**

  **PreK**                                       **7**       37        23          60

  **K**                                          **8**       29        32          61

  **1**                                          **9**                                  

  **2**                                          **10**                                 

  **3**                                          **11**                                 

  **4**                                          **12**                                 

  **5**       48        22          70           **Other**                              

  **6**       35        25          60                                             

  **TOTAL                                                                          251
  STUDENTS IN                                                                      
  THE                                                                              
  APPLYING                                                                         
  SCHOOL →**                                                                       
  ----------- --------- ----------- --------- -- ----------- --------- ----------- ---------

  ----- ------------------------------ ---------- ---------------------------
  6\.   Racial/ethnic composition of   99%        White
        the school.                               

                                       .5%        Black or African American

                                       0%         Hispanic or Latino

                                       0%         Asian/Pacific Islander

                                       .5%        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,  4%      
        during the past year.                        

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

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

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

  ----------------------- --------------------------- --------------------
  **(1)**                 Number of students who      7
                          transferred ***to*** the    
                          school after October 1      
                          until the end of the year   

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

  **(3)**                 Total of all transferred    11
                          students \[sum of rows (1)  
                          and (2)\]                   

  **(4)**                 Total number of students in 251
                          the school as of October 1  

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

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

  ----- -- -------------- --------- ------ --- ------ ---------------------------
  8\.      Limited                             0%     
           English                                    
           Proficient                                 
           students in                                
           the school:                                

                                               0      Total Number Limited
                                                      English Proficient

           Number of                0                 
           languages                                  
           represented:                               

           Specify                                    
           Languages:                                 
  ----- -- -------------- --------- ------ --- ------ ---------------------------

  ------ --------------------------------------------------- ------------
  9\.    Students eligible for free/reduced-priced meals:    63%

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

  ------ --------------------------------------------------- ------------
         Total number of students who qualify:               159

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

  --- -------------------------------------------------------------------
      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 you chose it, and explain how you
      arrived at this estimate.

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

  ------ ------------------------------ ------- ----------------------------
  10\.   Students receiving special     16%     
         education services:                    

                                        39      Total Number of Students
                                                Served
  ------ ------------------------------ ------- ----------------------------

  --- -------------------------------------------------------------------
      Indicate below the number of students with disabilities according
      to conditions designated in the Individuals with Disabilities
      Education Improvement Act. Do not add additional categories.

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

  -------- ------------------------ ------- ------------------------------
  0        Autism                   0       Orthopedic Impairment

  0        Deafness                 1       Other Health Impaired

  0        Deaf-Blindness           17      Specific Learning Disability

  0        Emotional Disturbance    3       Speech or Language Impairment

  0        Hearing Impairment       0       Traumatic Brain Injury

  17       Mental Retardation       1       Visual Impairment Including
                                            Blindness

  0        Multiple Disabilities            
  -------- ------------------------ ------- ------------------------------

  ------ ------------------------------------------------------------------
  11\.   Indicate the 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                                  0

  Classroom Teachers                         16                                 3

  Special Resources Teachers/Specialists     1                                  3

  Paraprofessionals                          1                                  0

  Support Staff                              6                                  0

  **Total Number**                           **25**                             **6**
  ------------------------------------------ ----------------------------- ---- -----------------------------

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

         divided by the FTE of classroom     16:1    
         teachers, e.g., 22:1                        
  ------ ----------------------------------- ------- -----------------------

  ------ ------------------------------------------------------------------
  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   96%         95%         95%         96%         94%

  Daily teacher attendance   94%         93%         90%         90%         93%

  Teacher turnover rate      4%          4%          4%          4%          4%

  Student dropout rate       1%          1%          1%          1%          1%
  (middle/high)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Many people search for a pot of gold. The staff and students at
Pineville Middle School feel that our school is that pot of gold.
Pineville Middle School is a school where students, faculty, and staff
feel safe and secure in a caring environment. All students are helped to
develop the 21^st^ Century skills necessary to become productive members
of the community.

Pineville Middle was created in 1998 following Wyoming County's
consolidation of four high schools. Grades 5 and 6 from Pineville
Riverside School, grades 7 and 8 from Pineville Junior High, and grades
5 through 8 from Glen Rogers Grade School merged to form Pineville
Middle School.

The school is nestled in the coalfields of southern West Virginia at the
confluence of Pinnacle Creek and the Guyandotte River. Pineville Middle
serves students from the Raleigh and McDowell County borders to small
towns in the central portion of Wyoming County. Some students travel by
bus on narrow winding roads 45 minutes to reach school; while others are
able to walk to school. The school's enrollment of 251 students includes
63 percent of a population eligible for free/reduced lunch. The high
poverty level of Pineville Middle and Wyoming County is a direct result
of an ever decreasing coal industry. Yet, Pineville Middle School holds
a pot of gold.

Pineville Middle School's student population represents a diverse group
while holding many core beliefs. Some students live on farms and tend
livestock each morning. Others hunt, fish, trap, harvest ginseng, or
ride four-wheelers as a hobby. Still other students come from less rural
backgrounds where children play video games, are adept on a computer,
ski, play tennis, and golf. However, in the classroom, this diversity
often goes unnoticed as teachers and staff value and polish each nugget
of gold.

Teachers and staff at Pineville Middle fully appreciate every gold
nugget entrusted to the school's care. Twenty-four from a staff of 25
full time teachers are from Wyoming County. Thirteen teachers are from
the town of Pineville. The faculty at the school recognizes the need for
students to be encouraged and understand the importance of education.
Educators at PMS have witnessed the coal boom and bust, and realize the
good life most often begins with a solid education.

Pineville Middle has been successful in the endeavor to meet the
educational needs of each child. WESTEST scores for 2006 indicate 88% at
the mastery or above performance level in

reading/language arts, with 75% proficient in mathematics. The low
socioeconomic subgroup scored 85% proficient in reading/language arts
and 67% in mathematics.

The school's students with disabilities present the staff an area of
opportunity. This group scored 47% proficient in reading/language arts
and 19% proficient in mathematics. Realizing the need to close the
achievement gap, PMS implemented co-teaching in our science, social
studies, and math classes. The special education staff is also
collaborating with general education teachers to utilize strategies to
meet the needs of each student, so they all are able to shine.

Character is measured by many means. At Pineville Middle the faculty and
staff are unified in working to foster an environment where cooperation
and respect are part of the school culture. Students of the month are
often chosen based on a student's positive attitude and academic effort.
Teachers send students to the office with a *positive* administrative
referral, where students are praised for positive behavior and the
principal calls parents to share the praise. PMS students are rewarded
for being the best they can be. Pineville Middle helps its nuggets
shine.

Bulletin boards are also used as a means of encouraging students to
shine in their individual talent. Math field day winners, accelerated
reading top readers, students of the month, brain trust and honor roll
students, and birthdays are displayed throughout the building. The
faculty and staff are proud of the achievements of students, and share
this pride with others.

Pineville Middle School's mission is to provide a safe and caring
environment where students can best develop the skills and character
necessary to become productive members of their community.

This achievement of this mission will help each Pineville Middle student
find his or her pot of gold.

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

**1. Assessment Results:**

Prior to 2003, West Virginia used Stanford Achievement Test 9 to
evaluate student performance. This was a norm referenced test that
compared student performance with national and state norms. Students
scoring in the third and fourth quartiles were considered to have met
West Virginia standards. The percent of students scoring in the third
and fourth quartiles in both reading and mathematics increased from 2002
to 2003 in grades 5 and 8, with a slight decrease in grades 6 and 7. Low
Socioeconomic subgroup scores on the Stanford Achievement Test 9 show an
increase in the percent of students scoring in the third and fourth
quartile at grades 5-8 in total basic skills from 42% in 2002 to 47% in
2003.

The percent of students scoring in the third and fourth quartiles for
the Special Education subgroup decreased from 21% in 2002 to 15% in
2003.

Beginning with the 2003-2004 school term West Virginia began using the
West Virginia Educational Standards Test (WESTEST). This criterion
referenced test is used to assess student mastery of the West Virginia
Content Standards and Objectives (WV CSOs) in reading/language arts,
mathematics, science, and social studies. Results are disaggregated by
grade level, subject area, and subgroup, which include gender,
race/ethnicity, low socioeconomic status, and students with
disabilities.

Levels of performance on WESTEST are distinguished, above mastery,
mastery, partial mastery, and novice. Students scoring at mastery, above
mastery, or distinguished meet federal standards of proficiency.

At Pineville Middle School the percent of all students at mastery or
above has increased each year in reading/language arts and mathematics
with 75% proficient in mathematics and 88% proficient in
reading/language arts for 2006.

Low socioeconomic subgroup scores appear to be consistent in relation to
all students with Low SES scoring slightly lower in both
reading/language arts at 85% and mathematics at 67%.

There is a disparity between all students and the students with
disabilities subgroup with 47% proficient in reading/language arts and
19% proficient in mathematics. This subgroup total number of students
tested was less than 50; therefore, the scores are not used in
determining AYP.

This data can be viewed at [http://wvde.state.wv.us]{.underline}. Please
note that the scores on this site for 2003-2004 are different from the
scores on our data tables in this application. The May 2004 scores were
invalid because of an error by CTB McGraw Hill. Many of the tests from
Pineville Middle School were destroyed before being scored; therefore,
the May scores do not represent the full student body at PMS. We chose
to use the scores from the retest in December because they are more
representative of the total student body.

The West Virginia Writing Assessment is given each year to all seventh
grade students as one part of the state assessment program. The purpose
of this test is to assess a student's ability on the following writing
skills: organization, development, sentence structure, word choice, and
language mechanics. For the past five years Pineville Middle School
students have matched or exceeded the state average with 90% at or above
mastery in 2005 and 75% in 2006.

**2. Using Assessment Results:**

The use of assessment data to improve student and school performance is
an on-going process at Pineville Middle School. Prior to the beginning
of each school year the staff of PMS meets to analyze WESTEST and
Writing Assessment data in order to identify areas that need improvement
and to identify grade levels, subject areas, and subgroup patterns of
success. A curriculum is then designed to address areas of weakness and
to help students master the West Virginia Content Standards and
Objectives (WV CSOs). In addition, basic skills (reteach and review)
classes are implemented at each grade level to assist students in
mastering the core curriculum.

Throughout the year, after school and Saturday sessions are used to
allow teachers to further analyze test data and to develop plans to help
students succeed in mastering the WV CSOs as measured by WESTEST.

In the fall each teacher uses the WESTEST item analysis in his or her
specific classes to determine which content standards and objectives
need improvement. This process allows teachers to tailor instructional
strategies that will address the needs of all students and to structure
individual classes for increased student performance on the WV CSOs. At
this time teachers also analyze individual student's strengths and
weaknesses and identify at-risk students.

As the year progresses, individual students take ownership of WESTEST
data. Each student, with teacher assistance, develops a profile that
allows him or her to identify strengths and weaknesses. Students then
set goals to achieve or exceed mastery on the WV CSOs. In addition
eighth grade students analyze ACT Explore results each fall.

During each grading period Wyoming County provides Benchmark tests
designed to help students evaluate success with a prioritized curriculum
in reading/language arts and mathematics. Students also use these
results to measure growth on the WV CSOs.

Analysis of test data is also used to design programs outside the school
day such as after school tutoring programs, Title 1 parent involvement
activities, and professional development sessions.

**3. Communicating Assessment Results:**

Assessment is an on-going process at Pineville Middle School. However,
before assessment data can be successfully utilized, the data must be
communicated to students, parents, and the community. Our school uses a
variety of techniques to fulfill this goal.

Prior to the opening of school each year we hold Open House. Students
and parents are provided the student's schedule and given an opportunity
to conference with teachers. Parents and students are provided relevant
information necessary for a successful year, including classroom rules,
list of required materials, and expectations for the upcoming year.

Shortly after the opening of each school term, our guidance counselor
meets with students to provide WESTEST scores and an explanation of
performance indicators. Parents are then mailed a copy of the test
results, which also includes an explanation of how to interpret their
child's scores. Classroom teachers later meet with students to identify
individual strengths and weaknesses. Each student then develops an
individual action plan to improve his or her scores. These action plans
are also mailed home to parents.

Progress reports are completed by classroom teachers and sent home to
parents four and one half weeks into each quarter. Within a week of
progress reports being sent home, a Parent-Teacher Conference is held
after school. Parents are notified via letters sent home, individual
requests for conferencing on the progress report, and an ad on our local
cable company. Grade cards are then sent home at the end of each
quarter.

Parents of students with disabilities attend annual IEP meetings and
triennial re-evaluation meetings. Parents are provided testing data,
strengths and weaknesses of their child, and modifications needed to
close the achievement gap for the student.

Pineville Middle School is proud of all student accomplishments, and
eager to share this pride with the community. A list of brain trust and
honor roll students is submitted to the local newspapers. In addition,
photographs of our student of the month, accelerated reading top
readers, students who participate in county contests such as math field
day, the county level spelling bee, and Golden Horseshoe participants
are submitted to the local media.

Bulletin boards are displayed throughout our school featuring student
achievements. These displays feature pictures of our student of the
month, accelerated reading top scorers, and names of students who have
won special recognition in county sponsored contests.

Some communication methods are more personal. Post cards or phone calls
to parents emphasizing a student's positive demeanor, improvement in a
particular class, or simply thanking a parent for raising such a
well-mannered "joy to teach" child are used to share good news about
students. Teachers also complete positive administrative referral forms
that are given to our principal. The principal calls the student to the
office and contacts the parents to share the positive remarks from the
teacher.

At the end of the school year Pineville Middle hosts an awards assembly
honoring students' successes. Students are provided certificates for
accomplishment in the classroom. Special recognition is provided to
students participating in county wide contests, and attendance is
rewarded.

**4.** **Sharing Success:**

Teachers at Pineville Middle School are proud to share successes with
other schools, and use a variety of methods to do so.

Summer in-service training affords the faculty opportunities to share.
Science teachers attended a week long, county-wide Science Academy.
Teachers met with other middle school and high school science teachers
from each school in Wyoming County to identify best instructional
practices, ways to implement labs and simple experiments, as well as
identify materials needed to provide the best instruction to each child.

Reading/language arts and mathematics teachers from Pineville Middle
School were chosen to design and revise prioritization and curriculum
mapping to be used throughout the county. These teachers were given the
opportunity to share their expertise and best practices with teachers
from other schools, as well as the central office staff. Teachers then
provided in-service training to explain the mapping.

Teachers from Pineville Middle participate in state-wide mathematics and
reading conferences. Again, teachers express methods and strategies
which yield the most learning in each forum. Teachers have also attended
a dual county co-teaching training to share accomplishments and develop
methods to meet the needs of all children.

Pineville Middle School is fortunate to have teachers that develop and
present at county in-service training sessions. The expertise of these
individuals is then given a platform to share strategies and methods to
best meet the needs of students throughout Wyoming County. PMS teachers
are represented on the county textbook adoption committee. Teachers
discuss our school's successes in an informal arena where sharing is
valued.

One of the most far reaching methods of sharing our successes with other
schools is the local media. Pineville Middle School submits information
to the local newspapers as well as the county supplement to the regional
newspaper.

The internet is another means of sharing success. The Pineville Middle
School web site,
[http://pms.wyom.k12.wv.us](http://pms.wyom.k12.wv.us/), features
accomplishments as a school and of individual students. Teachers
participate in class home pages which highlight positive issues in
individual classrooms.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:**

The curriculum at Pineville Middle School is designed with one goal in
mind, to reach higher. It is a rigorous curriculum designed each year to
help students master the Content Standards and Objectives set forth by
the state of West Virginia (WV CSOs). In order to have highly qualified
teachers in all areas of our curriculum we have chosen to deliver
instruction in a departmentalized setting. Although we have a set
schedule, flexibility and modification in the schedule is quite common
when specific curricular programs require more time.

All teachers at PMS set high expectations for their students and design
their classroom instruction using high yield practices from the *West
Virginia Department of Education Framework for High Performing School
System* at <http://wvde.state.wv.us/wvachieves/>. A few of these
strategies include frequent and ongoing assessment, maximum
instructional time with students actively involved, cooperative
learning, vocabulary and reading strategies taught across the
curriculum, incorporation of technology, emphasis on writing across the
curriculum, and collaborative and team teaching.

Beginning in 2004, Wyoming County implemented the use of curriculum
mapping in reading, English, math, and science. Teachers from Pineville
Middle School helped develop these curriculum maps and corresponding
benchmark tests and were instrumental in their adoption throughout the
county.

Pineville Middle School's reading curriculum will be described in detail
in section 2.

English, spelling, and writing application classes are designed to
assist all students in mastering the WV CSOs with special emphasis on
preparing students for the WV Writing Assessment. Varied instructional
strategies, technology, and a wide variety of materials are used in
these classes to meet the needs of all students

Science, mathematics, and social studies classes use prioritized
instruction based on WV CSOs as well. Specific target areas are
developed to help all students master the curriculum. Throughout these
classes, reading methodologies including pre-teaching vocabulary, the
use of charts, graphic organizers, and study guides are used to increase
subject comprehension and improve overall reading skills. Students are
actively involved with hands on activities, math manipulatives, and
technology whenever possible. Collaborative or team teaching is also
used to enhance instructional strategies and meet the needs of all
students.

Basic skills classes are implemented each term to allow reteach and
review and to target specific students or groups needing additional
instruction in meeting WV CSOs. These basic skills classes also give
teachers the opportunity to enrich the curriculum for more advanced
students as well with extra time for drama, band, and preparation for
county and state incentive programs such as Golden Horseshoe (WV History
Honors Test), math field day, spelling bee, Conservation Public Speaking
Contest, and the Young Writers Contest.

At Pineville Middle School art, instrumental and choral music,
keyboarding, physical education, and health are offered to all students
on a rotating basis. All classes are designed to meet the requirements
set forth by the state of West Virginia. The art classes at PMS often
enter and win county art contests and students are encouraged to be
actively engaged in art projects. The music classes collaborate with
music classes from the high school and perform to a large audience of
students and parents each December in a very successful music
production.

Foreign language (Spanish) is offered to all seventh grade students at
Pineville Middle School for one semester as an exploratory class.
Spanish is offered as part of the core curriculum at the eighth grade
level. Students who successfully complete this eighth grade class
receive high school credit for Spanish I. The curriculum development
process is an on-going endeavor that is crucial to the development and
academic success of every student.

**2. Reading/ Language Arts:**

Reading instruction at grade 5 is a continuation of the developmental
reading program in grades K-5 in Wyoming County. Pineville Middle
School's grade 5 Reading Program uses a standards based model that
incorporates a variety of instructional methods. The program has a
reading skill focus with each lesson and emphasizes vocabulary
development, writing, reference skills, map skills, and research.

In grades 6-8, Pineville Middle School uses a prioritized standards
based curriculum in both reading and English. Beginning in 2004, Wyoming
County implemented curriculum mapping in grades 6-10 that allows
teachers to align the reading program with the West Virginia Content
Standard and Objectives (WV CSOs). Teachers have chosen to meet these
objectives with a literature based approach to teaching reading. With a
literature based approach to reading, students are exposed to a variety
of authors and literary genre including poems, short stories, essays,
biographical sketches, interview, and many more. Good literature allows
students to explore who they are, to understand their hopes and fears,
to find their interests, and to see the world through the eyes of
another. In order for instruction to take place, students must become
involved in what they read. Instruction focuses on vocabulary
development, writing skills, reading strategies, and higher order
thinking skills needed to comprehend, interpret, and analyze each
selection. The curriculum is designed to meet the needs of all students
with strategies for different learning styles. A few of these strategies
include: pre-teaching activities, graphic organizers, listening,
speaking and viewing activities, written response exercises, and various
assessment tools.

Although students who read below grade level receive instruction at
grade level, this program also provides lessons with specialized reading
selections for reaching struggling readers. These lessons also help
teach students the strategies needed to develop good reading skills. In
addition, the *My Reading Coach* program, which targets students with
the greatest need in reading, is utilized. This system is phonetic and
individualized for each student.

Pineville Middle School's reading program goes beyond the textbook with
the incorporation of novel units, the Accelerated Reading Program, and
the use of technology. Technology is an integral part of our reading
program. Two computer labs and classroom computers allow teachers to
provide instruction beyond the classroom. The *Compass Learning*
computer program allows teachers to select lessons that reteach, review,
and expand on the WV CSOs.

In order to have highly qualified teachers in all classes, reading,
English, spelling, and writing are taught in a departmentalized setting
at Pineville Middle School with reading strategies and writing skills a
major emphasis across all areas of the curriculum.

**3. Additional Curriculum Area:**

One component of Pineville Middle School's Mission Statement is to help
students develop the skills necessary to become productive members of
their communities. This is a vital mission for all teachers and students
at PMS. With this charge in mind, Pineville Middle has a deliberate
focus on math instruction not only within math classes, but extending
across the curriculum. Math skills are valued and emphasized in any
possible area and learning situation.

Math instruction at Pineville Middle School is a blend of traditional
and non-traditional methods. Co-teaching and collaborative teaching are
utilized to provide a strong and supportive instructional environment.
Students are provided with learning opportunities in exploration
activities that ask students to justify math processes, such as
formulas, in addition to the use of the process. Practical application
of math principles is encouraged and fostered in a variety of
activities. The use of hands-on manipulatives provides students with
tactile and visual experiences in math. Lessons that are specifically
designed to use writing in math ask students to express math concepts
orally and to process the concepts in another modality.

Cooperative learning and the use of real world situations as models are
methods that challenge students to work together to use math skills in a
practical sense. Working within groups to learn complex problem solving
techniques is a vital skill for today's math students.

The use of technology to enhance math instruction is used. Internet
websites that are provided through the textbooks are resources that
offer a variety of learning experiences. Basic skills classes, with
focus solely on mathematics, are provided to each student throughout the
school year. The math curriculum at Pineville Middle School is standards
based and is crucial in helping students attain skills that will enable
them to become productive community members.

**4. Instructional Methods:**

Pineville Middle School utilizes a variety of instructional methods to
enhance student learning. The instructional methods used at Pineville
Middle School are chosen based on data analysis and a standards-based
curriculum. One method is the basic skills instruction program that is
given to every student, every day. Basic skills classes are designed so
that each teacher has a specific and data driven focus area of
instruction. Students receive basic skills instruction in math, reading,
language arts, and writing at each grade level every day. Students
rotate among these basic skills classes periodically throughout the
school year. In addition, all students participate in the Accelerated
Reading Program that holds students accountable for reading experience
and comprehension.

Differentiated instruction was researched through Title 1 Study Group
meetings and is now being utilized in classrooms. The tailoring of
instruction to individually meet student learning needs, is an
instructional method that is used to enhance our students' learning
experience. Co-teaching and collaborative teaching is another method
used in classrooms to maximize student learning. Teachers have
co-planning time and are committed to the positive effect that this
method has on learning.

Reading instruction also utilizes the *Language!* and the *My Reading
Coach* Programs. *Language!*

is a phonetically based kinesthetic reading program and *My Reading
Coach* is a computer based program for individualized reading
instruction. These programs are used to reach beyond the general
curriculum to help students.

Technology is used in a variety of circumstances to enhance learning.
Classroom computers, data projectors, whiteboards, virtual labs,
computer labs, and the Internet are used as tools to facilitate student
learning. There is an emphasis on integrating technology into the
instructional process. Also, hands-on activities are used to further
learning. Teachers are supplied with supplementary materials across the
curriculum for hands-on learning experiences for students.

Writing across the curriculum is also used as a teaching method.
Students are provided writing opportunities, accompanied by teacher
response, in every class at least one time per week. After school
tutoring is another method of instruction that is made available to any
student. Tutoring focuses on reading, language arts, and math and offers
extra and individualized instruction to students. The scope and sequence
of instructional methods used at Pineville Middle School is varied and
always focused on student needs.

**5.** **Professional Development:**

The professional development program at Pineville Middle School is a
continuous process that has a direct impact on student achievement.

Wyoming County and Pineville Middle School have a professional and staff
development program that is centered on student achievement and success.
The process is year-round and is a constant source of information and
standards based curriculum development. Professional development begins
during the summer months with workshops and presentations and continues
through the opening of school. In addition, throughout the school year
there are further opportunities to explore instructional methods,
curriculum materials, and the use of technology to enhance student
learning and success.

Pineville Middle School's faculty fully utilizes professional
development opportunities made available by the county and goes beyond
these sessions into school-based professional development that is
specific to the needs and patterns of our students. Before school
begins, a faculty orientation is held to review successes and needs for
improvement from the previous year. Also, the school vision and mission
statements are reviewed and revised. The faculty and administration work
together to set goals for school improvement for the school year. This
sharing of ideas and information is essential for the climate and tone
of collaboration that is prevalent at Pineville Middle.

Next, WESTEST scores are disaggregated and analyzed for strengths and
weaknesses. The faculty meets in horizontal and vertical patterns (grade
level and departmental) on a regular basis to set goals and establish an
overall plan to address the needs of our students. All curriculum plans
and decisions are data driven and are tailored toward facilitating
student achievement.

Throughout the fall at least two additional WESTEST meetings are held to
further analyze data and to plan a curriculum that will improve student
achievement. Instructional Support and Enhancement days are used to
research and learn about curriculum advancements and are used as
planning and collaboration opportunities. The principal provides outside
research materials and readings to the faculty on a regular basis to
support the efforts of our learning community. The Title 1 program
provides support for Study Group meetings that address various subjects,
such as differentiated instruction. Guest presenters are used as a
resource to facilitate staff development sessions. Faculty members
attend state and national conferences that perpetuate highly effective
teaching. With a constant focus on student achievement, the professional
development process continues throughout the school year.

Professional development is a priority at Pineville Middle School. The
principal, faculty and the support staff recognize, proactively seek,
and create opportunities for improvement individually and as a school.

**PART VII - ASSESSMENT RESULTS**

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Mathematics]{.underline} Grade: [5]{.underline} Test: [West
Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              70          70          59

  \% Above Mastery or Distinguished   18          11          8

  Number of students tested           63          63          64

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              64          65          59

  \% Above Mastery or Distinguished   14          6           7

  Number of students tested           36          48          46

  2\. Students with Disabilities                              

  \% At or Above Mastery              40          N/A \<10    N/A \<10

  \% Above Mastery or Distinguished   10          N/A \<10    N/A \<10

  Number of students tested           10          \<10        \<10

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Mathematics]{.underline} Grade: [6]{.underline} Test: [West
Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              69          61          42

  \% Above Mastery or Distinguished   10          12          0

  Number of students tested           64          67          62

  Percent of total students tested    100         100         \*

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              60          53          30

  \% Above Mastery or Distinguished   5           9           0

  Number of students tested           42          47          44

  2\. Students with Disabilities                              

  \% At or Above Mastery              N/A \<10    13          0

  \% Above Mastery or Distinguished   N/A \<10    0           0

  Number of students tested           \<10        15          14

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Mathematics]{.underline} Grade: [7]{.underline} Test: [West
Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              70          89          70

  \% Above Mastery or Distinguished   26          36          22

  Number of students tested           57          70          63

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              62          82          48

  \% Above Mastery or Distinguished   22          18          0

  Number of students tested           37          38          27

  2\. Students with Disabilities                              

  \% At or Above Mastery              8           N/A \<10    N/A \<10

  \% Above Mastery or Distinguished   0           N/A \<10    N/A \<10

  Number of students tested           12          \<10        \<10

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Mathematics]{.underline} Grade: [8]{.underline} Test: [West
Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              85          71          57

  \% Above Mastery or Distinguished   46          28          4

  Number of students tested           75          68          67

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              84          61          48

  \% Above Mastery or Distinguished   32          18          5

  Number of students tested           37          44          40

  2\. Students with Disabilities                              

  \% At or Above Mastery              N/A \<10    24          19

  \% Above Mastery or Distinguished   N/A \<10    0           0

  Number of students tested           \<10        17          16

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Reading/Language Arts]{.underline} Grade: [5]{.underline}
Test: [West Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              84          89          66

  \% Above Mastery or Distinguished   18          26          18

  Number of students tested           63          63          65

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              78          88          67

  \% Above Mastery or Distinguished   3           19          11

  Number of students tested           36          48          46

  2\. Students with Disabilities                              

  \% At or Above Mastery              60          N/A \<10    N/A \<10

  \% Above Mastery or Distinguished   10          N/A \<10    N/A \<10

  Number of students tested           10          \<10        \<10

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Reading /Language Arts]{.underline} Grade: [6]{.underline}
Test: [West Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              92          79          76

  \% Above Mastery or Distinguished   44          28          18

  Number of students tested           64          67          62

  Percent of total students tested    100         100         \*

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              92          72          70

  \% Above Mastery or Distinguished   38          21          11

  Number of students tested           42          47          44

  2\. Students with Disabilities                              

  \% At or Above Mastery              N/A \<10    40          36

  \% Above Mastery or Distinguished   N/A \<10    0           0

  Number of students tested           \<10        15          14

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Reading /Language Arts]{.underline} Grade: [7]{.underline}
Test: [West Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              84          94          86

  \% Above Mastery or Distinguished   28          54          40

  Number of students tested           57          70          66

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              81          92          76

  \% Above Mastery or Distinguished   25          40          10

  Number of students tested           37          38          29

  2\. Students with Disabilities                              

  \% At or Above Mastery              50          N/A \<10    N/A \<10

  \% Above Mastery or Distinguished   0           N/A \<10    N/A \<10

  Number of students tested           12          \<10        \<10

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB-Blue Ribbon Schools Program

**State Criterion-Referenced Tests (WESTEST)**

Subject: [Reading /Language Arts]{.underline} Grade: [8]{.underline}
Test: [West Virginia Educational Standards Tests]{.underline}

Edition/Publication Year: [1997]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

\*\*

  ----------------------------------- ----------- ----------- ------------
                                      2005-2006   2004-2005   2003-2004

  Testing Month                       May         May         December
                                                              04\*

  **SCHOOL SCORES**                                           

  \% At or Above Mastery              92          79          80

  \% Above Mastery or Distinguished   62          39          38

  Number of students tested           75          68          56

  Percent of total students tested    100         100         100

  Number of students alternatively    0           0           0
  tested                                                      

  Percent of students alternatively   0           0           0
  tested                                                      

                                                              

  SUBGROUP SCORES                                             

  1\. Economically Disadvantaged                              

  \% At or Above Mastery              86          73          77

  \% Above Mastery or Distinguished   52          25          20

  Number of students tested           37          44          30

  2\. Students with Disabilities                              

  \% At or Above Mastery              N/A \<10    29          N/A \<10

  \% Above Mastery or Distinguished   N/A \<10    0           N/A \<10

  Number of students tested           \<10        17          \<10

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

\*Due to CTB McGraw Hill Error test scores were not complete for May
2003, so students were retested in December 2004.

\*\* WESTEST (Criterion Reference) has only been given for three years.
Prior to that (SAT) Standard Achievement Test (Norm Reference) was
given.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Mathematics]{.underline} Grade: [5]{.underline} Test:
[Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Mathematics]{.underline} Grade: [6]{.underline} Test:
[Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

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

  Testing Month                        April             April

  **SCHOOL SCORES (Total Math)**                         

  Percent of students in Fourth        47                41
  Quartile                                               

  Percent of students in Third         22                37
  Quartile                                               

  Percent of students in Third and     69                77
  Fourth Quartile                                        

  Number of students tested            54                84

                                                         

  **Participation rate is for all                        
  grade levels and subject areas.**                      

  Percent of total students tested     98                95

  Number of students alternatively     0                 0
  assessed                                               

  Percent of students alternatively    0                 0
  assessed                                               

                                                         

                                                         

  **SUBGROUP SCORES \***               \*                \*

                                                         

  **MEAN PERCENTILE SCORE**            67                72

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

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Mathematics]{.underline} Grade: [7]{.underline} Test:
[Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

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

  Testing Month                        April             April

  **SCHOOL SCORES (Total Math)**                         

  Percent of students in Fourth        28                46
  Quartile                                               

  Percent of students in Third         33                36
  Quartile                                               

  Percent of students in Third and     61                82
  Fourth Quartile                                        

  Number of students tested            79                50

                                                         

  **Participation rate is for all                        
  grade levels and subject areas.**                      

  Percent of total students tested     98                95

  Number of students alternatively     0                 0
  assessed                                               

  Percent of students alternatively    0                 0
  assessed                                               

                                                         

                                                         

  **SUBGROUP SCORES \***               \*                \*

                                                         

  **MEAN PERCENTILE SCORE**            65                75

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

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Mathematics]{.underline} Grade: [8]{.underline} Test:
[Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Reading]{.underline} Grade: [5]{.underline} Test: [Stanford
Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

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

  Testing Month                        April             April

  **SCHOOL SCORES**                                      

  Percent of students in Fourth        35                29
  Quartile                                               

  Percent of students in Third         35                34
  Quartile                                               

  Percent of students in Third and     70                63
  Fourth Quartile                                        

  Number of students tested            57                56

                                                         

  **Participation rate is for all                        
  grade levels and subject areas.**                      

  Percent of total students tested     98                95

  Number of students alternatively     0                 0
  assessed                                               

  Percent of students alternatively    0                 0
  assessed                                               

                                                         

                                                         

  **SUBGROUP SCORES \***               \*                \*

                                                         

  **MEAN PERCENTILE SCORE**            67                61

                                                         

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

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Reading]{.underline} Grade: [6]{.underline} Test: [Stanford
Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

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

  Testing Month                        April             April

  **SCHOOL SCORES**                                      

  Percent of students in Fourth        35                29
  Quartile                                               

  Percent of students in Third         26                33
  Quartile                                               

  Percent of students in Third and     61                62
  Fourth Quartile                                        

  Number of students tested            54                84

                                                         

  **Participation rate is for all                        
  grade levels and subject areas.**                      

  Percent of total students tested     98                95

  Number of students alternatively     0                 0
  assessed                                               

  Percent of students alternatively    0                 0
  assessed                                               

                                                         

                                                         

  **SUBGROUP SCORES \***               \*                \*

                                                         

  **MEAN PERCENTILE SCORE**            60                61

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

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Reading]{.underline} Grade: [7]{.underline} Test: [Stanford
Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

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

  Testing Month                        April             April

  **SCHOOL SCORES**                                      

  Percent of students in Fourth        23                36
  Quartile                                               

  Percent of students in Third         37                30
  Quartile                                               

  Percent of students in Third and     60                66
  Fourth Quartile                                        

  Number of students tested            78                50

                                                         

  **Participation rate is for all                        
  grade levels and subject areas.**                      

  Percent of total students tested     98                95

  Number of students alternatively     0                 0
  assessed                                               

  Percent of students alternatively    0                 0
  assessed                                               

                                                         

                                                         

  **SUBGROUP SCORES \***               \*                \*

                                                         

  **MEAN PERCENTILE SCORE**            60                75

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

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Reading]{.underline} Grade: [8]{.underline} Test: [Stanford
Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

Scores are reported as percentiles:

\*Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area. See page 30.

2006-2007 NCLB Blue Ribbon Schools Program

**Norm Referenced Test (SAT 9)**

Subject: [Basic Skills Total]{.underline} Grade: [5-8]{.underline} Test:
[Stanford Achievement Test]{.underline}

Edition/Publication Year: [Ninth Edition 1996]{.underline} Publisher:
[Harcourt Brace & Company]{.underline}

Scores are reported as percentiles:

\* Subgroup scores are only available for total school, and are not
disaggregated by grade level or subject area.

2006-2007 NCLB-Blue Ribbon Schools Program

**Statewide Assessment Program**

**West Virginia Writing Assessment**

Subject: [Writing]{.underline} Grade: [7]{.underline} Test: [West
Virginia Writing Assessment]{.underline}

Edition/Publication Year: [2005-2006]{.underline} Publisher: [CTB McGraw
Hill]{.underline}

  ----------------------- -------- -------- -- --------- --------- ---------
                          05-06    04-05       03-04\*   02-03\*   01-02\*

  Testing Month           March    March       March     March     March

  **SCHOOL SCORES**                                                

  At or Above Mastery     75       90          79        84        86

  Above Mastery           9        24          10        18        4

  Distinguished           16       4           N/A       N/A       N/A

  Above Mastery or        25       28          N/A       N/A       N/A
  Distinguished                                                    

  Number of students      57       67          71        84        51
  tested                                                           

                                                                   

  **County Scores**                                                

  At or Above Mastery     78       65          88        86        87

  **State Scores**                                                 

  At or Above Mastery     75       73          83        83        89

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

\*03-04, 02-03, 01-02 scores were assessed as meeting or exceeding
standards not as Mastery and Above Mastery. They were scored on a 0 to
4.0 range with 2.0 and 2.5 as meeting standards. Exceeding standards
would be a score of 3.0, 3.5 or 4.0. **Those scores are not comparable
to 04-05 and 05-06.** 04-05 and 05-06 scores were assessed on a 0 to 6.0
range with 3.0 and 4.0 as Mastery, 5.0 as Above Mastery and 6.0 as
Distinguished.