##### Revised May 1, 2006 1

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_[X]{.underline} \_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Randle Downs]{.underline}

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

Official School Name [New Site High School]{.underline}

(As it should appear in the official records)

School Mailing Address[1020 Highway 4
East]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_[New Site]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[MS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_[38859-9504]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Prentiss]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_[5900-28]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 662 ) 728-5205]{.underline} Fax [( 662 )
728-1965]{.underline}

Website/URL <http://www2.mde.k12.ms.us/5900/nsindex.html>

E-mail: [new_site_high_school@hotmail.com]{.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\_\_\_\_\_\_\_\_\_\_[2-6-06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Kenneth Chism]{.underline}

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

District Name [Prentiss County School District]{.underline} Tel. [( 662
) 728-4911]{.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\_\_\_\_\_\_[2-6-06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Mike Hughes

President/Chairperson

(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\_\_\_\_\_\_\_\_\_\_[2-6-06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

2

**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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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.

3

**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

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

\_\_\_\_\_ Junior high schools

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

\_[3]{.underline}\_\_\_ Other (K-12)

\_\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\$7,936.25]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\$7,208.00]{.underline}\_\_\_\_

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

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

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

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       50        40          90

  **2**                                                     **10**      22        37          59

  **3**                                                     **11**      22        38          60

  **4**                                                     **12**      21        20          41

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   250
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

4

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

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      18
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      33
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    51
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 243
                            the school as of October 1  

  **(5)**                   Total transferred students  .209
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20.9
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_0]{.underline}\_\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[N/A]{.underline}\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
[\_\_48]{.underline}\_\_\_\_%

Total number students who qualify: \_\_[122]{.underline}\_\_\_

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

5

10\. Students receiving special education services:
\_\_\_[14]{.underline}\_\_\_%

\_\_\_[34]{.underline}\_\_\_Total Number of Students Served

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

[\_\_1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[31]{.underline} Specific Learning Disability

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

\_[1]{.underline}\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Classroom teachers \_\_[16]{.underline}\_\_\_\_\_
\_\_[2]{.underline}\_\_\_\_\_\_

Special resource teachers/specialists \_\_[2]{.underline}\_\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[22]{.underline}\_\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_[15:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96%         95%         98%         95%         97%

  Daily teacher attendance  90%         93%         92%         85%         90%

  Teacher turnover rate     1%          1%          2%          1%          N/A%

  Student dropout rate      0.4%        1%          0%          1%          4%
  (middle/high)                                                             

  Student drop-off rate     5%          7%          5%          8%          9%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

6

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | [50]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_[      |
|                                                         | 10]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_[      |
|                                                         | 54]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_[      |
|                                                         | 12]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_[      |
|                                                         | 24]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

7

Part III -- Summary

New Site High School works to provide a quality education for all. As a
small rural school we provide our students with innumerable ways to
excel in the classroom. The teachers work closely with the students to
give them a sense of belonging as well as a sense of pride.

Our school district's mission statement says, "We are dedicated to the
proposition of equal educational opportunity and excellence. The
administration and staff sincerely embrace the concept that all children
can learn and should be given the opportunity to pursue a course of
study that promises to the extent possible that each student will be
helped to reach his/her full potential.

Through a qualified and committed staff that clearly understands this
mission, and by providing strong instructional leadership, a broad
curriculum, good instructional management, a safe and orderly
environment, high expectations, and regular evaluation, analysis, and
adjustment, the Board and Superintendent commit and dedicate their
energies to reach this goal."

Our teachers do not let the students settle for the lowest passing
grade. They push the students to excel to the best of their abilities.
With a student -- teacher ratio of almost 15 to 1, the teachers are
allowed to spend more one on one time with students who are struggling
with a particular concept.

Being a small school means teachers are pulled in many different
directions. Some hold after-school tutoring sessions, while others help
prepare students for local, state, and national competitions. All
teachers are responsible for extra-curricular duties during different
times of the year. While despite wearing many hats, they still work hard
to help their students achieve.

New Site began in 1925 with the help of many members of the community.
It existed as a first through twelfth grades. The school remained a
small school with an average attendance of about 200 students. During
the spring of 1980 everything changed. The county school district became
a separate district from the city. All county students who attended the
city school would now be sent to a county school. New Site was no longer
grades one through twelve. Grades one through eight would be sent to
neighboring elementary schools. New Site became strictly a high school
to house grades nine through twelve. The attendance soared in the first
few years after separating from the city school district. The average
attendance during those first few years was about 330.

The school was bursting at the seams. The community pulled together in
the spring of 1983 and began a construction project of building two new
classrooms and a bigger library and the auditorium was converted to two
classrooms. The community raised the necessary \$40,000 to construct the
new building and they worked on the building themselves to have it ready
for the fall when school began.

Throughout the next twenty --five years, the school expanded and many
other buildings were constructed. The school district provided money for
the necessary buildings, but for desks and other equipment, the
community was asked to help. They did not let the school down. From
spaghetti suppers to concerts, money was raised to support the school.

In the twenty-first century, the community still supports New Site High
School. Any fundraiser that a club needs, the community steps forward
and helps the students become The BEST They Can Be.

8

Assessment Results

School assessment is very important to teachers and administrators in
this day and time. According to *No child Left Behind,* students must
score at the level of proficient or above. Based on the school summary
reports, the number of students who score in each category of advanced,
proficient, basic and minimal is reported.

In the subject areas of English and Algebra I, the passing scores are
300. On a student's individual report, the assessment strands are shown
as a percentage of correctness. It also gives the passing score and each
student's score.

At New Site High School the scores are very important to the teachers.
These scores give the teachers an opportunity to evaluate themselves as
well as evaluate the students. In Algebra I, the teacher looks at the
assessment area where the students scored the lowest. She works to find
activities to give the next year's group a better understanding of the
area that she was weakest.

For the past two years, all students in Algebra I passed the state
tests. On the English II tests, the overall percentage of passing scores
range from 93 to 98 percent. These students are recognized at an
assembly at the first of the year.

In the state assessment system, there are five levels of accreditation
that each school across the state is assigned. Numbers from one to five
are assigned with a school receiving a one for being a low performing
school to a school receiving a five for a high performing school. These
numbers are assigned based on how each school performs in the state
assessment system. Each year the school must improve their performance
on these state tests to keep their accreditation level. All information
about the state assessment system and how each school has performed on
these tests can be found at *www.mde.k12.ms.us.*

Using Assessment Results

Based on the previous year's scores, each subject area teacher looks at
the data to determine strengths and weaknesses. After the initial view
of the data, the teacher meets with the department to discuss the
strengths and weaknesses that have been discovered. Suggestions are made
to improve weaknesses. Other teachers are made aware of the group's
weaknesses and those teachers will modify their curriculum accordingly.
For example, a particular group may be weak in factoring quadratic
trinomials; the geometry and Algebra II teachers are made aware and can
adjust their lesson plans. The teachers want every student to succeed.
Other teachers who are not part of the testing process are involved in
helping all students to achieve. Everyone works together to improve
school and student performance.

9

Communicating Assessment Results

Our state department of education sends parent reports of all tested
subjects to every school in the state. Those reports are then sent home
to the parents before the end of the first grading period of the school
year. If there are any students who may not have been successful in the
tested areas, remediation begins by August 3 of each school year to help
those in the retaking process.

The state department gives to the media the test data. In the fall of
every year, the newspapers spread the results across the state. All
members of the community look forward to reading about the test results
and see how our school has performed with others across the state.

Our journalism class writes a weekly article for the local newspaper.
All of our successes are shared in the article. The paper reaches almost
everyone in our community. Students at New Site who passed these subject
area tests are rewarded for their hard work with a small pizza party. It
is not much, but the students appreciate what is done.

Sharing Success

All teachers from the other schools in the district meet to discuss what
worked or did not work in their classroom from the past year. We
collaborate as one, because we are after the same purpose: to educate
all children.

Ideas are tossed from one teacher to another. We have also met across
the curriculum and discussed how we can incorporate other areas into our
subjects. For example, in the Algebra I classroom, the teacher requires
the students to write almost every day. This helps the students in
algebra to explain how a problem works and it helps improve their
writing in the English class.

We rely on our journalism class to share the scores with our community.
Our web site is used to share success. If New Site High School received
this award, the celebration would be as big as if our basketball teams
had won the state championship. We would have television coverage and
the local and regional newspapers would be invited to attend.

10

Curriculum

Every student in grades 10-12 must pass 4 years of English, 3 years of
math which include Algebra I and Geometry, 3 years of science which
includes Biology I, 4 years of social studies, 1 year of health, 1 year
of computer applications, and 1 year of art which includes band, music,
art or drama.

Not only must these students pass these courses, there are also
electives that must be completed to obtain 22 credits to graduate from
high school. We offer 2 different foreign languages, French and Spanish.
This year we have been able to also add a second year of Spanish to our
curriculum.

The ninth graders' requirements are slightly different from the other
grades. The students must have four credits in mathematics. These
students must take Algebra I and at least two math courses that are
higher than Algebra I.

Our teachers are the reason our students excel. They never let the
students settle to just get by. Our teachers are genuinely concerned for
the welfare of the student. We know that by the time our students reach
us, some have already chosen a path that does not have graduation on it,
but the teachers encourage and work with all students to make sure they
are prepared to enter college and the work force.

11

English Language Curriculum

Our English classes spend time concentrating on reading and writing
throughout the four years of high school. With their literature books,
they have exposed our students to material throughout time. They also
find modern selections to help our students who read below grade level.
They have found that selections that contain sports, trucks, and music
which has encouraged the students to read.

In grades 9-11, we offer Accelerated English. This has exposed our
students to a more advanced curriculum. The students who attend these
classes are expected to read and write more than the students in the
regular English curriculum. More emphasis is place on writing in these
classes. Some of the seniors take Advanced Placement English Literature
and Composition. In this class, higher order thinking skills are a must
to excel.

The English department is made up of four different teachers. One
teacher is responsible for all the English I classes. This teacher also
teaches the English IV and the Advanced Placement class. One teacher
teaches our English II classes. Someone different teaches the English
III course. She also teaches one of our foreign languages. We have a
teacher who is shared between two schools. She comes at lunch and
teaches Spanish I and II to our students.

Math Curriculum

In the mathematics department, there are three teachers who teach the
curriculum. One teacher is responsible for all the Algebra I classes
which includes the state test. That teacher is constantly looking and
using different activities to cover the objectives for the state test.
Using the tech prep applied activities has been one way to help teach
the objectives and give the students an opportunity to see where math is
used in real life.

Another math teacher teaches the pre-algebra and transition to algebra
classes. She is responsible for preparing the students to enter Algebra
I. Without her talents, the students could not do as well as they do on
the subject area test. The third math teacher teaches geometry, Algebra
II and trigonometry classes. He carries the students to a higher level
of mathematics while still applying the concepts to everyday life.

The math department tries to tie together the different levels of
mathematics for all students.

12

Instructional Methods

Many of our courses are designed to prepare students for the next level.
Different instructional methods are used to cover the objectives. Labs,
collaborative groups, and projects have been assigned to cover a
particular objective. Many teachers still use notes and examples to
cover the objectives for the state tests. The teachers push the students
to accomplish their goals and they never give up.

Professional Development

The Prentiss County School District's staff development coordinator
spends massive amounts of time to find activities to improve student
learning. This past year we have obtained the Student Progress
Monitoring System (SPMS). A group of teachers from every school in the
district was introduced to this system. In turn, all teachers at each
school were trained to use this system. Some of the staff developments
meeting are spent as departmental meetings. We spend time discussing
what works well in the class and what does not. At the lower grade
levels much time has been spent discussing the skills associated with
reading.

Our contracts have seven extra days built into the school year for the
teachers to spend time preparing for the students. Many teachers have
been to workshops over the summer through our state's universities to
gather ideas for their classes. We are given a day to work with our
colleagues from throughout the district to share what we learned at the
summer workshops. Some years the curriculum coordinator from our
district has brought in other teachers from other school districts to
tell what works well for them in their district and how we can implement
it in our district.

There has been set aside a day where everyone from the same school meets
and we share ideas across the curriculum. For example, the English
department needs the math department to have their students write.
Another example, the History department needs the English department to
write some of their essays on historical happenings. We all work
together to find the best way for our students to learn.

13

# English II Grade 10

Passing Score - 300

  ----------------- ----------------- ----------------- -----------------
                    2004-2005         2003-2004         2002-2003

  Testing Month     May               May               May

  Number of         53                60                62
  Students                                              

  Mean Scale Score  355.5             351.0             355.4

  Number of         51                56                61
  Students Passing                                      

  Percent of        96.2%             93.3%             98.4%
  Students Passing                                      

  Percent of        13.2%             6.7%              11.3%
  Students Advanced                                     

  Percent of        47.2%             55.9%             54.8%
  Students                                              
  Proficient                                            

  Percent of        30.2%             30.5%             24.2%
  Students Basic                                        

  Percent of        9.4%              6.7%              9.7%
  Students Minimal                                      
  ----------------- ----------------- ----------------- -----------------

# Algebra I Grade 9

Passing Score - 300

  ----------------- ----------------- ----------------- -----------------
                    2004-2005         2003-2004         2002-2003

  Testing Month     May               May               May

  Number of         39                55                51
  Students                                              

  Mean Scale Score  399.5             388.7             367.4

  Number of         39                55                49
  Students Passing                                      

  Percent of        100%              100%              96.1%
  Students Passing                                      

  Percent of        59%               47.3%             31.4%
  Students Advanced                                     

  Percent of        35.9%             40%               47.1%
  Students                                              
  Proficient                                            

  Percent of        2.6%              12.7%             17.6%
  Students Basic                                        

  Percent of        2.6%              0%                3.9%
  Students Minimal                                      
  ----------------- ----------------- ----------------- -----------------

## 14

## English II Grade 10 

## Economically Disadvantaged Students

  ----------------- ----------------- ----------------- -----------------
                    2004-2005         2003-2004         2002-2003

  Number of         17                11                12
  Students Tested                                       

  Percent at or     94.1 %            100 %             91.7 %
  Above Passing                                         

  Percent at        5.9 %             0 %               0 %
  Advanced                                              
  ----------------- ----------------- ----------------- -----------------

## Algebra I Grade 9

**Economically Disadvantaged Students**

  ----------------- ----------------- ----------------- -----------------
                    2004-2005         2003-2004         2002-2003

  Number of         12                13                15
  Students Tested                                       

  Percent at or     100 %             100 %             100 %
  Above Passing                                         

  Percent at        58.3 %            61.5%             20 %
  Advanced                                              
  ----------------- ----------------- ----------------- -----------------