##### Revised March 10, 2006

##### *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
[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mrs. M. Karen
Labutta\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [South Fayette Middle School
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [3700 Old Oakdale
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[McDonald\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
PA\_\_\_\_\_\_\_\_\_\_\_\_\_
15057-2580\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Allegheny\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} State
School Code Number\*\_[103028703-000007490\_\_\_\_\_]{.underline}

Telephone [( 412 ) 221-4542 ext. 236]{.underline} Fax [( 724 )
693-0860]{.underline}

Website/URL [www.southfayette.org\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
E-mail
[labutta@southfayette.org\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Linda B.
Hippert\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [South Fayette School District]{.underline} Tel. [( 412 )
221-4542 ext. 413\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Leonard Fornella]{.underline}

(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 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.

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[1]{.underline} Elementary
schools

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

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

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

\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: \_[\$11,307\*]{.underline}

\*Includes debt service due to increased enrollment; all buildings are
new or renovated since 2002

Average State Per Pupil Expenditure: [\$10,283]{.underline}

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

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

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

4\. [9]{.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**       63        75          138

  **K**                                                     **8**       75        81          156

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       62        71                     133          **Other**                         

  **6**       84        68                     152                                            

                                    **TOTAL                                                   579
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [94]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

[0]{.underline} % 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:
\_[5]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      12
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    28
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 579
                            the school as of October 1  

  **(5)**                   Total transferred students  .0483
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school:
\_\_[0]{.underline} %

\_\_\_ [2]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_\_[2 \_\_\_]{.underline}

Specify languages: Polish and Trinidad Vernacular English

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

Total number students who qualify: \_\_\_[64\_]{.underline}

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

10\. Students receiving special education services: \_\_[8]{.underline}
%

\_\_\_[44]{.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.

\_[4]{.underline} Autism \_[0]{.underline} Orthopedic Impairment

\_[0]{.underline} Deafness \_[5]{.underline} Other Health Impaired

\_[0]{.underline} Deaf-Blindness [25]{.underline} Specific Learning
Disability

\_[3]{.underline} Emotional Disturbance \_[7]{.underline} Speech or
Language Impairment

\_[0]{.underline} Hearing Impairment \_[0]{.underline} Traumatic Brain
Injury

> \_[0]{.underline} Mental Retardation \_[0]{.underline} Visual
> Impairment Including Blindness
>
> \_[0]{.underline} 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) \_\_ [2]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers\* \_ [38]{.underline} \_\_\_[3]{.underline}

\*Includes Core Academic, Special Education and Special Area teachers

Special resource teachers/specialists \_\_\_[4]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline} \_\_\_\_\_\_\_\_

> Support staff\*\* \_\_\_[5]{.underline} \_\_\_\_\_\_\_\_

\*\*Includes secretaries, custodians and nurse

> Total number \_\_\_[56]{.underline} \_\_\_\_[3\_\_\_]{.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 94 %        95 %        94 %        95 %        95 %

  Daily teacher attendance 96 %        96 %        96 %        96 %        96 %

  Teacher turnover rate    15 %\*\*\*  4 %         2 %         3 %         0 %

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

\*\*\*Retirement and relocations

**Part III - Summary**

Tradition, Pride, and Excellence---these three words which are found in
our school logo capture the spirit of South Fayette. We are a community
that has grown rapidly over the last 10 years but has never strayed from
our mission "to cultivate ethical, responsible, contributing members in
a global society." Within the larger community of South Fayette School
District stands South Fayette Middle School, an educational community
focused on the unique needs of students in grades 5 through 8. Keenly
aware of the amount of change that occurs in the preadolescent child
between the ages of 10 and 15, our middle school community strives to
provide experiences in academics, the arts, and athletics that focus on
the special intellectual, psychological, emotional, and physical
developmental stages of this age group.

A firm belief in teamwork is fundamental to the success of our middle
school. Our school is organized into Grade Level teams, Foreign Language
teams, Special Area teams, and Special Education teams. Each team
functions both independently and interdependently to provide for the
needs of our students. Grade Level teams meet daily to share
instructional strategies, define core curriculum, collaborate with
parents, discuss the social and emotional growth of the students, and
analyze data, all with the goal of providing an environment tailored to
the needs of each child. Special Area teams provide a rich array of
courses aimed at satisfying the middle schoolers' needs to explore and
experience. Every year, each student experiences well-defined courses in
music, technology education, robotics, art, consumer science, business
technology, and physical education. Our middle school Fine Arts program
was the proud recipient of the prestigious Charles Gray Award for 2005,
an award given to the one school in Allegheny County which provides the
most comprehensive Fine Arts program for their students. Foreign
Language instruction is a requirement for all middle schoolers every
year. The goal of the Foreign Language team is to have every student
accomplish first year proficiency before they leave middle school.
Special Education teams meet together, as well as with grade level
teams, to focus on the needs of this special population. Even as these
teams have unique individual goals, they also come together to design
and facilitate a coherent program of studies that focuses upon the
development of the whole child.

One of our main goals over the past two years has been to develop an
Adolescent Literacy program throughout our middle school. Based on the
belief that children need to have strong reading skills in order to be
successful in any area of the curriculum, our entire staff has worked
together to implement strategies that support proficiency in reading and
writing. During the first year of this initiative, reading coaches from
the Intermediate Unit worked with our Language Arts teachers to
incorporate successful instructional strategies into lesson planning and
to refine the curriculum to encompass comprehensive literacy skills. The
second year of the initiative brought all staff into monthly sessions on
reading strategies, and we began to see Literature Circles, Word Walls,
and other focused reading tools springing up in every room from Consumer
Science to Physical Education to Social Studies and Science.

When working with middle school-aged youth, frequent communication with
parents is critical. To this end South Fayette Middle School utilizes a
wide variety of communication tools. Parent Connect, a software program,
enables parents to view their student's grades, absences, and discipline
reports online. Middle school teachers record homework daily on the
telephone Homework Hotline, and all students are given a Student Planner
courtesy of the Middle School Parent Advisory Council (PAC). Teachers
instruct the students in the use of their planner as their daily agenda.
Our parent group (PAC) meets monthly with the school administration to
discuss issues relevant to middle school life. The middle school
principal writes a monthly newsletter which is mailed to each student's
home and is also emailed to those who have signed-up for this online
service. Interim Reports of student grades with teacher comments are
mailed in the middle of each grading period, and teachers hold parent
conferences during team meetings on a frequent basis. Our middle school
web site and parent email list help to keep parents only a click away
from all of the news of the day. The entire middle school community
comes together annually at the Celebration of Excellence. Through these
various sources of communication parents and the wider community of
South Fayette become partners in the education of their middle
schoolers.

**Part IV - Indicators of Academic Success**

**1. Assessment Results:**

South Fayette Middle School is a unique entity in regard to the
"traditional" definition of what grades comprise a middle school. Most
middle schools include grades 6 through 8. Our school also includes
students in grade 5. This make-up of grade levels encompasses two of the
three benchmark years that are measured through the statewide assessment
system known as the Pennsylvania System of School Assessment (PSSA).
This annual measurement system was developed to meet the requirements of
the No Child Left Behind Act (NCLB). The PSSA measures student
performance at four levels: "Below Basic", "Basic", "Proficient", and
"Advanced". A student's performance is indicated by their numerical
score, which transfers into one of the four levels. The students'
overall performances become a measure of the effectiveness of the
instructional programs in the school. The PSSA provides a means of
measuring the performance levels of its schools across the state based
on the same criteria. As per NCLB, each public school is required to
administer tests and report their findings to their constituents yearly.
Performance level descriptors and any additional information on the PSSA
can be found on the Pennsylvania Department of Education's website at
[www.pde.state.pa.us](http://www.pde.state.pa.us/).

The students in the South Fayette Middle School exceeded the state
averages in all areas of Reading and Mathematics. In Reading, 90% of our
5^th^ grade students scored at or above the **"**proficient**"** level
according to the Pennsylvania System of School Assessment (PSSA) in
2004-2005 as compared to 64% for the state. Of this total, 40% scored at
the **"**advanced**"** level. In Mathematics, 97% of our 5^th^ grade
students scored at or above the **"**proficient**"** level on the same
test in 2004-2005 as compared to 69% for the state. Of this total, 71%
scored at the **"**advanced**"** level. In 8^th^ grade the scores
continue to exceed the state average. In Reading, 90% of the students
scored at or above the **"**proficient**"** level as compared to 64% for
the state. Of this total, 72% scored in the **"**advanced**"** level. In
Mathematics, 90% of the students scored at or above the
**"**proficient**"** level as compared to 63% in the state. Of this
total, 71% scored in the **"**advanced**"** level. The scores from the
2005 school year reinforce the school's commitment toward continuous
achievement.

Our continued efforts to move our students into the **"**advanced**"**
range have increased as well. In 5^th^ grade Reading, we have increased
the percentage of students in the **"**advanced**"** level from 23% in
2000 to 40% in 2005. The 5^th^ grade Mathematics scores increased from
30% in the **"**advanced**"** level in 2000 to 71% in 2005. Our 8^th^
grade scores reflect this same trend. Our 8^th^ grade Reading scores
increased from 35% in the **"**advanced**"** level in 2000 to 72% in
2005. In Mathematics, the 8^th^ graders increased from 33% in 2000 in
the **"**advanced**"** level to 71% in 2005. The numbers of students
moving into the **"**advanced**"** level from 2000 to 2005 make us very
proud!

When there are a certain number of students enrolled in a particular
school, the PSSA also looks at subgroups. According to Pennsylvania's
criteria, South Fayette Middle School has a subgroup of economically
disadvantaged students in grades 5 and 8. The scores of both subgroups
exceeded the state average as well. In Reading, 69% of the students in
5^th^ grade and 90% of the students in 8^th^ grade scored at or above
the **"**proficient**"** level in this subgroup. In Mathematics, 94% of
the students in 5^th^ grade and 90% of the students in 8^th^ grade
scored at or above the **"**proficient**"** level in this subgroup. This
reflects the superior efforts of the staff in providing a variety of
teaching strategies to meet the needs of all students.

The mission of the South Fayette Middle School is to provide a positive
learning experience for the students through a rigorous educational
program that meets the needs of its students. The structure of teaming
and involving staff outside of the core curriculum to enhance
instruction has provided our students the opportunities to be highly
successful as indicated in our yearly scores. Our students have been
able to exceed the yearly minimums set by the Department of Education
through the success of our faculty and the belief that academic
excellence is attainable for all students. We are proud of our efforts,
however, our job is not done! We will continue to review our data to
ensure that all students reach **"**proficiency" while making sure that
our "proficient" students move toward "advanced".

**2. Using Assessment Results:**

South Fayette Middle School has embraced the importance of data in
guiding its instructional program. Data gathering is an on-going process
that is utilized throughout the year. Throughout the course of each
school year the faculty is in-serviced on the findings of the various
assessments that are administered to the students. This information is
disaggregated and presented as a means of examining areas that may need
strengthening in the curriculum.

During each new school year, in-service time is provided to review the
scores of the past school year's assessment data. State assessment
(PSSA) and standardized test (Terra-Nova) data are evaluated. To examine
student achievement, this information is presented to the staff by the
Assistant Superintendent and the building principals. Along with student
achievement, the middle school staff utilizes another data tool, the
Pennsylvania Value Added Assessment System (PVAAS). PVAAS looks at a
child's academic "progress" over time using the achievement scores on
the PSSA and Terra-Nova. We believe that each child is entitled to a
year's growth regardless of their demographic background or ability.
PVAAS data provides relevant information that addresses the needs of all
students in the area of academic progress. This data allows our teachers
to reflect on the curriculum to make sure all students' academic needs
are being met.

Data collection continues throughout the school year in the middle
school. We use a variety of instructional tools, besides classroom
tests, to gather information and realign instruction to meet the needs
of the students. We have incorporated technology in the form of
*Princeton Review*. This allows teachers to individualize instruction in
specific areas that students can complete at home through the internet.
This remediation provides individual practice that is measured and
monitored by the teacher. For students that scored at the "basic" or
"below basic" level, we provide after school tutoring classes twice a
week. This added instruction focuses on the areas of weakness as
determined from the data on the state assessment reports. We have
incorporated the *4Sight* *Benchmark* testing program which was
developed by Johns-Hopkins University as another data gathering
component to assist students in meeting success on the state
assessments. These tests are given at periodic times throughout the year
to measure student performance in Reading and Mathematics. These tests
are aligned to the state standards and provide useful information that
teachers can use to refocus instruction. Support services are available
in the form of an Instructional Support teacher who gathers data, then
forms an intervention team consisting of teachers, the guidance
counselor, the child's parents, and administration, to assist students
academically.

Data collection is an integral part of the South Fayette Middle School.
This information is used for the purpose of realigning the curriculum to
allow students to become more successful. We value the importance data
provides. We have seen progress through the performance levels of our
students. We will continue to utilize data to monitor and adjust our
instruction so that all students can reach the levels of proficiency
needed for success.

**3. Communicating Assessment Results:**

South Fayette Middle School believes in the importance of communication.
We believe that communication is an integral part of any successful
program. We provide information to both the parents of the students and
the entire community through a variety of means. Both the administration
and the teachers share information with their constituents throughout
the year.

All residents of the District can access information pertaining to the
school through South Fayette School District's web page. This data
highlights achievements and provides residents of South Fayette with
pertinent information regarding student and district performance.
Information is also provided through a district-wide newsletter that is
mailed to each resident. Highlights of students' achievements in the
form of awards, academic success, and accomplishments are provided. A
district-wide "report card" measuring the academic performance of the
district is mailed each year. It provides the residents with a thorough
understanding of how well our schools are performing as compared to
other schools throughout the state.

Teachers provide clear expectations to students and parents regarding
instruction and achievement through a variety of methods. Rubrics and
classroom guidelines are shared with both students and parents. Teachers
also invite parents to attend scheduled conferences to discuss their
child's performance. Parents are also invited to attend conferences
throughout the year during daily team meeting times. The staff utilizes
4 ½ week interim reports to communicate student achievement as well as
the quarterly report card. Student information can be viewed daily
through *Parent Connect*, a web-based program offered by the middle
school to inform parents of their child's academic achievement, their
daily attendance, and any behavior issues that may affect student
performance.

The administration is also involved in communicating student
achievement. The Parent Advisory Council meets the first Wednesday of
each month. This allows the administration the opportunity to showcase
areas of the curriculum to parents, present school-wide student data and
address any concerns relating to the middle school. The building
principal also sends out a monthly newsletter communicating the many
accomplishments of the students and staff. All state-wide testing
information is sent to each parent regarding their child's performance
on the state assessment.

We value the importance of communicating to parents and the community.
We will continue to provide information relevant to student and school
performance as we maintain the academic excellence that is the culture
of the South Fayette Middle School.

**4. Sharing Success:**

South Fayette Middle School's doors are open for teachers and
administrators to observe the instruction that takes place in the
classrooms. Our teachers and administrators have presented staff
development workshops on best practices throughout the state. We
presently have a middle school teacher on loan to ASSET, Inc., an
organization that provides professional development, hands-on teaching
strategies, and inquiry training to science teachers throughout the
Pittsburgh area. She is aligning middle level science instruction to
match the state assessment anchors and she is providing staff
development training to middle school teachers that focuses on effective
hands-on, inquiry based instructional strategies. Walk-throughs by
teachers and administrators from other districts are not uncommon in our
building. Recently, members of the Principal's Academy accompanied our
administrators on walk-throughs in the middle school. This allowed them
to see first hand the instructional strategies used by the teachers. The
information gained was then shared county-wide through the principal's
consortium. Leadership Pittsburgh, a private consortium of business
members, has visited our school to see how academic excellence is
achieved. The Allegheny Conference, a regional committee comprised of
prominent members in private industry, public health, research, and
government, invited our Superintendent to share, county-wide, the
successes we have achieved. We were the only educational entity to be
invited to speak at the conference. South Fayette Middle School is
showcased weekly in the local newspaper. We are an integral part of
*S.F. and Neighbors*, a local magazine that highlights business,
community and educational accomplishments, which are shared throughout
the region.

South Fayette Middle School believes in the value of excellence. Our
mission is to educate all students with an engaging and rigorous
curriculum. We also believe as educators that best practices should be
shared. As we continue to provide academic excellence we will always
open our doors to share the many positive and effective strategies that
have allowed us to be nominated as a "Blue Ribbon" school.

**Part V -- Curriculum and Instruction**

**1. Curriculum:**

The Program of Studies for South Fayette Middle School states, "A
favorite quote of ours comes from Henry David Thoreau who once said 'It
is not enough to be busy; the question is what are we busy about?' Our
goal is to provide a learning environment that assures our students are
"busy" achieving success in a challenging curriculum." Since we are a
school consisting of grades 5 through 8, this rigorous curriculum in
each discipline is designed with a scope and sequence which spirals
skill development through each grade level, addressing the PA Academic
Standards at each level. This curriculum includes demanding courses for
all students in the following subject areas:

Language Arts -- Courses at each grade level focus on all aspects of
Adolescent Literacy, using the English language to communicate through
reading, writing, speaking, and listening. Language Arts integrates the
linguistic elements of vocabulary, grammar and usage, writing, and
literature. Students are required to demonstrate proficiency in reading
comprehension, interpretation of literature, the writing process, and
public speaking.

Mathematics --In all grade levels, math courses are designed to make
students more powerful problem solvers, develop critical thinking and
reasoning skills, and to solidify their ability to perform mathematical
operations. Students can advance from basic 5^th^ Grade math to Honors
Geometry on their journey through middle school, beginning Algebra 2 in
high school.

Science -- All science courses are developed to foster hands-on, inquiry
based learning. Students build relationships among Physical Science,
Life Science, Environmental Science, and Earth and Space Science as they
begin to see themselves as problem-solvers who apply their knowledge to
real world experiences.

Social Sciences -- From the study of Ancient Civilizations and the study
of American History, our students gain an understanding of and
appreciation for other cultures and peoples. Students are assessed on
their understanding of concepts and critical thinking rather than
memorization of material. Frequent opportunities to develop and utilized
written and oral communications skills are provided as Adolescent
Literacy is integrated with Social Sciences.

Foreign Language -- Middle school students select to study French,
Spanish, or German as they enter 5^th^ Grade. They continue the study of
this language throughout their 4 years as middle schoolers, allowing
them to enter high school at an advanced level. Courses emphasize
reading, writing, listening, and speaking in the target language as well
as cultural awareness and appreciation.

Industrial Technology -- All middle schoolers experience courses in
robotics, automation, manufacturing through woodworking, technical
drawing and design, and enterprise and marketing. Each course has as its
foundation the development of creative solutions to real-world problems
as a part of a team.

Music -- Students are required to take music all four years. These
courses include instruction in music theory, Orff instrumentation, MIE
electronic keyboarding, music appreciation, and choral performance. Band
instruction begins in grade 5 and continues throughout middle school.
Opportunities for performance are provided through choral concerts, band
concerts, and the production of an exceptionally professional middle
school musical.

Art -- Art courses are taken by all students every year in middle
school. The development of the visual arts through a variety of mediums
is taught, and our school is alive with student "art exhibits" adorning
our hallways at all times throughout the year. School offices have
framed student art on the walls which changes each month to the delight
of young artists!

Business Technology -- Students begin in 5^th^ Grade with a formal
course in Power Point, progressing to courses in keyboarding skills and
publishing in Grade 6 and 7. They progress to a full year core course in
Microsoft Word in Grade 8. This course requires students to compose,
type, print letters and documents, edit documents with various page set
up requirements, format characters, import graphics, develop and produce
interdisciplinary projects, and a variety of other tasks which
demonstrate proficiency in word processing skills prior to entering high
school.

Physical Education/Health - Courses are aimed at educating students to
acquire and use the knowledge and skills necessary to promote a state of
complete physical, mental, and emotional well-being, to understand
wellness, and promote good health habits throughout life. Students swim,
develop manipulative skills, and participate in a variety of team
sports.

Family and Consumer Science -- Middle schoolers study Sewing and
Laundry, Child Care and Community Responsibilities, Resource Management
and Life Skills, Food and Nutrition, and Consumerism and Money
Management in an effort to provide them with everyday living skills
necessary for self-help and to be a productive member of their
community. Students apply many of the skills learned in this class
through operation of their own School Store.

**2. Reading/English:**

The faculty of South Fayette Middle School is committed to the belief
that fluent reading and comprehension are keys to learning in all areas.
This commitment is evidenced by the structure of our schedule in which
Language Arts is allotted 80 minutes each day in grades 5, 6, and 7 and
60-minute blocks in grade 8, as opposed to the usual 45 minute period.
Using this extended time structure, teachers develop lessons which
integrate reading skills (phonemic awareness, fluency, vocabulary, and
comprehension) with the writing process and the art of public speaking,
focusing students on the entire Language Arts continuum. The curriculum
is articulated across all grade levels to include all areas of the PA
Standards: learning to read independently; reading critically in all
content areas; reading, analyzing and interpreting literature,
developing a variety of written responses to literature; developing
listening and thinking skills; and learning to do research.

Teachers have had extensive Staff Development sessions on
differentiating instruction to engage all students and facilitate
learning for all. Pre, during, and post literacy strategies set a
purpose for learning, engage the students in explicit reading and
writing strategies, and then move the student beyond the text to
critical thinking and application of concepts. Middle schoolers
experience Literature Circles, Writing Workshops, Readers' Theatre,
development of research projects, quarterly speeches, and team projects
which capture their interest while developing their skills. Two years of
Staff Development have also been focused on the need to bring Adolescent
Literacy into all areas of the curriculum. "Reading and Writing Across
the Curriculum" is essential to all core and special area subjects in
our middle school. The entire middle school staff is engaged in creating
lessons and classroom environments that enhance literacy.

After-school tutoring programs in reading are taught twice a week for
students of all four grade levels to provide small-group, individualize
reading instruction. Data from standardized testing, classroom
performance and teacher observations is collected and analyzed to
identify students in need of this remediation. Additionally, students
who are identified as struggling readers at the end of Grade 5 are
placed into a modified curriculum classroom in which instruction in the
core reading skills is intensified while students are still exposed to
the literature and novels studied in the 6^th^ Grade curriculum. The
teacher in this classroom has been extensively trained by Literacy
Coaches from the Intermediate Unit Reading Achievement Center. These
coaches also develop curriculum and instructional delivery methods two
full days each quarter with each grade level Language Arts teacher and
observe their classrooms to assure that strategies are being carried out
effectively.

**3. Mathematics:**

The mathematics curriculum of South Fayette Middle School is very
focused. This focus, along with a curriculum aligned carefully with the
Standards and a judicious use of tools such as Homeroom.com and
Cognitive Tutor, is most likely what has brought us to score first in
the state of PA on the PSSA 5^th^ grade mathematics test. Math
instruction, as with Language Arts instruction, is taught in an
80-minute block of time each day in grade 5, 6, and 7 and 60-minute
blocks in grade 8. Students who perform well are advanced in an
aggressive curriculum which enables them to complete Honors Geometry
requirements while still in middle school. This curriculum facilitates
their advancement through AP Calculus 2 by the end of Grade 12.
Conversely, students who need additional help are assisted by an
Instructional Support Teacher and provided tutoring both during the
school day and in an after-school program.

Grade 5 mathematics reviews, reinforces and introduces some more
advanced computational skills using whole numbers in the four
computational areas. Decimals and fractions are introduced; basic
concepts of geometry, measurement, graphing, patterns, statistics, and
probability are developed. In each of these areas strategies are
developed to instill in the students a problem-solving approach and to
develop critical thinking and reasoning skills. In the spring of the
5^th^ grade year, teachers analyze data to determine the students who
need to advance at a more rapid pace. These students are enrolled in
Transition Mathematics in grade 6, skipping the traditional 6^th^ Grade
Math course. However, to assure that these students have mastered the
basic skills at a high level, the Enrichment teacher schedules meetings
with them 3 days a week during the 6^th^ grade year to reinforce basic
skills in fractions, decimals, and percentages.

Sixth Grade mathematics is designed to help students become more
powerful problems solvers and to solidify their ability to perform the
fundamental operations of math. Teachers develop lessons that
incorporate decision-making skills, critical thinking skills, and
reasoning skills interwoven with math processes. Those students
previously identified as in need of a faster paced curriculum, are
enrolled in Transition Math class in grade 6. This is also the course
offering for Grade 7 students.

Transition Mathematics weaves three themes -- applied arithmetic,
pre-algebra, and pre-geometry. Variables are used as pattern
generalizers, abbreviations in formulas and as represented on the number
line and graphed on the coordinate plane. Basic arithmetic and algebraic
skills are connected to corresponding geometry topics. Students who have
completed Transition Math in Grade 6 are enrolled in Algebra I in Grade
7.

All middle schoolers are required to take Algebra I in grade 8. Those
who have completed Algebra I in Grade 7 advance to Honors Geometry in
Grade 8. The Algebra I course utilizes text-based instruction and
technology-based instruction through the use of Cognitive Tutor
software. Honors Geometry students learn the concepts of geometry while
also being expected to explore, research, evaluate, and apply these
concepts using various strategies and technologies.

**4. Instructional Methods:**

Teachers at South Fayette Middle School are keenly aware of the
characteristics of the middle school age group. First you must capture
their attention if indeed you want to teach them! To this end, our staff
has been thoroughly in-serviced on both the needs of the pre-adolescent
and the instructional methods that will foster learning among this
group. This professional development was intensified when we made the
decision to teach core subjects in a larger block of time, thus making
it essential that instructional methods vary often during the lesson.

A typical 80-minute lesson will find the teacher utilizing many
different methodologies. The lesson will begin with a warm-up activity
which focuses the student to the topic at hand. This warm-up is often
followed by direct instruction on the targeted skill in which the
teacher utilizes Power Point demonstrations, interaction with Web sites
using Smart Board technology, interactive notes posted on overhead
television screens, and other similar strategies to present information.
Once presented, the information needs to be manipulated, dissected, and
eventually "owned" by the students. Therefore, the classroom then
becomes alive with structured cooperative learning involving hands-on
tasks that serve to practice and reinforce the skill taught during
direct instruction. Student learning involves manipulatives, lab
experiences, inquiry-based learning, and technology tasks. Students are
adept at web quests, using Smart Boards, and especially working as part
of a team to learn and to solve problems. Teachers have designed tiered
learning experiences in which students challenge themselves to complete
the increasingly difficult levels of learning. They have also designed
remediation and enrichment materials to meet the needs of each child.

Teachers are cognizant of the individual learning styles of the
students. Often lesson design incorporates these various learning styles
into the production of distinctly different products as evidence of
their learning. Lessons capture the attention of the visual learner, the
auditory learner, the kinesthetic learner as teachers in South Fayette
Middle School know that students need to be an integral part of their
own learning.

**5. Professional Development:**

South Fayette School District embraces the value of professional
development, and professional development is a key factor in developing
the yearly school calendar. The year begins with new teachers
participating in 5 days of Induction before the rest of the staff
arrives. This Induction encompasses not only learning District policies
and procedures but also instruction in classroom management strategies,
good lesson design, and key instructional strategies. When the veteran
staff arrives, the District kicks off the year with 3 Staff Development
days that focus on a specific Professional Development initiative that
is District wide. Just as assessment drives instruction in the
classroom, assessment also drives the professional development program.
The current District initiative is a focus on Literacy which encompasses
curriculum development and instructional methodologies from K -- 12 in
all disciplines. Coupled with this District wide initiative is always a
focus on what technologies can be utilized to improve instruction. This
year staff has been learning video streaming to enhance their Power
Point presentations, making these presentations even more relevant and
appealing to the student learners.

During the course of the year, one day each month is set aside as a Late
Start Day. Student arrive 2-hours later than usual but their teachers
arrive ½ hour earlier than usual. This allows for 2 ½ hours of
Professional Development to occur each month. Our middle school has
utilized a majority of this time to work together as a building on the
Adolescent Literacy initiative. A literacy coach conducted large-group
and small-group meetings to teach the staff appropriate strategies for
building a culture that enhances literacy in each classroom and
discipline. This coach then visits the classrooms during the month to
observe the teachers using the new strategies. Also during this time our
middle school teachers are scheduled to work in the computer labs with
technology trainers who assist them in the integration of video into
presentations. Middle school teachers have also spent time this year
revisiting the National Middle School Association Belief Statements as
set forth in their publication [This We Believe...]{.underline} We are
doing this as a part of a self-study whereby we examine our school
structure and curriculum to assure that it is serving the needs of our
very special population - middle schoolers.

Besides these most recent initiatives, South Fayette School District has
provided Professional Development on topics such as Differentiating
Instruction, the Writing Process, Curriculum Development and Lesson
Design, and many other valuable topics. Although our teachers use
various methodologies, they collaborate during team meetings and daily
Staff Development time to update Curriculum Binders to assure that
alignment with Standards is current, major assessments are the same
among teachers, and all students are receiving instruction on the same
skills in each and every classroom. Professional Development is
incorporated into the life of our District and has as its focus making
an impact on student achievement.

**PART VII -- ASSESSMENT RESULTS**

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Pennsylvania System of School Assessment (PSSA) is a mandated state
assessment in reading

and mathematics. Student scores are reported as the percentage of
students tested whose performance was

Below Basic, Basic, Proficient, and Advanced. These categories are
defined as follows:

Advanced-Superior academic performance indicating an in-depth
understanding and exemplary display

of the skills included in Pennsylvania's Academic Standards.

Proficient-Satisfactory academic performance indicating a solid
understanding and adequate display of

the skills included in Pennsylvania's Academic Standards.

Basic-Marginal academic performance work approaching, but not yet
reaching, satisfactory performance.

Performance indicates a partial understanding and limited display of the
skills included in the

Pennsylvania's Academic Standards, and the student may need additional
instructional opportunities

and/or increased student academic commitment to achieve the Proficient
level.

Below Basic-Inadequate academic performance that indicates little
understanding and minimal display of

the skills included in Pennsylvania's Academic Content Standards. There
is a major need for additional

instructional opportunities and/or increased student academic commitment
to achieve the Proficient level.

**No Child Left Behind -- Blue Ribbon School**

**Pennsylvania System of School Assessment**

**Grade 5 -- Math**

**Edition/Publication Years 2000 -- 2005 Publisher: Commonwealth of
Pennsylvania**

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

  **Testing Month**                   **April**       **March**       **March**       **April**       **March**

                                      ** **           ** **           ** **           ** **           ** **

  **SCHOOL SCORES**                   ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **97**          **93**          **83**          **79**          **68**

  \% At the Advanced Level            **71**          **75**          **60**          **50**          **30**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students Tested           **131**         **141**         **135**         **140**         **125**

  Percent of Total Students Tested    **100**         **100**         **98**          **99**          **100**

  Number of Students Alternatively    **0**           **0**           **0**           **1**           **0**
  Assessed                                                                                            

  Percent of Students Alternatively   **0**           **0**           **0**           **1**           **0**
  Assessed                                                                                            

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

  ***1. Special Needs - Students with ** **           ** **           ** **           ** **           ** **
  IEP\'s***                                                                                           

  \% Proficient or Advanced Level     **67**          **63**          **38**          **48**          **13**

  \% At the Advanced Performance      **50**          **27**          **23**          **0**           **0**
  Level                                                                                               

  Number of Students Tested           **6\***         **11**          **13**          **6\***         **8\***

  ***2. Economically Disadvantaged*** ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **94**          **72**          **44**          **0**           **47**

  \% At the Advanced Performance      **44**          **36**          **25**          **0**           **18**
  Level                                                                                               

  Number of Students Tested           **16**          **14**          **16**          **0**           **17**

  ***3. White***                      ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **97**          **94**          **85**          **81**          **67**

  \% At the Advanced Performance      **72**          **78**          **61**          **51**          **30**
  Level                                                                                               

  Number of Students Tested           **125**         **130**         **124**         **130**         **120**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students **Not** Tested   **0**           **0**           **3**           **2**           **0**

                                                                                                      

  **\***The Pennsylvania Department                                                                   
  of Education disaggregates data                                                                     
  only if the subgroup equals or                                                                      
  exceeds 10 students. The above                                                                      
  three subgroups exceed this number.                                                                 
  ----------------------------------- --------------- --------------- --------------- --------------- ---------------

**No Child Left Behind -- Blue Ribbon School**

**Pennsylvania System of School Assessment**

**Grade 5 -- Reading**

**Edition/Publication Years 2000 -- 2005 Publisher: Commonwealth of
Pennsylvania**

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

  **Testing Month**                   **April**       **March**       **March**       **April**       **March**

                                      ** **           ** **           ** **           ** **           ** **

  **SCHOOL SCORES**                   ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **90**          **82**          **85**          **78**          **67**

  \% At the Advanced Level            **40**          **52**          **59**          **32**          **23**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students Tested           **131**         **141**         **135**         **140**         **125**

  Percent of Total Students Tested    **100**         **100**         **99**          **99**          **99**

  Number of Students Alternatively    **0**           **0**           **0**           **1**           **0**
  Assessed                                                                                            

  Percent of Students Alternatively   **0**           **0**           **0**           **1**           **0**
  Assessed                                                                                            

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

  ***1. Special Needs - Students with ** **           ** **           ** **           ** **           ** **
  IEP\'s***                                                                                           

  \% Proficient or Advanced Level     **50**          **27**          **15**          **0**           **0**

  \% At the Advanced Performance      **17**          **9**           **8**           **0**           **0**
  Level                                                                                               

  Number of Students Tested           **6\***         **11**          **13**          **6\***         **7\***

  ***2. Economically Disadvantaged*** ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **69**          **57**          **63**          **0**           **47**

  \% At the Advanced Performance      **6**           **21**          **19**          **0**           **18**
  Level                                                                                               

  Number of Students Tested           **16**          **14**          **16**          **0**           **17**

  ***3. White***                      ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **91**          **85**          **86**          **79**          **66**

  \% At the Advanced Performance      **41**          **55**          **58**          **33**          **24**
  Level                                                                                               

  Number of Students Tested           **125**         **130**         **125**         **130**         **119**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students **Not** Tested   **0**           **0**           **1**           **2**           **1**

                                                                                                      

  **\***The Pennsylvania Department                                                                   
  of Education disaggregates data                                                                     
  only if the group equals or exceeds                                                                 
  10 students. The above three                                                                        
  subgroups exceed this number.                                                                       
  ----------------------------------- --------------- --------------- --------------- --------------- ---------------

**No Child Left Behind -- Blue Ribbon School**

**Pennsylvania System of School Assessment**

**Grade 8 -- Math**

**Edition/Publication Years 2000 -- 2005 Publisher: Commonwealth of
Pennsylvania**

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

  **Testing Month**              **April**       **March**       **March**       **April**       **March**

                                 ** **           ** **           ** **           ** **           ** **

  **SCHOOL SCORES**              ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced      **90**          **81**          **79**          **81**          **78**
  Level                                                                                          

  \% At the Advanced Level       **71**          **43**          **40**          **34**          **33**

                                 ** **           ** **           ** **           ** **           ** **

  Number of Students Tested      **155**         **128**         **157**         **117**         **115**

  Percent of Total Students      **100**         **100**         **100**         **97**          **99**
  Tested                                                                                         

  Number of Students             **2**           **0**           **0**           **0**           **0**
  Alternatively Assessed                                                                         

  Percent of Students            **1**           **0**           **0**           **0**           **0**
  Alternatively Assessed                                                                         

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

  **1. Special Needs - Students  ** **           ** **           ** **           ** **           ** **
  with IEP\'s**                                                                                  

  \% Proficient or Advanced      **33**          **7**           **17**          **30**          **0**
  Level                                                                                          

  \% At the Advanced Performance **20**          **0**           **0**           **0**           **0**
  Level                                                                                          

  Number of Students Tested      **15**          **14**          **18**          **10**          **3\***

  **2. Economically              ** **           ** **           ** **           ** **           ** **
  Disadvantaged**                                                                                

  \% Proficient or Advanced      **90**          **67**          **50**          **0**           **91**
  Level                                                                                          

  \% At the Advanced Performance **65**          **25**          **25**          **0**           **18**
  Level                                                                                          

  Number of Students Tested      **20**          **12**          **8\***         **0**           **11**

  **3. White**                   ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced      **91**          **81**          **81**          **81**          **80**
  Level                                                                                          

  \% At the Advanced Performance **72**          **42**          **41**          **35**          **35**
  Level                                                                                          

  Number of Students Tested      **149**         **123**         **143**         **109**         **104**

                                 ** **           ** **           ** **           ** **           ** **

  Number of Students **Not**     **0**           **0**           **0**           **4**           **1**
  Tested                                                                                         

                                                                                                 

                                                                                                 

  **\***The Pennsylvania                                                                         
  Department of Education                                                                        
  disaggregates data only if the                                                                 
  group equals or exceeds 10                                                                     
  students. The above subgroups                                                                  
  exceed this number.                                                                            
  ------------------------------ --------------- --------------- --------------- --------------- ---------------

**No Child Left Behind -- Blue Ribbon School**

**Pennsylvania System of School Assessment**

**Grade 8 -- Reading**

**Edition/Publication Years 2000 -- 2005 Publisher: Commonwealth of
Pennsylvania**

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

  **Testing Month**                   **April**       **March**       **March**       **April**       **March**

                                      ** **           ** **           ** **           ** **           ** **

  **SCHOOL SCORES**                   ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **90**          **88**          **84**          **85**          **83**

  \% At the Advanced Level            **72**          **50**          **41**          **36**          **35**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students Tested           **155**         **128**         **157**         **117**         **115**

  Percent of Total Students Tested    **100**         **100**         **100**         **96**          **99**

  Number of Students Alternatively    **2**           **0**           **0**           **0**           **0**
  Assessed                                                                                            

  Percent of Students Alternatively   **1**           **0**           **0**           **0**           **0**
  Assessed                                                                                            

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

  ***1. Special Needs - Students with ** **           ** **           ** **           ** **           ** **
  IEP\'s***                                                                                           

  \% Proficient or Advanced Level     **20**          **36**          **18**          **40**          **0**

  \% At the Advanced Performance      **13**          **7**           **0**           **0**           **0**
  Level                                                                                               

  Number of Students Tested           **15**          **14**          **18**          **10**          **3\***

  ***2. Economically Disadvantaged*** ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **90**          **67**          **63**          **0**           **73**

  \% At the Advanced Performance      **70**          **42**          **13**          **0**           **36**
  Level                                                                                               

  Number of Students Tested           **20**          **12**          **8\***         **0**           **11**

  ***3. White***                      ** **           ** **           ** **           ** **           ** **

  \% Proficient or Advanced Level     **90**          **89**          **86**          **85**          **85**

  \% At the Advanced Performance      **74**          **50**          **42**          **36**          **38**
  Level                                                                                               

  Number of Students Tested           **149**         **123**         **143**         **109**         **105**

                                      ** **           ** **           ** **           ** **           ** **

  Number of Students **Not** Tested   **0**           **0**           **0**           **4**           **1**

                                                                                                      

  **\***The Pennsylvania Department                                                                   
  of Education disaggregates data                                                                     
  only if the group equals or exceeds                                                                 
  10 students. The above three                                                                        
  subgroups exceed this number.                                                                       
  ----------------------------------- --------------- --------------- --------------- --------------- ---------------