##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle
[X]{.underline} High \_\_ K-12

Name of Principal [Mr. James S. Miles]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_[125 Highway 51 ByPass
W.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Dyersburg]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[TN]{.underline}\_\_\_
\_\_\_\_[38024-0124]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[Dyer]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_\_\_[0015]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(]{.underline} 731[)286-3630]{.underline} Fax [(
731)286-2209]{.underline}

Website/URL [http://www.dcs.k12tn.net/dcs/index.html]{.underline} E-mail
[miless@dcs.k12tn.net]{.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\* [Lloyd W. Ramer]{.underline}

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

District Name [Dyersburg City Schools]{.underline} Tel. [( 731 )
286-3600]{.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 Dr. Randall Prince

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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: \_[2]{.underline}\_\_\_Elementary
schools

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

\_\_\_\_\_Junior high schools

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

\_\_\_\_\_Other

\_[4]{.underline}\_\_\_\_TOTAL

2\. District Per Pupil Expenditure:
[\_\$7,561.00]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\_\$6,997.00]{.underline}\_\_\_\_\_\_\_\_\_\_\_

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

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

4\. [9]{.underline} Number of years the principal has been in her/his
position at this school.

[N/A]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **9**              127              155                282

  **10**             108              104                212

  **11**             78               116                194

  **12**             101              97                 198

                                                         

  **TOTAL**                                              886

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

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [71]{.underline} % White

the students in the school: [28]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_11\_\_\_\_\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  38
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           66
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   104
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 923
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .11
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          11
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[1]{.underline}\_%

\_\_\_[3]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages: Guharti (Indian)

9\. Students eligible for free/reduced-priced meals:
\_\_\_[42]{.underline}\_\_%

Total number students who qualify: \_\_\_[402]{.underline}\_\_\_\_\_

10\. Students receiving special education services:
\_\_\_\_[10]{.underline}\_\_%

\_\_\_\_[86]{.underline}\_\_\_Total Number of Students Served

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

\_\_[0]{.underline}\_\_Autism [\_ 1]{.underline}\_Orthopedic Impairment
\_\_[3]{.underline}\_Multiple Disabilities

\_\_[0]{.underline}\_\_Deafness [\_ 0]{.underline}\_Other Health
Impaired \_[29]{.underline}\_\_Mental Retardation

\_\_[0]{.underline}\_\_Deaf-Blindness \_[32]{.underline}\_Specific
Learning Disability \_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[7]{.underline}\_\_Emotional Disturbance \_\_[0]{.underline}\_Speech
or Language Impairment \_\_[0]{.underline}\_\_Hearing Impairment

\_\_[1]{.underline}\_\_Visual Impairment Including Blindness

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

    **Number of Staff**

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

Administrator(s) [\_\_\_\_4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[56\_\_\_\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_\_[12]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_ 21]{.underline}\_\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_\_
>
> Total number [\_\_\_ 85]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[1:16]{.underline}\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   94%         94%         94%         94%         95%

  Daily teacher attendance   94%         92%         96%         95%         95%

  Teacher turnover rate      5%          7%          7%          10%         5%

  Student dropout rate       2%          2%          6%          3%          3%
  (middle/high)                                                              

  Student drop-off rate      37%         42%         37%         36%         35%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

> The discrepancy between drop-off and dropout of students is one of
> concern. However, in 2003-2004, the drop-off score declined and we
> hope it heralds a new trend. Major impact on these rates came from (1)
> three manufacturing plants closing. Large numbers of people lost their
> jobs. (It was common for parents and children to work at the same
> plant.) People moved away to find jobs. (2) Eighteen-year-old students
> who worked part-time and went to school, lost these jobs, and moved
> elsewhere, or dropped out to get jobs. (3) A new school was built nine
> miles away and families in that end of the county sent their children
> there. Approximately 100 students moved to the new school. Hopefully,
> that shock has settled, and the mobility of DHS school population is
> beginning to stabilize.

14\. Show what the students who graduated in Spring 2004 are doing as of
September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [\_      |
|                                                         | > 19       |
|                                                         | 6\_\_\_]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _\_[46%]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _\_[30%]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [\_\_    |
|                                                         | > 2%]{.    |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Found employment                                        | > [\_      |
|                                                         | > 14%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Military service                                        | > [\_\_    |
|                                                         | > 5%]{.    |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [\_\_    |
|                                                         | > 4%]{.    |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [\_\_    |
|                                                         | > 0%]{.    |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100%     |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Dyersburg High School opened its doors in 1886, graduating its first
class in 1888. The present-day facility, originally a
five-million-dollar structure, has been the home for Dyersburg High
School students since 1971. The mission and vision have always
encouraged our commitment to excellence and fostered a sense of Trojan
Pride.

The school has 70 classrooms, most of which are arranged in departmental
units. Each classroom is computer-networked, and a computer station is
provided for each teacher. In addition, many classrooms have multiple
student stations. The main classroom building has two floors. The hub of
the first floor is the Commons, and the hub of the second floor is the
Media center. Dyersburg High School includes seven stand-alone computer
labs.

The present forty-acre campus has outstanding indoor and outdoor
athletic facilities for other student activities. The stadium has
seating for 4200, four ticket offices, a press box, concession
facilities, and an all-weather 400-meter track. The gymnasium will seat
1600 on the lower level. Lights were installed on the baseball field in
1989, and a football field and an eight-million-dollar Sports Complex
were added to the DHS campus in l999. A greenhouse was built in 2002 to
expand the DHS agricultural program.

Indoors facilities for other student activities include the Commons, the
Little Theater, and Media Center. The Commons, designed to serve many
purposes, is used primarily as the dining area. The Little Theater, the
best-equipped theater in Dyersburg, seats 504 and is used frequently for
community functions. The Media Center is equipped with print and online
resources, including more than 17,000 books and 26 MacIntosh computers.

During the 2000-2001 school year, the Dyersburg High School
administration began consulting with an architectural firm to discuss
repairs, renovations, and security issues. However, in May of 2003
Dyersburg High School suffered over three million dollars worth of
damage due to a tornado. This natural event shifted the
administration\'s concern. Many areas that suffered damage were
restructured and repaired during this time. The priorities were to
repair the roof and ceiling-tiles, and to repair the carpet so that
school could continue. Something wonderful that came out of the tornadic
disaster of 2003 was the special bonding among teachers, students,
community, and administrators who worked tirelessly to restore, save,
and repair DHS.

Dyersburg High School has been accredited by the Southern Association of
Colleges and Schools since 1921 and in 1991 was named a National School
of Excellence, one of the highest honors which may be bestowed upon a
secondary school. Dyersburg High School has contributed immensely to the
educational opportunities of the youth of the community. In the year
2004-05, DHS was one of seven schools in the state nominated by the
Commissioner of Education for the Blue Ribbon Award.

Dyersburg High School also houses a GED Option program on campus. In
2003, DHS faced elimination of the program unless it was utilized on
campus. Since its origin at DHS, the GED Option program has graduated
approximately thirty-five students.

Every student at DHS, no matter the ability, receives opportunities to
be successful, to learn skills that enhance his life, and encouragement
to commit to his own excellence.

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

1.  The state of Tennessee has been focused on raising student
    achievement scores and developing tests that measure a school's
    performance in improving those scores. The state report card reports
    disaggregated data so schools can be aware of their commitment to
    the students. Are they being exposed to skills and concepts and
    content the state, indeed the nation, needs them to be?

> End of course tests were developed for physical science, chemistry,
> U.S. history, geometry, physics, English 10, biology, algebra,
> geography, and English 9. Eventually all of these will be given at
> various times of a student's high school career. Tennessee designated
> biology, English II, and Algebra I as the Gateway tests which are
> required to be passed in order to graduate. The other end of course
> tests do not have to be passed for grade level promotion, but the
> scores count as 15% of the grade for the semester they are taken.
>
> Reporting of Gateway scores rank the students as below proficient,
> proficient, and advanced by percentile. This is published on the state
> website: <http://www.state.tn.us/>. DHS has scored above 95% in all
> three Gateways. Gateway Biology, Gateway Algebra I, have been given
> for three years (2001-04). Gateway English II was delayed for a year,
> therefore, we only have data for 2002-04. DHS also scored high on
> Gateway English II.
>
> The report card indicates that of all students completing the Algebra
> I Gateway greater than 95% were "proficient" or "advanced"; on the
> Gateway English II more than 97% of all students were "proficient" or
> "advanced". Considering the subgroup of economically disadvantaged,
> 100% were "proficient" or "advanced" on the Algebra I test and 97% on
> the English II test. Considering the subgroup of African-American
> students, 100% scored "proficient" or "advanced" on the Algebra I test
> and 98% on the English II test. The state only reports in percentiles
> of "below proficient", "proficient" and "advanced".

2.  Assessment data is used to understand and improve student
    achievement and school performance. Data is constantly discussed
    throughout the year in faculty study groups, inner-departmental
    meetings, and across disciplines. Teacher made pre- and post-tests
    are analyzed for student placement. The English and math departments
    work closely with the Dyersburg Middle School teachers and guidance
    counselor to pre-test, analyze stanine and TCAP scores, and to have
    advisory talks with parents before placing these students where they
    will be most successful. Tennessee is dedicated to the task of
    leaving no child behind and is furnishing the data that helps DHS to
    redesign and realign our state standards with the national
    standards. The disaggregated data shows small gaps among the
    genders, ethnic groups, and economically disadvantaged subgroups.
    Now that we are getting this information, we can act on it to make
    sure our vision and mission meet student needs. The DHS faculty
    considered time as an important variable in getting students ready
    for exit exams. The school changed its curriculum in content
    (curriculum mapping) and course sequence. Competency English was
    added as a ninth grade course so that the economically disadvantaged
    and ethnic subgroups could have more time to prepare for the
    sophomore tests. We have added student tutoring, before and after
    school, which allows our bus students an extra 1 1/2 hours a day for
    remediation. The library is open one hour before and after school to
    allow student access to resources and the computer lab. Students can
    use tutorials such as "Follow the Leader" and "Learning 100", a
    reading program. Our curricular objectives have been written to
    differentiate ability levels for our students. Assessment is more
    than test scores. Observational assessment finds DHS students who
    may be weak in academics are often found to be talented in the arts.
    There are several opportunities for these students to act, sing,
    dance, play an instrument, paint, sculpt, or "throw a pot".
    Sometimes the self-respect and self-worth in the arts carries over
    to improved attendance and to success in academics. The ACT is
    offered to all students with 95% of our college-bound students
    taking the ACT. For the last five years DHS has scored above the
    state and national averages on the ACT.

3.  Parents and the community as a whole have always supported Dyersburg
    High School in its effort to maintain high expectations for student
    learning. DHS takes pride in the accomplishments of its students.
    Parents are playing a larger role in many of the improvements at
    DHS. Parents, business and industry join together to promote
    academic excellence and to reward academic achievement in much the
    same way that athletic boosters support athletic teams. Parents
    expect us to go beyond the good to the best. Some of the ways we
    communicate to parents: one-on-one as needed, email, letters, called
    conferences, mid-term report, faxes, school website, and primetime
    TV spots on our local cable channel. We host a Parent Orientation
    Night to familiarize the parents with the main learning emphases of
    the year, to discuss new rule changes at DHS, to talk about student
    behavior, to announce student opportunities for financial aid and
    scholarships, to receive written explanation as to how DHS teachers
    evaluate student work, and to discuss student achievement and the
    school's performance in giving a quality education. The Parent
    Advisory Board meets four times a year to discuss issues from the
    parents\' perspectives. Student programs, ballgames, concerts, and
    school announcements are broadcast by the local television station,
    WDYR which allocates nine hours a day to school information.
    Portable signs on each school campus announce major state testing
    dates, so parents can be aware of their child's school life.

4.  DHS teachers are ready to lead and share among their colleagues. The
    DHS instructional leadership team, composed of teaching staff, is
    the internal facilitator for our school improvement plan. Our
    teachers are in high demand as staff developers. They are quick to
    offer help to other educators. When our paraprofessionals were to be
    highly qualified, two DHS teachers created a review in math and
    English and worked with DHS paraprofessionals. This led to workshops
    in seven different schools, approximately 300 paraprofessionals,
    with a 96% success rate. Our geography teacher will share his
    success with music in the World Geography classroom. He has
    conducted this for the Tennessee Geographic Alliance in Nashville,
    TN, and will present to teachers in Charlotte, NC, and Birmingham,
    AL, at their state conferences. DHS teachers often assist the state
    in its training presentations and DHS frequently serves as a state
    "pilot" site. The Algebra I teachers led in a 10-day "Algebra for
    All" training over a 3-year period. DHS Gateway scores show the
    result of their commitment to excellence. Many of our Fine Arts
    teachers are called to participate in community fundraisers and our
    Spanish teachers translate for parents, the school system, and
    police.

    **PART V -- CURRICULUM AND INSTRUCTION**

1\. Using Heidi Hayes Jacobs \"Mapping the Big Picture,\" and Lisa
Carter's work in curriculum alignment, DHS has spent the last nine years
mapping the curriculum. All departments: English, Math, Science, Social
Studies, Vocational, Fine Arts, Foreign Language, and Physical Education
have mapped the curriculum to align with state and national standards.
The curriculum continues to be updated and reflects essential questions,
types of assessments, skills and objectives, and continuity. DHS is
among the few schools in the local area that has mapped its entire
curriculum. We are practicing what we designed and getting data that
indicates successes and concerns. Our scores on Gateway and ACT indicate
that we are pursuing the correct content, concepts, and objectives.

> **[ENGLISH]{.underline}**: To meet the needs of all students, we offer
> courses that run the gamut from basic literacy and communication
> skills to honors and AP courses in literature, which challenge our
> most gifted students. We stress writing skills, creative and
> expository, in all classes. Our Gateway and end-of-course tests in
> English 10 show an increase in student achievement. English courses at
> DHS are: Competency English, English 9, English 9 Honors, English 10,
> English 10 Honors, English 11, English 11 Honors, English 12. English
> 12 AC, English AP, Dual Credit English 12 and Journalism. Our student
> scores are far above the national norms on the language portion of the
> ACT.
>
> **[MATHEMATICS]{.underline}**: To provide a math curriculum that
> allows any freshman entering DHS to be successful on the Gateway Math
> Exam, is a major goal. In an arrangement between the teachers of DHS
> and DMS, students are screened by teacher recommendation, stanine
> scores, TCAP math scores, and pre-tests administered by the high
> school teachers. This insures that student placement can give students
> more time to strengthen their skills before they reach the Gateway. So
> far, 98% of our 10th graders have been successful on the Gateway.
> Mathematics courses at DHS are: Foundations II, Algebra I, Geometry,
> Algebra II, Algebra III, Pre-Calculus, PreCalculus-Dual, and Calculus.
> The Pre-Calculus-Dual is offered for college and high school credit
> through Dyersburg State Community College. More than 95% of the
> disadvantaged and African American students scored proficient in Math.
>
> **[SCIENCE]{.underline}**: The science curriculum stresses the
> hands-on and laboratory activities to reinforce the curriculum. The
> Gateway Science (Biology) Exam has made us aware that the curriculum
> must reflect the goals and objectives of the state and national
> standards expectation. Curriculum sequence and content enable the
> struggling student to take science courses that will lead to success
> on the Biology Gateway. Problem solving and higher order thinking
> skills are in constant use in the science classes. Students often use
> national and international contacts made through the internet to
> exchange information. Science courses at DHS are: Physical Science,
> Life Science, Biology, Principles of Technology, Chemistry, Physics,
> Biology II/Anatomy, and Ecology.
>
> **[SOCIAL STUDIES]{.underline}**: All Social Studies courses provide
> for extensive reading and interpretation of historical data. Students
> integrate the learnings from the other core subjects into their social
> studies courses: mathematical graphs, critical thinking exercises in
> cause/effect issues, writing skills in reporting results of research,
> etc. To expand student exposure to a wider picture of our country\'s
> growth, both American Literature and U.S. history are offered at the
> 11th grade level.
>
> The social studies courses at DHS are: Geography, AP Geography (one of
> the few sophomore AP Geography classes in the state), U.S history,
> History of the American Culture (Humanities), Economics, Psychology,
> World history, and American Government.
>
> **[FINE ARTS]{.underline}**: We have a very active Fine Arts
> Department which collaborates very well as shown by the musical
> production of \"Oklahoma!\" The Art students did the background
> scenery, band students played the music, and the drama students
> furnished a talented cast. The Fine Arts Department not only
> entertains students and faculty, but also entertains all Dyersburg
> school children by bringing them to DHS to experience "a day at the
> theater". Students will be given the opportunity to participate in
> competitions at the local, district, and state levels. The Fine Arts
> Department offers: Art I, II, III (by appointment), Drama I, II, III,
> Percussion, Band, Choir, Advanced Choir, Music Theory/Harmony.
>
> **[FOREIGN LANGUAGE]{.underline}**: Presently, DHS offers two years of
> Spanish beginning with the sophomore year. Plans are underway to add
> French in the 2005-06 school year. The Spanish teachers have kept a
> consistent enrollment in Spanish. Due to teacher retirement, French
> has not been offered this year, but a teacher has been hired for the
> 2005-06 school year.

2b. To meet the needs of all students, the English department offers a
variety of courses which emphasize reading, listening, speaking,
writing, and using higher-level thinking skills. All freshmen are taught
the basic five-paragraph essay, and all grades write a variety of
creative and analytical papers, as well as the persuasive essay.
Research papers are written by juniors and seniors. Creative writers may
join the after-school club, Penworthy. Including summer reading
requirements, English 9, 10, and 11 also have honors courses to
challenge high achievers. Seniors are offered A.P. English: 80 -- 100%
of DHS students have scored 3 or higher on the A.P. English Literature
and Composition Exam over the past three years surpassing the national
average of 13%. ACT scores in English and reading surpass both state and
national averages.

Dual credit English 111 and 112 are offered in the classroom in
partnership with the University of Tennessee at Martin. Applied
Communications meets the needs of technical track seniors preparing for
the "world of work". With two electives in journalism, students
consistently produce award-winning newspapers and yearbooks, even a
video yearbook.

Special education students with I.E.P.'s are included in regular
classes, where teachers modify as needed. Competency English is a new
course in 2004, an elective for freshmen who are not prepared for high
school English. This class affords students a second hour of English
daily and meshes with standard ninth-grade objectives, especially
focusing on reading strategies.

All levels of English follow and revise, as needed, curriculum maps
aligned with the Tennessee Framework. In addition to Competency English
for struggling freshmen, the department has implemented a variety of
reading strategies to improve student skills, such as previewing the
text, chunking the text, and reading aloud. Inservice trainings have
been devoted to reading strategies which are a focus for all departments
in the School Improvement Plan.

3.  The visual and performing arts curriculum at DHS involve students in
    the study of vocal and instrumental music, dramatic performance and
    theatrical design, and selected forms of visual arts. All
    instructors use the production of art as a vehicle for teaching
    aesthetics, history, and criticism.

All of our instructors are state certified art educators and practicing
artists in their fields. All courses are based on a written curriculum,
including goals and objectives for the course and for each nine weeks'
instructional period. Each department has its own resource library
containing texts, technique books, videos, slides, recordings,
magazines, and miscellaneous props. Field trips to local colleges,
dramatic productions, art museums, thespian conferences, regional and
national music festivals and contests are taken regularly.

The goals of the performing arts program are: (1) to develop aesthetic
awareness, (2) to develop native talents in the performing arts, (3) to
develop a positive self-image, and (4) to develop a criteria for
discrimination that includes a working knowledge of the arts. Our
repertoire includes works from entry to intermediate levels of
difficulty to stimulate appreciation and incorporate a wide range of
student abilities, such as storytelling in elementary schools.

The Dyersburg community serves as a forum for the development of the
arts. Our students perform at community functions and at area schools.
Tickets are provided for students to attend professional performances
and opportunities are available for them to work with professional
theater technicians. Art shows and at least three musical/dramatic
productions are performed.

Public opinion, teacher recommendations, and student needs are
considered in program evaluation. These assessments are used by the
teachers in curriculum development and by the administration in the
allocation of funds and personnel. Attendance at school productions,
performance in contests, awards received by students, and recognition of
work are all important indicators of success.

Release time is granted to teachers and students for outside
performances. The administrations of the middle school and high school
have coordinated scheduling to allow the DHS band director and choir
director to be involved in the feeder program at DMS. In the visual arts
area, students are encouraged to display their work prominently in the
school and for community attention.

Art, Drama, and Music place within the students' lives the opportunity
to learn the cultures of the past and the cultural impact on the
present. The Arts permit different learning styles: visual/spatial
learners, verbal/linguistic learners, and music/rhythmic learners to
bloom in Fine Arts because they are in their style. DHS' mission is to
provide educational and environmental experiences which will empower
them to take responsibility for their learning. The Fine Arts Department
reflects this and at the same time encourages them to reflect on their
aesthetic values.

4.  When one enters DHS and walks through the halls or stops in a
    classroom, a variety of teaching strategies will be evident in and
    across the classes. A variety of strategies help students to find at
    least one or two learning methods that they can be successful in
    every day. There are aural classes, cooperative learning lessons,
    lectures, panel discussions in social studies, PowerPoint
    presentations (student and teacher created), team work, hands-on lab
    in science, manipulatives and graphing calculators in math, group
    work, and student-teacher research. Teachers are using Multiple
    Intelligences, Talents Unlimited, Socratic Methods, critical
    thinking skills, creative thinking skills, and decision making.
    Computer technology is used for a dual purpose: to hone the skills
    in the operation of computers and also to create higher-order
    thinking when students have to extrapolate information.

5\. Dyersburg City Schools is in an enviable position. We are the only
school system in the state to have a permanent professional development
center. Research indicates that having on-going training for teachers
increases their retention rate. DHS teacher retention holds steady at
94-95%. Because of teacher stability, our staff development is able to
create an environment where teachers expect to learn and are expected to
share their skills with colleagues. Teachers hired in the system commit
to three years of participation in intersession, a week long enrichment
and remediation period in the fall and spring of the year. Seventy-seven
percent of the teachers at DHS have 30 years or more of experience.
Based on the fact that the majority of our teachers were educated in the
70's it is imperative that our staff development update and inform them
about 21^st^ century students learning styles. DHS teachers have been
exposed to best practices in instruction and assessment. To that end the
PDC (Professional Development Center) has brought in Dr. Larry Lezotte,
Dr. Mike Schmoker (data analysis and results), Michael Rutherford
(assessment and leadership), Lisa Carter (curriculum and vertical
alignment), Dr. Rita King (reading), Dr. Janice Almasi (reading), Dr.
Sylvia Pusser (Thinking Maps). Aside from the PDC staff development
offerings, inservice days are directed to school specifics. DHS in
2003-04 dedicated it's contents to reading and data analysis.
Principals, as educational leaders, must conduct six hours of staff
development within the school year. Five state days and five local days
are required inservice training for the teachers. The system central
office provides funding to allow teacher travel to conferences and
workshops. Whatever effort we ask of our teachers the system is willing
to support with funding and training. Staff development is essential to
the educational well being of the teacher, the student, and the school.

**PART VII - ASSESSMENT RESULTS**

> Students entering the ninth grade must choose, by the end of the tenth
> grade, to study one of two paths: Technical or University. Students
> who are undecided are allowed to select the Dual Path which allows
> them to take courses that will make them eligible for either path.
>
> Technical Path: Students who successfully complete this course of
> study will be prepared to enter the work force, enter an
> apprenticeship, or enroll in a technical/vocational school or
> community college after high school.
>
> University Path: Students who successfully complete the course of
> study will be prepared to enroll in a community college or a four-year
> college/university after high school graduation.
>
> Dual Path: Students who successfully complete the University Path and
> have an area of concentration (4 credits) in a vocational/technical
> field.
>
> All students must pass the state proficiency tests plus the University
> Path students must also complete the ACT or SAT.
>
> Starting with the 2003-04 school year, all DHS tenth grade students
> are required to take the PLAN test. The test is free. PLAN test is
> used to predict how well students will do on the ACT. Counselors can
> help students make informed decisions about their need to strengthen
> areas of weakness. Results from the PLAN are not yet available from
> the state.
>
> Pages 12 and 13 show data for the past three years for Algebra I and
> the past two years for English 10. These are the tests that Tennessee
> selected to use to obtain value-added data for teachers and students
> that gauge annual yearly progress for NCLB requirements. The Algebra I
> Gateway Test was first administered for score reporting in 2001-2002.
> The English 10 Gateway Test was first administered for score reporting
> in 2002-2003.
>
> The following statistical reports indicate our students are doing
> well.

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_[Algebra I]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_\_\_[10]{.underline}\_\_\_
Test\_\_\_\_[Gateway]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[2001-2004]{.underline}\_\_\_\_\_\_
Publisher\_\_\_[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        May         May         May                     

  **SCHOOL SCORES**                                                                    

  \% At or Above "Below Proficient"    100         100         100                     

  \% At or Above "Proficient"          100         98          99                      

  \% At or Above "Advanced"            87          76          89                      

  Number of students tested            118         145         190                     

  Percent of total students tested     100         99          99                      

  Number of students alternatively     0           0                                   
  assessed                                                                             

  Percent of students alternatively    0           0                                   
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1 Economically Disadvantaged                                                         

  \% At or Above "Below Proficient"    100         100         100                     

  \% At or Above "Proficient"          100         97          99                      

  \% At or Above "Advanced"            71          70          63                      

  Number of students tested            24          30          56                      

  2 Ethnicity (African American)                                                       

  \% At or Above "Below Proficient"    100         100         100                     

  \% At or Above "Proficient"          100         95          99                      

  \% At or Above "Advanced"            83          65          69                      

  Number of students tested            30          36          47                      

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above "Below Proficient"    100         100         100                     

  \% At or Above "Proficient"          81          75          74                      

  \% At or Above "Advanced"            \*          45          45                      
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Report in 2003-04 shows Proficient & Advanced as one score on State
Report

.

**STATE CRITERION-REFERENCED TESTS**

Subject\_\_\_[English]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_\_[10]{.underline}\_\_\_\_ Test\_\_\_\_\_[Gateway
\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[2001-2004]{.underline}\_\_\_\_\_\_\_
Publisher\_\_\_\_\_[McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                        May         May                                 

  **SCHOOL SCORES**                                            N/A\*\*                 

  \% At or Above "Below Proficient"    100         100                                 

  \% At or Above "Proficient"          97          98                                  

  \% At or Above "Advanced"            74          68                                  

  Number of students tested            186         212                                 

  Percent of total students tested     100         100                                 

  Number of students alternatively     0           0                                   
  assessed                                                                             

  Percent of students alternatively    0           0                                   
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1 Economically Disadvantaged                                                         

  \% At or Above "Below Proficient"    100         100                                 

  \% At or Above "Proficient"          97          96                                  

  \% At or Above "Advanced"            40          36                                  

  Number of students tested            52          62                                  

  2 Ethnicity (African American)                                                       

  \% At or Above "Below Proficient"    100         100                                 

  \% At or Above "Proficient"          98          98                                  

  \% At or Above "Advanced"            41          38                                  

  Number of students tested            40          63                                  

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above "Below Proficient"    100         100                                 

  \% At or Above "Proficient"          81          87                                  

  \% At or Above "Advanced"            \*          52                                  
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Report in 2003-04 shows Proficient & Advanced as one score on State
Report.

\*\*English Gateway scores available 2002-2004.

**[2004 TVAAS System Report for Dyersburg]{.underline}**

**[Gateway English II]{.underline}**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Test</td>
<td>Year</td>
<td>N</td>
<td><p>Mean</p>
<p>Student</p>
<p>Score</p></td>
<td><p>Mean</p>
<p>Score</p>
<p>%tile</p></td>
<td><p>Mean</p>
<p>Pred</p>
<p>Score</p></td>
<td><p>Pred.</p>
<p>Score</p>
<p>%tile</p></td>
<td><p>System</p>
<p>Effect</p></td>
<td><p>System</p>
<p>Effect</p>
<p>%tile</p></td>
<td><p>System</p>
<p>Vs</p>
<p>State Avg</p></td>
</tr>
<tr class="even">
<td>English II</td>
<td>2003</td>
<td>189</td>
<td>541</td>
<td>71</td>
<td>534</td>
<td>65</td>
<td>6</td>
<td>90</td>
<td>Above</td>
</tr>
<tr class="odd">
<td></td>
<td>2004</td>
<td>169</td>
<td>537</td>
<td>68</td>
<td>535</td>
<td>67</td>
<td>2</td>
<td>75</td>
<td>NDD</td>
</tr>
</tbody>
</table>

> According to the Sanders' Model for Value Added, the mean predicted
> score for DHS students was lower than the actual mean score resulting
> in a positive system effect.
>
> **[2004 TVAAS System Report for Dyersburg]{.underline}**

**[Gateway Algebra I]{.underline}**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 10%" />
<col style="width: 10%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Test</td>
<td>Year</td>
<td>N</td>
<td><p>Mean</p>
<p>Student</p>
<p>Score</p></td>
<td><p>Mean</p>
<p>Score</p>
<p>%tile</p></td>
<td><p>Mean</p>
<p>Pred</p>
<p>Score</p></td>
<td><p>Pred.</p>
<p>Score</p>
<p>%ti.e</p></td>
<td><p>System</p>
<p>Effect</p></td>
<td><p>System</p>
<p>Effect</p>
<p>%tile</p></td>
<td><p>System vs</p>
<p>State Avg</p></td>
</tr>
<tr class="even">
<td>Algebra I</td>
<td>2002</td>
<td>191</td>
<td>574</td>
<td>82</td>
<td>564</td>
<td>74</td>
<td>10</td>
<td>81</td>
<td>Above</td>
</tr>
<tr class="odd">
<td></td>
<td>2003</td>
<td>145</td>
<td>579</td>
<td>83</td>
<td>565</td>
<td>75</td>
<td>13</td>
<td>89</td>
<td>Above</td>
</tr>
<tr class="even">
<td></td>
<td>2004</td>
<td>190</td>
<td>587</td>
<td>86</td>
<td>567</td>
<td>76</td>
<td>18</td>
<td>96</td>
<td>Above</td>
</tr>
<tr class="odd">
<td></td>
<td>3yr Avg</td>
<td>526</td>
<td>580</td>
<td>84</td>
<td>565</td>
<td>75</td>
<td>14</td>
<td>92</td>
<td>Above</td>
</tr>
</tbody>
</table>

> "Algebra for All" accounts for our success in TVAAS scores. Tennessee
> has the Sanders' Model to show predicted student performance. DHS has
> scored above the state predicted scores for the past three years.
>
> **[Dyersburg High School]{.underline}**
>
> **[Gateway Proficiency]{.underline}**
>
> **[Report Cards 2002 -- 2004]{.underline}**

+-----------------+----------------+----------------+----------------+
| Gateway         | 2002           | 2003           | 2004           |
|                 |                |                |                |
| Algebra         | \% Proficient  | \% Proficient  | \% Proficient  |
+-----------------+----------------+----------------+----------------+
| All Students    | 99             | 99             | \>95           |
+-----------------+----------------+----------------+----------------+
| Economically    | 98             | 97             | \>95           |
| Disadvantaged   |                |                |                |
+-----------------+----------------+----------------+----------------+
| African         | 98             | 96             | \>95           |
| American        |                |                |                |
+-----------------+----------------+----------------+----------------+

+-----------------+----------------+----------------+----------------+
| Gateway         | 2002           | 2003           | 2004           |
|                 |                |                |                |
| English         | \% Proficient  | \% Proficient  | \% Proficient  |
+-----------------+----------------+----------------+----------------+
| All Students    | NA\*           | 99             | 97             |
+-----------------+----------------+----------------+----------------+
| Economically    | NA\*           | 97             | 95             |
| Disadvantaged   |                |                |                |
+-----------------+----------------+----------------+----------------+
| African         | NA\*           | 97             | 93             |
| American        |                |                |                |
+-----------------+----------------+----------------+----------------+

-   The English examination was administered for the first time during
    school year 2002-2003.

> The two subgroups are performing well in comparison with all students.
> High expectations and access to remediation help to bring serious
> learners to higher scores. The gaps will focus the staff development
> training for teachers in the 2005-06 school year.
>
> **[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_\_\_[MATH]{.underline}\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_[A.C.T.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication
Year_1999-2004[\_\_\_\_\_\_\_]{.underline}Publisher[\_\_American College
Testing Program\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 21   | 20   | 21   | 20   | 20   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 161  | 148  | 186  | 178  | 160  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_[African-Amer             | 19   | 17   | 18   | 17   | 18   |
| ican]{.underline}\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 29   | 25   | 21   | 21   | 22   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**          21          21          21          21          21

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

> > The scores of the African American subgroup, although below national
> > scores, are slowly beginning to improve. The "Algebra for All" class
> > design that used "multiple tries" contributes to the rise in scores.
>
> > A.C.T. does not give socioeconomic information. All seniors are
> > given a free voucher for the A.C.T., therefore, all students, from
> > every background, have the opportunity to take the test for free.
>
> > **[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_\_\_[ENGLISH]{.underline}\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_[A.C.T.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[1999-2004]{.underline}\_\_\_\_\_\_\_
Publisher\_\_[American College Testing
Program]{.underline}\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 23   | 22   | 19   | 20   | 21   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 161  | 148  | 186  | 178  | 160  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_\_[African-Amer           | 19   | 17   | 19   | 18   | 18   |
| ican]{.underline}\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 29   | 25   | 21   | 21   | 22   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**          20          20          20          21          21

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

> A strong academic curriculum in English manifests itself in ACT scores
> well above national average. Since 1999, more African-American
> students have been tested each year, and as a sub-group their scores
> are gradually showing improvement.
>
> **[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate table for each test and grade level, and place it on
a separate page. Explain any alternative assessments.

Subject\_\_\_\_[READING]{.underline}\_\_\_\_\_\_ Grade\_\_\_\_\_\_
Test\_\_\_\_\_\_[A.C.T.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_[1999-2004]{.underline}\_\_\_\_\_\_\_
Publisher\_\_\_\_\_[American College Testing
Program]{.underline}\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X]{.underline}\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 22   | 20   | 22   | 21   | 22   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 161  | 148  | 186  | 178  | 160  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      |      |      |      |      |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.\_\_[Afri                   | 19   | 17   | 19   | 17   | 17   |
| can-American]{.underline}\_\_\_ |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 29   | 25   | 21   | 21   | 22   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ----------- ----------- ----------- ----------- -----------
                                   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**          21          21          21          21          21

  **NATIONAL STANDARD DEVIATION**                                                  
  -------------------------------- ----------- ----------- ----------- ----------- -----------

> We continue to work on reading across the curriculum yearly. Our
> reading scores have remained fairly consistent and remain at or above
> the national average. We attribute this consistency to our focused and
> continous work on reading.
>
> **ACT High School Profile**

Executive Summary -- Average ACT Scores by Level of Academic Preparation

+-------+-------+-------+-------+-------+-------+--------+--------+
|       | N     | PCT   | En    | Math  | Re    | S      | Com    |
|       | umber |       | glish |       | ading | cience | posite |
|       |       | Core  |       | Core  |       |        |        |
|       | Core  | /Less | Core  | /Less | Core  | Cor    | Cor    |
|       | /Less |       | /Less |       | /Less | e/Less | e/Less |
+-------+-------+-------+-------+-------+-------+--------+--------+
|       |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| Local |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 19    | 105   | 66/   | 24.2  | 21.5  | 23.4  | 22.    | 23.    |
| 99-00 | 53    | 33    | /18.8 | /17.6 | /19.4 | 3/18.5 | 0/18.8 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 103   | 58/   | 22.9  | 21.2  | 22.2  | 21.    | 22.    |
| 00-01 | 75    | 42    | /19.0 | /18.8 | /18.9 | 8/19.3 | 2/19.1 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 103   | 55/   | 24.8  | 23.0  | 23.6  | 22.    | 23.    |
| 01-02 | 77    | 41    | /19.9 | /19.3 | /19.0 | 9/19.7 | 7/19.6 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 80 63 | 54/   | 23.3  | 20.8  | 21.8  | 21.    | 22.    |
| 02-03 |       | 43    | /20.0 | /18.5 | /19.2 | 9/19.3 | 1/19,3 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 72 83 | 45/   | 25.6  | 23.4  | 24.7  | 23.    | 24.    |
| 03-04 |       | 52    | /20.6 | /19.1 | /20.0 | 1/19.7 | 3/19.9 |
+-------+-------+-------+-------+-------+-------+--------+--------+
|       |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| State |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 19    | 27275 | 62/   | 21.0  | 20.0  | 21.4  | 20.    | 20.    |
| 99-00 | 157   | 36    | /18.0 | /17.6 | /18.9 | 6/18.6 | 9/18.4 |
|       | 28828 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 26834 | 61/   | 21.0  | 20.1  | 21.4  | 20.    | 20.    |
| 00-01 | 15904 | 36    | /18.0 | /17.7 | /18.8 | 7/18.6 | 9/18.4 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 26672 | 60/   | 21.2  | 20.1  | 21.4  | 20.    | 21.    |
| 01-02 | 16159 | 36    | /18.1 | /17.8 | /18.9 | 6/18.6 | 0/18.5 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 26452 | 62/   | 21.5  | 20.4  | 21.6  | 20.    | 21.    |
| 02-03 | 14667 | 34    | /18.5 | /18.0 | /19.2 | 9/18.8 | 2/18.8 |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 26244 | 62/   | 21.6  | 20.5  | 21.7  | 20.    | 21.    |
| 03-04 | 14519 | 34    | /18.8 | /18.3 | /19.5 | 9/19.1 | 3/19.1 |
+-------+-------+-------+-------+-------+-------+--------+--------+
|       |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| Nat   |       |       |       |       |       |        |        |
| ional |       |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 19    | 6     | 61/   | 21.5  | 21.8  | 22.4  | 21.    | 22.    |
| 99-00 | 45513 | 35    | /18.8 | /19.0 | /19.8 | 9/19.7 | 0/19.5 |
|       | 3     |       |       |       |       |        |        |
|       | 76645 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 6     | 60/   | 21.5  | 21.7  | 22.2  | 21.    | 21.    |
| 00-01 | 45258 | 35    | /18.8 | /19.0 | /19.8 | 8/19.8 | 9/19.5 |
|       | 3     |       |       |       |       |        |        |
|       | 69921 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 6     | 58/   | 21.4  | 21.6  | 22.2  | 21.    | 21.    |
| 01-02 | 43596 | 36    | /18.4 | /18.8 | /19.5 | 7/19.4 | 8/19.2 |
|       | 3     |       |       |       |       |        |        |
|       | 97544 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 6     | 57/   | 21.4  | 21.6  | 22.2  | 21.    | 21.    |
| 02-03 | 67526 | 35    | /18.5 | /18.9 | /19.7 | 7/19.5 | 8/19.3 |
|       | 4     |       |       |       |       |        |        |
|       | 10753 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+
| 20    | 6     | 56/   | 21.5  | 21.7  | 22.3  | 21.    | 21.    |
| 03-04 | 61290 | 35    | /18.7 | /19.1 | /19.8 | 7/19.6 | 9/19.4 |
|       | 4     |       |       |       |       |        |        |
|       | 05328 |       |       |       |       |        |        |
+-------+-------+-------+-------+-------+-------+--------+--------+

Dyersburg High School is proud of our A.C.T. scores. Both core and
non-core students continue to improve their scores and rank above the
state and national levels. More importantly the non-core students,
students who have not completed core courses for college entrance, have
significantly higher scores than the state and national levels. High
expectations and strong academics help to account for these higher
scores.