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

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

**Cover Sheet**

Name of Principal **Douglas F. Crosier**

Official School Name **Grassland Middle School**

School Mailing Address **2390 Hillsboro Road**

**Franklin** **Tennessee 37069-6232**

City State Zip Code+4 (9 digits total)

Tel. [**(615) 472-4500**]{.underline} Fax [**(615 )
373-5654**]{.underline}

Website/URL [**www.wcs.edu/gms**]{.underline} E-mail
**[dougc@wcs.edu]{.underline}**

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

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

(Principal's Signature)

Name of Superintendent\* Dr. David Heath, Interim Superintendent

District Name [Williamson County]{.underline} Tel. [(615)
472-4000]{.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. Gary Anderson

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 19 Elementary schools

6 Middle schools

0 Junior high schools

7 High schools

1 Other (Grades K-8)

33 TOTAL

2\. District Per Pupil Expenditure: [\$6,975.00]{.underline}

Average State Per Pupil Expenditure: [\$6,648.16]{.underline}

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

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

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

4\. [4]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**       153       141         294

  **1**                                                     **8**       166       137         303

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       186       141                    327          Other                             

                                    **TOTAL                                                   924
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94.7]{.underline} % White

the students in the school: [1.6]{.underline} % Black or African
American

[1.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[5.55%]{.underline}

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 31
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        47
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    846
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0555
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    5.55
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[.43%]{.underline}

[4]{.underline} Total Number Limited English Proficient

Number of languages represented: 2

Specify languages: Spanish, Lingala

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

9 Total Number Students Who Qualify

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

10\. Students receiving special education services: 8.87%

82 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

2 Autism 1 Orthopedic Impairment

1 Deafness 8 Other Health Impaired

0 Deaf-Blindness 48 Specific Learning Disability

2 Hearing Impairment 5 Speech or Language Impairment

5 Mental Retardation 0 Traumatic Brain Injury

5 Multiple Disabilities 0 Visual Impairment Including Blindness

2 Emotionally Disturbed 3 ADD/ADHD

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) 3 0

Classroom teachers 46 2

Special resource teachers/specialists 12 0

Paraprofessionals 9 0

> Support staff 4 0
>
> Total number 74 2

12\. Average school student-"classroom teacher" ratio:
[20.08:1]{.underline}

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

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

  Daily student attendance 96.13       96.08       96.10       95.43       95.61

  Daily teacher attendance 95.5        95.0        95.0        94.5        94.0

  Teacher turnover rate    \<2%        \<2%        \<2%        \<2%        \<2%

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    NA          NA          NA          NA          NA
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Grassland Middle School is located in Franklin, Tennessee, approximately
eighteen miles south of downtown Nashville. The school enrollment is 924
students in grades six through eight. Grassland is part of the
Williamson County School District, which is comprised of thirty-three
schools, serving approximately 22,340 students. Williamson County has
one of the highest per capita incomes in the nation, the average being
\$41,524. The average household income is \$63,705, the highest in
Tennessee.

The Grassland community is comprised of a high percentage of middle and
upper middle class residents. Only nine students qualify for free or
reduced lunch. The average price of a home is \$251,000. Approximately
90% of our students come from homes where at least one parent has a
bachelor's degree.

Grassland Middle School opened in 1986 with five hundred students in
grades five through eight. In 1988, the school began serving grades six
through eight. The Grassland staff includes one principal, two assistant
principals, fifty-nine faculty members and thirteen para-professional
employees. There is also a full-time registered nurse.

In 2002-2003 and 2003-2004, Grassland Middle School was the second
highest performing public middle school in Tennessee. This is based on
the Tennessee comprehensive Assessment Program (TCAP), a criterion and
referenced-based test that measures both achievement and growth.
Grassland was also named an "Exemplary School" by Lana Sievers,
Tennessee Commissioner of Education, in September of 2003. Approximately
90 of 1700 Tennessee public schools received this honor.

Grassland Middle School exists to prepare students to be life-long
learners and responsible members of society, a mission statement we
strive to achieve. Two person teams is the organizational model for the
sixth grade. Three and four person teams serve seventh grade students.
Teaming is not done in the eighth grade because of the high school
credit earning courses offered. Algebra I, Algebra II, French I,
Physical Science, and Spanish I are offered for high school credit.
Approximately fifty-nine students are certified as gifted and receive
services from a full-time gifted consultant.

Grassland Middle School has eighty-two students who are identified as
Special Education and a fully inclusive model is used to serve them.
Grassland has eight special education teachers and nine special
education assistants to serve students with learning disabilities. All
special education students are served in the regular classroom a minimum
of 25% of the day. A full-time school psychologist is employed to meet
student needs.

A comprehensive extra-curricular program serves students at Grassland
Middle School. Eighteen sports are offered to students, as well as
fourteen clubs. Approximately 80% of the students participate in at
least one extra-curricular activity. The Grassland band has 251 members,
one of the largest middle school programs in Tennessee. Band and chorus
are part of the daily curriculum.

Grassland Middle School uses a site-based model. A Building Leadership
Team is comprised of teachers, administrators, and parents. Meetings are
conducted once a month, making decisions concerning school policy,
budget priorities, etc.

Grassland is fortunate to have a very active Parents' Association. All
parents are members and meetings are held monthly. Eighteen parents hold
elected offices. The principal attends all meetings. The club also
organizes a very active parent volunteer program. A volunteer works in
the front office at all times. Parents also volunteer regularly to work
in classrooms. Grassland benefited from more than \$20,000 raised by
this association last year.

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

1.  **Grassland Middle School's Assessment Results**

> In the spring of each year, grades 3-5 and 6-8 take an achievement
> test as part of the Tennessee Comprehensive Assessment Program (TCAP).
> This test, published by CTB/McGraw-Hill provides both norm-referenced
> and performance information by objective. Norm-referenced information
> permits the achievement of students to be compared with the
> performance of a national sample of students. Information by objective
> allows the comparison of student achievement against a specified level
> of performance in that subject. Information from the achievement test
> is reported in terms of five performance levels: Step 1, Progressing,
> Nearing Proficiency, Proficient and Advanced. These levels are
> appropriate for grade spans three through five and grade spans six
> through eight rather than individual grade levels. The goal is to move
> students to proficient or advanced levels by the end of grade five and
> then again by the end of grade eight.
>
> For the first time, in the 2002-2003 school year, students were also
> assessed with a criterion-referenced portion of the Achievement Test
> for compliance with the federal mandate, *No Child Left Behind*. The
> test, which uses multiple choice questions and has set time limits,
> assesses content knowledge as well as the application of that
> knowledge in the following subject areas: reading, vocabulary,
> language, language mechanics, mathematics, mathematics computation,
> science, social studies, spelling, and word analysis. All students in
> grades 3-8 are tested with special accommodations allowed only for
> students receiving special education services or those who qualify as
> English language learners. Students in grades 5, 8, and 11 are also
> assessed in writing. The assessment requires students to write a rough
> draft essay in response to an assigned topic within a limited time
> period. Eighth grade students are asked to write an expository essay.
> These writing samples are scored holistically.
>
> For the past three years TCAP scores indicated that Grassland Middle
> School students have consistently scored at the proficient or advanced
> level. Growth in the academic areas has also been consistent with the
> greatest improvement during the most recent assessment period coming
> in reading. Results of the TCAP for Grassland Middle School yield no
> statistically significant data to differentiate any ethnic/racial or
> socioeconomic group from the general population. Grassland Middle
> School ranks as the highest performing middle school in Williamson
> County and was awarded an exemplary rating by the State of Tennessee
> as a result of the State School Report Card 2002.
>
> In addition, Grassland Middle School, as part of the Williamson County
> School System, has used the Individual Assessment Index (IAI)
> computerized testing provided through the Northwest Evaluation
> Association. Data reviewed from IAI testing not only confirms ability
> and achievement levels but also enhances our teachers' ability to
> provide targeted instruction for individual students or groups of
> students.

2.  **Use of assessment data**

> At Grassland Middle School the analysis of assessment data is an
> on-going process. This analysis is used to inform all educational
> decisions made by members of the Grassland Middle School learning
> community: students, parents, teachers, and administrators. It is our
> goal for every child to achieve a year's growth regardless of the
> performance level. In an effort to accomplish this goal, in-service
> days as well as focus days provide time for staff members to receive
> training in evaluating test data. Staff members also work in grade
> level teams to chart, graph, and summarize the results of assessment
> data. Grade level teams also work together to identify student
> strengths and weaknesses and then to create lessons and activities to
> eliminate deficiencies. Teachers also work with students before and
> after regular school hours to provide additional individualized
> instruction.
>
> Administrators and counselors review scores for all students at each
> grade level. Teachers have access to individualized student score
> reports and use them to tailor instruction. TCAP results and IAI Rasch
> Unit Scale (RIT) scores are used to schedule flexible groups where
> teachers address strengths and weaknesses in reading and math.
> Student-support team members and the school psychologist use
> assessment results to assist in determining the need for special
> education services. This procedure addresses both students with
> learning disabilities and those who need enrichment. Assessment data
> is kept in cumulative record folders so that individual student
> progress can be monitored from year to year.

3.  **Communication of student performance**

> Teachers begin each school year by contacting students and parents
> before
>
> the first day of school. This opens the line of communication at an
> early date. An open house is held for parents in each grade level
> during the first month of school followed up by parent-teacher
> conferences later in the fall. It is at these conferences that
> assessment data is reviewed, progress is discussed, and future goals
> are outlined. Teachers continue to provide parents with assessment
> results throughout the school year via email, phone calls, individual
> conferences, mid-quarter progress reports, and quarterly reporting
> periods.
>
> The school also provides parents with student performance data from
> TCAP Achievement tests and IAI assessments. Test results along with
> test interpretation guidelines are mailed to each family. The school's
> state report card is published in local newspapers and posted annually
> on the state's website. The school's website also provides information
> about testing schedules while all school announcements are emailed to
> parents on a daily basis.

4.  **Sharing of success**

Grassland Middle School provides families and the community with an up

> to date website (wcs.edu/Schools/gms.htm) that showcases our
> accomplishments and serves as a contact source for anyone interested
> in visiting. We welcome visitors to observe our school in action. Our
> school newspaper (*Generally Speaking*) and yearbook as well as the
> local newspapers provide coverage of school activities and
> achievements. Members of our professional staff conduct workshops and
> in-service activities for fellow professionals, serve as mentors to
> future teachers in training, and make presentations at local, state,
> and national conferences. Students compete in local, regional, and
> state contests and are able to interact with peers from other schools
> thereby sharing successes one on one.
>
> Within our school grade level teams have quarterly celebrations to
> recognize students who have performed well during that time period
> both in their academic work and in their attendance. The community is
> invited to band and choral concerts, student plays, athletic events
> and special assemblies honoring members of the community.
> Administrators meet with the board members of the parents'
> organization on a monthly basis to share general information and
> successes. A huge banner outside the school announces Grassland's
> success on last year's state report card. More general information is
> also posted on the marquis outside of the school and broadcast on the
> continuous radio taping that can be picked up within a mile radius of
> the school.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. The Curriculum**

Grassland Middle School's curriculum is aligned with the Tennessee State
Department Curriculum Framework/Standards. The GMS/Williamson County
Schools standards based curriculum provides students with the
opportunity to achieve content in conjunction with national and
international benchmarks. Best practice strategies engage all students
in meaningful learning experiences based on rigorous content that is
important to them now and in the future.

The language arts curriculum, a balanced approach to literacy, is taught
in an extended class period in sixth grade and a typical fifty-five
minute period in seventh and eighth grades. In addition to teaching the
elements of language during this instructional period, teachers of
language arts and social studies also teach one period of reading. All
students are tested and placed in small instructional groups based on
identified skill need and instructional reading level. These flexible
skill groups meet for at least one nine weeks' grading period to either
remediate or enrich the student's reading skills and experiences.

The mathematics program centers on student need and is data driven.
Sixth grade students are assigned to general math while seventh and
eighth graders have options of Pre-Algebra, Algebra I-A, Algebra I, and
Algebra II. Each student is assigned to an additional math group for at
least one nine weeks' grading period for remediation or enrichment.

World language curriculum in sixth grade is an exploration of the
Spanish culture and language. Seventh graders receive at least one nine
weeks of Spanish instruction on a daily basis. Eighth grade students may
elect, with requirements being met, to earn a first-year high school
credit in either Spanish or French. These students must take a county
required Common Comprehensive Assessment as part of the credit program.

The GMS science program provides hands-on experiences in earth, life,
and physical sciences. A physical science course can also be taken for
high school credit. The scientific process is reinforced and taught
through the use of technology, group projects, and laboratory
experiences. Current events concerning scientific discoveries keep real
world issues in the forefront of study.

The social studies curriculum includes history, geography, economics,
civics, and government. Sixth grade studies world geography. Seventh
graders study a world focus, examining the relationship between
geography and contemporary cultures and issues. Eighth graders study
American history and government. Students' experiences include hands-on
activities, multi-media presentations, Socratic seminars, and group
projects.

The special area related arts courses of art, band, chorus, physical
education, technology education, and teen living are assigned on a
rotation basis to sixth and seventh grade students with the exception of
band and chorus. These courses are electives chosen by the student for a
year long program of study. Eighth grade students may elect semester
long courses in art, physical education, technology, and teen living.

Students with exceptionalities are typically served in the inclusion
model, with remediation or enrichment provided through differentiated
instruction. Support staff specializing in the exceptionalities also
work with the students directly or in consultation.

**2. English Language Curriculum**

The GMS English language curriculum includes all areas of language
arts---reading, writing, speaking, listening, and viewing---that are
configured into a balanced literacy program. Literacy units developed at
the district level are used to actively engage students with meaningful
text and to explicitly teach reading skills to use before, during, and
after reading to assure comprehension. All students are assigned an
additional reading class for at least one nine weeks. The students are
clustered in small groups based on lexile reading levels and skill need.
The instruction is differentiated within the groups to better meet
individual needs. There is also an emphasis on reading in the content
areas. Content specific materials, literature that includes all genres,
and technology based materials are available for both teacher and
student choice. The multi-media center provides access to excellent
young-adult literature and technology-based research in a caring
atmosphere that enhances the love of reading. Sixth grade classes also
use the adopted reading textbooks. Best practices for content and
substance include pre-tests, differentiated instruction, using essential
questions, and providing activities that consider student learning
styles. Organization of knowledge is evidenced through inquiry, rubrics,
pre-assessment used for compacting, and interdisciplinary connections.
Product focus is provided through the use of student developed
multi-media presentations, student research, journal writing, student
developed rubrics, student publications, and the use of cooperative
groups. Continual feedback and reteaching by peers and teachers assures
achievement.

Below-grade level readers are assured access to appropriate reading
level materials and skill instruction in the configuration mentioned
above, and also through a continuum of services that are provided for
students with an IEP. Special education teachers are trained in special
needs reading programs and offer a variety of services and programs
based on documented student need. Most students are served in the
regular classroom, however, small group and one-on-one instruction is
also provided by special education staff.

Sustained silent reading, an emphasis on vocabulary development,
required summer reading, writing in all areas of the curriculum, and
data driven instruction completes the student centered language arts
program.

**3. Essential Skills and Knowledge Based on the School Mission**

GMS prepares students to be life-long learners and responsible members
of society by being a student-centered school. Preparing students to
learn from each other, work together in varying roles, and influence the
community in which they live, is a part of the academic and related arts
curriculum. Through participation in the related arts classes and
various clubs, students involve themselves in projects that often
benefit others. Students are also encouraged to enter competitions at
the local, state, and national levels that are of special interest to
them. Student success is recognized and celebrated. Student struggles
are supported with small group opportunities that are voluntary, either
before or after school, so that students will become responsible for
seeking the extra support when needed. Related arts classes are planned
around themes drawn from the content areas so that a natural integration
of special projects supports and enhances the academic programs.
Technology classes prepare students to develop multi-media projects,
become proficient in key-boarding, and evaluate electronic resources.
Using math skills, learning to make decisions based on factual
information, learning to take responsibility for decisions and the
consequences of those decisions, and learning life skills are part of
the teen living class that all students experience. Band and chorus
teach musical and performance skills with an emphasis on self-control
and how to be an integral part of a larger group. Art classes allow
students to analyze and study society and cultures as they relate to
artistic artifacts. Students learn and experience many of the creative
and expressive elements within a medium. They also learn to express
their own aesthetic values through their individual art work. The
related arts curriculum helps to prepare students to be life-long
learners and responsible members of society by allowing students to
apply essential skills and knowledge as they apply to the real world
setting.

**4. Instructional Methods**

Teachers use a variety of instructional strategies to improve learning
for all. Research based practices are used to differentiate curriculum,
assessment and instruction, and to personalize the curriculum when
needed. Language arts classes and social studies classes often use
simulations, Socratic dialogue, small group cooperative learning,
open-ended questions, think/pair/share, anticipation guides, and role
playing to teach essential skills and knowledge.

Math and science classes use demonstrations, whole group discussion,
research projects, writing to learn activities, and drawing the text
activities. Learning stations are also used to provide appropriate
opportunities to help students focus on new understandings and skills
and relate them to previous ones.

All teachers use inquiry based learning. Hands-on activities also
permeate the curriculum. Unit skills are pre-tested so that students are
receiving instruction at the appropriate level. Multi-media
presentations designed by the students, helps ensure that students have
to understand ideas and not just repeat them. Teachers also allow
student choice in activities and encourage the use of a wide variety of
materials.

GMS uses a variety of instructional designs to improve student learning.
A team-teaching model is used to facilitate learning in both sixth and
seventh grades for academic courses. Eighth grade is departmentalized so
that students are prepared to transition into the high school setting. A
second math and reading class for each student, based on student skill
level, is assigned for a minimum of one nine week period. These classes
are kept to a maximum of twelve students.

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

Staff development opportunities are results-driven, standards based, and
job embedded. Teachers' professional growth includes five days of
training. Two of the days are designed and implemented by GMS and relate
directly to the school improvement plan. Two of the days are designed
and implemented by the district and offer training based on district or
state initiatives.

Twelve additional hours are provided in two hour segments through-out
the school year.

Teacher in-put is valued and recognized in the school's plan. An
emphasis is placed on teaching strategies, especially in reading. All
teachers are involved in reading strategies training and also in reading
in the content areas. Training in the areas of technology, curriculum
standards, and accountability expectations are also included.

Many of the GMS staff members, from classroom teachers to
administrators, provide the training. Staff members also attend
conferences and are invited to make presentations. Consultants are also
used in the professional development model.

Grassland Middle School's growth scores as reported by the state of
Tennessee indicate that our professional development program is embedded
in classroom practice and reflects success for all Grassland Middle
School students.

6^th^ Grade Grassland Middle School Reading Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[6]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[280/01; 297/02; 279/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Reading**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES\*                                              

  Step 1                               100%        100%        100%

  Progressing                          100%        93%         96%

  Nearing Proficiency                  90%         81%         80%

  Proficient                           55%         46%         38%

  Advanced                             18%         12%         10%

  Number of students tested            278         289         282

  Percent of total students tested     99.6%       97%         98%

  Number of students excluded          1           2           0

  Percent of students excluded         \< 1%       \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          71%         71%         71%

  Nearing Proficiency                  45%         45%         45%

  Proficient                           18%         18%         18%

  Advanced                             4%          4%          4%
  ------------------------------------ ----------- ----------- -----------

\*Note: According to the *TCAP Performance Level Summary Report* it is
desirable to work toward achieving proficiency by the end of the 8^th^
grade. Please note that in this 6^th^ grade report 47% of the students
have already achieved these levels. Nationally, in Reading, most
students are in Levels 1-3 in the spring of Grade 6, with a moderate
percentage in Level 4 and few in Level 5. This chart reflects the
percentage of students who are at or above that particular level.

6^th^ Grade Grassland Middle School Math Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[6]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[280/01; 297/02; 279/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Math**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES \*                                             

  Step 1                               100%        100%        100%

  Progressing                          97%         92%         94%

  Nearing Proficiency                  81%         78%         79%

  Proficient                           31%         33%         44%

  Advanced                             8%          7%          16%

  Number of students tested            278         289         282

  Percent of total students tested     99.6%       97%         98%

  Number of students excluded          1           2           2

  Percent of students excluded         \< 1%       \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          64%         64%         64%

  Nearing Proficiency                  36%         36%         36%

  Proficient                           12%         12%         12%

  Advanced                             3%          3%          3%
  ------------------------------------ ----------- ----------- -----------

\*Note: According to the *TCAP Performance Level Summary Report* it is
desirable to work toward achieving a Level 4 (Proficient) or Level 5
(Advanced) by the end of Grade 8. Please note that in this 6^th^ grade
report 47% of the students have already achieved these levels.
Nationally, in Math, most students are in Levels 1-2 in the spring of
Grade 6, with a substantial percentage in Level 4 and few in Level 5.
This chart reflects the percentage of students who are performing at or
above that particular level.

7^th^ Grade Grassland Middle School Reading Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[7]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[278/01; 270/02; 296/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Reading**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES\*                                              

  Step 1                               100%        100%        100%

  Progressing                          98%         99%         98%

  Nearing Proficiency                  89%         92%         93%

  Proficient                           54%         55%         63%

  Advanced                             17%         18%         25%

  Number of students tested            296         268         284

  Percent of total students tested     100%        99%         \*\*102%

  Number of students excluded          0           2           2

  Percent of students excluded         0%          \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          76%         76%         76%

  Nearing Proficiency                  54%         54%         54%

  Proficient                           25%         25%         25%

  Advanced                             6%          6%          6%
  ------------------------------------ ----------- ----------- -----------

\* According to the *TCAP Performance Level Summary Report* it is
desirable to work toward achieving proficiency by the end of the 8^th^
grade. Please note that in this 6^th^ grade report 47% of the students
have already achieved these levels. Nationally, in Reading, most
students are in Levels 1-3 in the spring of Grade 6, with a moderate
percentage in Level 4 and few in Level 5. This chart reflects the
percentage of students at or above that particular level.

\*\*May include home schooled students or students added since
Preliminary Report.

8^th^ Grade Grassland Middle School Math Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[8]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[290/01; 286/02; 271/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Math**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES\*                                              

  Step 1                               100%        100%        100%

  Progressing                          99%         99%         99%

  Nearing Proficiency                  96%         95%         95%

  Proficient                           80%         76%         73%

  Advanced                             30%         36%         32%

  Number of students tested            274         279         289

  Percent of total students tested     \*\*101%    97.5%       99.6%

  Number of students excluded          0           2           2

  Percent of students excluded         0%          \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          82%         82%         82%

  Nearing Proficiency                  62%         62%         62%

  Proficient                           33%         33%         33%

  Advanced                             10%         10%         10%
  ------------------------------------ ----------- ----------- -----------

\*Nationally, most students are in Levels 3 and 4 in the spring of Grade
8, with a small percentage in Level 5. The chart reflects the percentage
of national norm group and Grassland Middle School students who are at
or above that particular level.

\*\*This reflects an increase in enrollment from the time of the
Preliminary Report.

8^th^ Grade Grassland Middle School Reading Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[8]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[290/01; 286/02; 271/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Reading**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES\*                                              

  Step 1                               100%        100%        100%

  Progressing                          100%        100%        98%

  Nearing Proficiency                  97%         96%         92%

  Proficient                           75%         72%         63%

  Advanced                             38%         27%         25%

  Number of students tested            274         279         289

  Percent of total students tested     \*\*101%    97.5%       99.6%

  Number of students excluded          0           2           2

  Percent of students excluded         0%          \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          81%         81%         81%

  Nearing Proficiency                  62%         62%         62%

  Proficient                           33%         33%         33%

  Advanced                             10%         10%         10%
  ------------------------------------ ----------- ----------- -----------

\*Nationally, most students are in Levels 3 and 4 in the spring of Grade
8, with a small percentage in Level 5. The chart reflects the percentage
of national norm group and Grassland Middle School students who are at
or above that particular level.

\*\*This reflects an increase in enrollment from the time of the
Preliminary Report.

8^th^ Grade Grassland Middle School Math Scores

**[Tennessee Comprehensive Assessment Program (TCAP)]{.underline}**

> Grade: **[8]{.underline}** Test: **[TCAP]{.underline}**
>
> Edition/publication year: **[Form L/01; Form M/02; Form
> N/03]{.underline}**
>
> Publisher: **[CTB McGraw-Hill]{.underline}**
>
> Number of students in the grade in which the test was administered:
> **[290/01; 286/02; 271/03]{.underline}**
>
> What groups were excluded from testing? **[Special Education students
> with more than 23 hours of service per week]{.underline}** Why, and
> how were they assessed? **[State defined category/ Students were given
> TCAP-Alt.]{.underline}**

**Data Display Table for Math**

*Note: Data is not disaggregated because sample is too small*.

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

  Testing Month: April                                         

  SCHOOL SCORES\*                                              

  Step 1                               100%        100%        100%

  Progressing                          99%         99%         99%

  Nearing Proficiency                  96%         95%         95%

  Proficient                           80%         76%         73%

  Advanced                             30%         36%         32%

  Number of students tested            274         279         289

  Percent of total students tested     \*\*101%    97.5%       99.6%

  Number of students excluded          0           2           2

  Percent of students excluded         0%          \<1%        \<1%

  SUBGROUP SCORES---Not Applicable                             

                                                               

  NATIONAL SCORES                                              

  Step 1                               100%        100%        100%

  Progressing                          82%         82%         82%

  Nearing Proficiency                  62%         62%         62%

  Proficient                           33%         33%         33%

  Advanced                             10%         10%         10%
  ------------------------------------ ----------- ----------- -----------

\*Nationally, most students are in Levels 3 and 4 in the spring of Grade
8, with a small percentage in Level 5. The chart reflects the percentage
of national norm group and Grassland Middle School students who are at
or above that particular level.

\*\*This reflects an increase in enrollment from the time of the
Preliminary Report.