##### *REVISED 04/14/05*

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

*U.S. Department of Education*

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

Name of Principal [Dr. Lisa Landrum]{.underline}

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

Official School Name [Coosa Middle School]{.underline}

(As it should appear in the official records)

School Mailing Address [212 Eagle Drive N.W.]{.underline}

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

[Rome GA 30165-9246\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County [Floyd]{.underline} School Code Number\* [0103]{.underline}

Telephone [(706) 236-1856]{.underline} Fax [(706) 802-6766]{.underline}

Website/URL [www.floydboe.net](http://www.floydboe.net/) [(link to
school site)]{.underline} E-mail [\_]{.underline}<llandrum@floydboe.net>

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 [03/01/2005]{.underline}

(Principal's Signature)

Name of Superintendent\* \_[Mr. Kelly Henson]{.underline}

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

District Name \_[Floyd County Schools]{.underline} Tel. [(706)
234-1031]{.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. George Bevels]{.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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[11\_\_]{.underline} Elementary
schools

[\_\_4\_\_]{.underline} Middle schools

\_\_[0\_\_]{.underline} Junior high schools

[\_\_4\_\_]{.underline} High schools

\_\_[2\_\_]{.underline} Other

\_[21\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\$7,157.68 per FTE total
Expenditure\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\$7,261.37 per FTE total
Expenditure\_\_\_\_]{.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\. \_\_[4\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**                                                  **7**       88        102         190

  **K**                                                     **8**       96        110         206

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       95        81                     176                                            

                                    **TOTAL                                                   572
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [84]{.underline} % White

the students in the school: [6]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

[1]{.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:
[\_\_\_24\_\_\_\_\_%]{.underline}

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  72
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           72
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   144
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 593
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.24
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          24.28
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_\_2\_\_\_%]{.underline}

\_\_\_\_[11\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages: *Spanish*

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[53\_]{.underline}\_\_\_%

Total number students who qualify: [\_\_\_\_306\_\_\_\_]{.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:
[\_\_\_\_\_15\_]{.underline}\_\_%

[\_\_\_\_\*88\_\_]{.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.

[\_ 1\_]{.underline}Autism \_\_[1\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness \_[19\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_[35\_]{.underline}Specific Learning Disability

\_[21\_]{.underline}Emotional Disturbance [\_\_5\_]{.underline}Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_[6\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities

[\*16\_]{.underline} *of the Total Number Served, also Secondary for
Speech or Language*

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

    **Number of Staff**

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

Administrator(s) [\_\_\_3\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_[32\_\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_ 9\_\_]{.underline}
[\_\_\_3\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_\_6\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_12\_\_]{.underline} [\_\_\_2\_\_\_\_]{.underline}
>
> Total number [\_\_\_62\_\_]{.underline} \_\_\_[7\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_17:1\_\_\_\_\_]{.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.)

> *[\*Daily teacher attendance calculations include all forms of leave,
> such as "Professional Leave" and "Jury Duty." Also, all certified
> personnel absences are included in the average, even those absences
> that do not require a substitute teacher. This would include all
> administrators, the counselor, and the media specialist.]{.underline}*

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

  Daily student attendance   96%         95%         94%         94%         94%

  Daily teacher attendance\* 86%         89%         89%         85%         83%

  Teacher turnover rate      12%         8%          9%          2%          11%

  Student dropout rate       0%          0%          0%          0%          0.2%
  (middle/high)                                                              

  Student drop-off rate      N/A         N/A         N/A         N/A         N/A
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The unifying mission of Coosa Middle School is to make a difference in
our community and ultimately in our world by educating literate and
responsible citizens. We believe that all children can learn, and every
child is a valued individual with unique physical, social, emotional,
and intellectual needs. High expectations are set and striven for by all
who enter our doors.

The current Coosa Middle School facility was completed and occupied in
2002. The facility includes the main school building, a gymnasium, a
softball field, a football/soccer field, a field house, several storage
and outbuildings, the Classroom in the Wild, and the surrounding
grounds.

The curriculum that we provide for our students is rigorous,
challenging, innovative, and exploratory. Teaching techniques focus on
research-based best practices that enhance and accommodate the diverse
skills, abilities, and knowledge of young adolescents. We offer a wide
variety of activities, services and courses that are geared toward our
students and toward a unique community with a broad spectrum of needs
and abilities.

Reading, language arts, mathematics, science and social studies make-up
the core curriculum at each grade-level. Beyond the regular classroom
curriculum, CMS offers Spanish, algebra, and geometry for high school
elective credit; several Distance Learning classes; and an array of
\"gifted\"/advanced academic courses at all grade levels.

The Phoenix Team provides students who find everyday schoolwork to be
more of a challenge with specialized grade-level instruction,
remediation and acceleration on a daily basis. CMS also provides
complete and comprehensive Special Education services through inclusion
and small pull-out classes. In addition, two self-contained Special
Education Programs for the System are housed at Coosa Middle School:
Moderate to Severe Handicapped students and Mild to Moderate Emotionally
and Behaviorally Impaired.

Struggling students are also assisted through their Student Support
Teams (SST/504). Qualifying non-English proficient students receive ESOL
services. *Communities In Schools* (CIS) provides encouragement and
leadership opportunities through CIS exploratory classes for selected
eighth graders, who are classified as \"at risk.\" Positive behavior and
good character are both encouraged and rewarded school-wide through our
S.O.A.R. Incentive Program. Implementation of S.O.A.R. in 2004-2005 has
also resulted in significantly lower discipline referrals throughout the
school year.

Our entire system is on a 180 day Modified Calendar. We are able to
provide \"Intersession Days\" during an extended break, three times per
year, and an abbreviated Summer School opportunity. Intersession is
offered to students who have poor grades for a nine-week grading period,
have been retained previously, have not scored on or above grade-level
on the CRCT, and/or have serious attendance problems. During these
breaks, fun and challenging enrichment opportunities are also provided
for interested students who already experience academic success.

A complete set of rotating Connections courses (physical education,
health, computers, technology, home economics, art, band, chorus, and
Spanish) is offered for CMS students. Also, the middle school\'s
extracurricular athletic program provides students with the opportunity
to participate in an array of competitive sports: football, boys' and
girls' basketball, cheerleading, boys' and girls' tennis, boys' and
girls' cross country and boys' and girls' track. The Student Council,
the New Eagles Welcoming Committee, the National and CMS Chapters of the
Junior Beta Club, the Yearbook Committee, the Chess Team and the FCA are
additional extracurricular opportunities offered for our students. In
addition, soccer is provided for our community through our high school
JV team and through a county-wide soccer league sponsored by the local
YMCA.

A local source of interest and community pride is our Classroom in the
Wild (CITW). It is an outdoor classroom in which students are provided
enrichment activities based on the curriculum. Currently, the existing
learning centers include a greenhouse, local one room schoolhouse/log
cabin architectural artifacts, a confidence course and Native American
structures. There are also a few other permanent structures under
construction in the Classroom in the Wild: a Floyd County Fallen Soldier
War Memorial Wall, a log cabin, a one room schoolhouse and an
amphitheater.

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

1\. [Explanation of Test Scores]{.underline}:

Over the past 4 to 5 years, the scores of students at Coosa Middle
School on the 2004 Georgia Criterion Referenced Competency Test (CRCT)
have steadily risen to significantly exceed the standards set forth by
the State of Georgia. As the title suggests, a "criterion referenced"
test measures the level of individual student mastery of a specific set
of criteria or standards. Student scores below 300 on the individual
sections of the CRCT are below grade-level performance expectations. All
students who score a 300 to 349 meet the expectations for mastery of
grade-level standards. Those students who score 350 to 450 on the CRCT
exceed the standards.

The CRCT includes the following subject areas at the middle school
level: reading, mathematics, social studies, science, and language arts.
Reading, language arts, and mathematics scores for "*All Students*" and
individual subgroups (based on race, family economic levels, language
spoken, and student disabilities) at each school are averaged and used
to determine whether or not a school meets the State's requirements for
*Adequate Yearly Progress* (AYP). Further explanation of the standards,
AYP, and the testing requirements in the State of Georgia can be found
at the Department of Education's website: <http://www.doe.k12.ga.us/>.

In 2003-2004, 92% of *All Students* at Coosa Middle School met or
exceeded grade-level expectations for mastery of reading and language
arts standards and of mathematics standards. There were two subgroups of
students who scored significantly lower in reading and language arts
than the scores of *All Students* and the other subgroups: Hispanics and
Students with Disabilities (SWD). In mathematics, only the subgroup of
Students with Disabilities scored significantly lower than *All
Students* and the other subgroups.

However, the Hispanic subgroup still exceeded the State CRCT
requirements to meet *Adequate Yearly Progress* standards, with 69% of
that subgroup meeting or exceeding grade-level expectations in reading
and language arts. Their scores are probably directly related to a
language barrier. Most of our Hispanic students do "speak" English.
However, as a group, they still have difficulty reading and writing in
English.

With 74% on or above grade-level in reading/language arts and 62% in
mathematics, the students with disabilities subgroup also exceeded State
CRCT requirements for AYP. The most obvious reasons for the disparity in
their scores are the individual disabilities of each of these students.
Significant learning and behavioral disabilities inhibit student
learning, the mastery of all required standards, and the individual
performances of each of these students on the CRCT.

2.  [Use of Assessment Data]{.underline}:

Instructional improvement and the enhancement of student learning are
data driven at Coosa Middle School. Data collected on the demographics
of our student population and on the performance of our students is the
foundation of all improvement efforts in our school.

Student performance data is used as a guide for promotion status. The
CRCT, the ITBS and the CoGAT, which are administered in the elementary
grades, aid in the placement of students entering the middle school as
sixth graders. Based on grades, attendance, and scores on standardized
tests, students are placed in gifted, advanced, remedial, or on-level
classes. Also, patterns of testing results over a period of several
years are used to develop and implement plans to improve instruction at
all grade-levels and in all subject areas tested.

The results from the Middle Grades Writing Assessment (MGWA),
administered to eighth graders in Georgia, are used to identify areas of
strengths and weaknesses for individual students and in our language
arts/writing instruction, in order to develop and implement a
school-wide writing improvement plan, updated each year. For example,
one area of weakness in the past has been the content and organization
of an essay. As a result, essay writing has been incorporated into every
area of the curriculum.

At each grade-level in all subject areas, at the beginning of each
school year, teachers are required to examine all testing data and
demographic data for their students. As a result of this examination,
teachers then develop a specific plan for that school year to address
the needs of their students, both as a group and individually.

3.  [Communication of student performance, including assessment data, to
    parents, students, and the community]{.underline}:

Communication with our stakeholders is a vital part of our school image
and public relations plan. Our faculty communicates with our students
and their parents individually, in specific focus groups, as a
grade-level and as a school throughout the school year on various topics
related to student performance and behavior issues. Progress reports and
report cards are sent home at 4.5 week intervals. Teachers call parents
and have conferences as a team regularly to discuss concerns about
individual progress and/or behavior of students. Also, two half-days are
set aside each semester for parent conferences on student progress.

We have invited parents in for several special interest sessions, such
as "CRCT Night." During this time, the importance of student performance
on the CRCT is explained and discussed. Also, parents actually get to
take a "mock portion" of the CRCT in a classroom setting, and their
results are discussed. We also invite parents to the school to
demonstrate preparation for testing. We held sessions this school year
for parents in which use of the *CRCT Online* and *MySkillsTutor*
web-sites was demonstrated and discussed.

In addition, before the CRCT, an administrator meets with each grade in
order to discuss and explain their group and individual test results
from the previous year and the importance of doing their best on the
test each year. In various places in the school, we also display posters
of previous years test results to show students our history of excellent
performance as a school, what they have accomplished together.

In order to communicate our results with our community, testing
information and Adequate Yearly Progress (AYP) results are published in
the school newsletter and on the system web-site:
[www.floydboe.net](http://www.floydboe.net/). The local newspaper, *The
Rome News Tribune*, also publishes and compares test results from all
area schools each year. In addition, the State of Georgia releases
"Report Cards" and AYP results for all public schools and all public
school districts each year. Our community, our parents, and our students
are well informed about individual and school-wide student performance
each school year, as a result of the combined efforts of our CMS
faculty, Floyd County Schools, and the State of Georgia.

4.  [Sharing our successes with other schools]{.underline}:

We are proud of our school, our students and their accomplishments, and
we enjoy sharing our successes with other schools. Floyd County Middle
School administrators meet together once each month during the school
year. A portion of each of these meeting is set aside to share and
discuss the successes and accomplishments occurring at each of the four
schools. Also, our faculty members have opportunities to share successes
with other teachers at system-wide vertical team meetings, once each
month. In the past, several members of our faculty have been Presenters
and shared our school's successes at various local, district, state, and
national educator and subject-area conventions.

Also, as a creative way to share our students' knowledge with
approximately 2,000 younger students each year, numerous area elementary
schools are invited to our school's *Classroom in the Wild* during the
spring to "The Living Timeline." Our eighth graders and their teachers
host this daylong event. The purpose of the event is to showcase and
share our eighth graders "senior" projects with other younger students
and the public. These projects are a culmination of knowledge and skills
learned by our students, primarily in Social Studies classes, from the
sixth through the eighth grades at Coosa Middle School. All of the
projects are based on moments and/or time periods in history and are
chosen by the students themselves. This event is also publicized in the
local newspaper. Therefore, the public is also invited to attend and to
view the student demonstrations and projects. All visitors are also
given tours of our school and the *Classroom in the Wild*. Tours include
a brief history of Coosa Middle School and a summary of our most
up-to-date successes.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. [The school's curriculum]{.underline}:

Coosa Middle School's curriculum is based on the current Quality Core
Curriculum (QCC), developed by the Georgia State Department of
Education. This curriculum has been in place throughout the State for
several years. However, it is currently under revision. Portions of the
revised state curriculum, the Georgia Performance Standards (GPS) will
begin to be "phased-in" at the middle grades level during the 2005-2006
school year. The new GPS is based on research-based, high standards set
forth in each subject area by the State Department of Education.

At CMS, students have five core subjects: language arts, reading,
mathematics, social studies and science, for which they are responsible
at each grade-level. The two other courses that students take during the
school day are Connections courses that vary by grade-level and rotate
each grading period.

The QCC embeds the objectives for our reading curriculum in the language
arts curriculum standards. Therefore, to place a great deal of emphasis
on both, we block the two courses together, reading and language arts,
into one extended period of 100 minutes each day. Students earn a
separate grade for both reading and language arts. The key concepts
addressed by the language arts/reading curriculum are:
listening/speaking, key reading skills, writing skills, reference-study
skills, grammar and usage.

The mathematics curriculum at CMS is extremely rigorous and varied to
meet the needs of students whose abilities range from one end of the
spectrum to the other. All students at CMS receive 100 minutes of math
instruction everyday. All math classes build upon previously learned
knowledge and skills. Therefore, mastery of math standards in each class
is necessary for students to advance to the next level course as they
progress through school.

The social studies curriculum is also challenging. Students in the sixth
and seventh grades take world geography and history. In the sixth grade,
students concentrate on the Americas, Europe and Oceania. Seventh
graders study Africa, Asia, and the Middle East. As a culminating
activity for each unit, students research, prepare and enjoy together
samples of ethnic cuisine from specific cultures of study. Students'
eighth grade year in social studies focuses on Georgia and United States
history. As a "senior" project, eighth graders are required to choose
and develop any social concept, time period, or a specific event in
history into a project to be demonstrated and/or showcased for younger
elementary students. This demonstration takes place during "The Living
Timeline" each school year, in the spring.

The science curriculum is divided by grade-level: sixth grade-physical
science, seventh grade-life science, and eighth grade-earth science.
Student learning at each grade level focuses on the method of inquiry,
vocabulary, reference and research skills, and lab safety. Hands-on,
kinesthetic "lab" activities provide the support necessary for students
to connect scientific knowledge with their own real world experiences.
Required participation at all grade-levels in the CMS Science Fair
allows students to more deeply explore their own scientific areas of
interest.

Through our Connections program, students are exposed to a variety of
experiences in the following areas of study: technology, computers,
music appreciation, chorus, art, band, physical education, health, and
Spanish. Through these courses students make vital "connections" to
their courses of study in the core subject-area classes. For example,
the art curriculum makes that vital "connection" to the social studies
curriculum by concentrating on the specific art history and techniques
used by the peoples of each continent, country, and culture studied at
each grade-level. A student who studies about the Aboriginal inhabitants
of Australia in social studies will also study and create "Aboriginal"
art in art classes.

Currently, seventh and eighth grade students may choose to take Spanish
I during one of their Connections periods. This allows the students to
continue to take a full course load of both language arts and reading,
while also completing a foreign language. We serve a larger number of
students in Spanish in the system through the addition of our Distance
Learning Lab in 2004-2005. Students who successfully complete Spanish I
may obtain high school credit and continue on into Spanish II as a ninth
grader in high school. Foreign language offerings at Coosa Middle School
will be expanded in 2005-2006 to include French and German through
Distance Learning.

2b. **(Secondary Schools)** [English Language Curriculum]{.underline}:

The CMS language arts/reading curriculum is based on the belief that
appropriate, adequate skills and knowledge in language arts and reading
are essential components that lead to the ultimate success of every
student. Our CMS Writing Plan enhances writing skills by requiring our
students to write in a different subject area class each month. This
allows students to experience a variety of writing opportunities,
including narrative, descriptive, expository, and persuasive essays.
Publication of student work is highlighted through the school literary
magazine, through participation in oratorical, poetry and prose
contests, or through *Young Romans*, a student-written section of the
*Rome News Tribune* (our local newspaper).

A literature-based reading component founded in current research and
introducing students to numerous authors, literary themes, and
multicultural prose and poetry is a major part of the CMS curriculum.
The reading portion of each 100 minute block is devoted to the
development of skills and the comprehension necessary for students to
become competent, grade-level or higher readers, as shown by student
performance on the CRCT. The *Reading Renaissance Program* and
*Accelerated Reader* software is successfully used throughout the school
to enhance reading skills and to encourage a love of reading. The
Phoenix Team Language Arts/Reading classes assist students, who have
deficits in their reading/language arts skills and/or knowledge, to
close the gap between their actual level of reading and their target
level of on-level proficiency.

Recently, a parent-student book club was started by two teachers on the
eighth grade level. The book club has grown to over 100 students and
parents who signed up to read books together. Our local professional
sports teams, the *Rome Braves* (baseball) and the *Rome Renegades*
(arena football) support CMS by providing incentives for our book club
members. Coosa Middle is truly working to build a community of readers!

3.  [Curriculum Area of Choice]{.underline}:

In order to lead a successful and productive life, other than Language
Arts/Reading, the second most significant curriculum area in which
students must become literate is Mathematics. Excellent math skills and
good thinking and reasoning skills are essential for citizens to be
prepared for the world of work and society. Students begin developing
these skills in preschool and the skills grow in complexity through high
school and beyond. Therefore, our faculty places a high emphasis on our
mathematics curriculum and on student acquisition of necessary skills
and knowledge in math.

We go beyond national and state requirements set forth by *No Child Left
Behind* and *Adequate Yearly Progress* to ensure that *all* of our
students have the opportunity to develop and accelerate their own math
skills by requiring 100 minutes of math instruction on a daily basis.
Students who have a personal interest or talent in math are encouraged
to participate in "Math Team," which involves students in math
competitions with other middle school students in our system.

There are regular on-level math classes available for our sixth and
seventh graders and pre-algebra for eighth graders. Other than the
required on-level math courses at each grade level, we have classes that
have been developed in order to meet the varying needs and abilities of
our wide range of learners here at Coosa Middle School.

Our "Phoenix" level math classes provide a smaller pupil-teacher ratio
as we seek to reach the needs of our struggling learners and bring their
math skills and knowledge up to grade-level expectations. After the test
scores of our Phoenix level students improved dramatically, Floyd County
adopted our Phoenix program at the other three middle schools. Also, our
Math inclusion classes allow Special Education students to be served in
the regular math classroom.

At the other end of the learning spectrum, enrichment, gifted and
accelerated classes are offered in mathematics (i.e. some pre-algebra
classes, Algebra I and geometry), at all three grade levels, to
challenge our more skillful and knowledgeable students. In our system,
these students are eligible to obtain high school credit for two of our
accelerated math courses, if they pass the End of Course Test (EOCT). In
2004, all Algebra I and geometry students at CMS passed the State
required high school-level EOCT. That is an outstanding performance by
middle school students!

4.  [Instructional methods used to improve student
    learning]{.underline}:

Teachers at Coosa Middle School use the best instructional practices
identified by research based on the *Learning Focused Schools* data and
instructional models. We believe students learn in a variety of
modalities (verbal, auditory, tactile, kinesthetic, and visual) across
the variety of subjects taught at the middle school level. Therefore,
through the high level of implementation of *Learning Focused Schools*
instructional methods at CMS, our teachers adapt their classroom
instruction to the individual learning styles of their students.

For example, science teachers at CMS try to incorporate as much
hands-on/lab activities as much as possible. A kinesthetic/tactile
approach to science is very beneficial when teaching a class with a
broad range of abilities and skills. Perhaps a Language Arts/Reading
teacher will ask the students to become a character in a book or story,
in order to have a better understanding of a particular novel or short
story. An eighth grade Social Studies student will be asked to prepare
and present a project or demonstration based on a time period or
specific event in history. These students may demonstrate games played
by early man, hunting techniques, food preservation/ preparation by
early Georgians or judicial practices of colonial America. A Math
student might be required to write a paragraph explaining the solution
to a specific problem, instead of just demonstrating or solving the
problem. The instructional methods identified as "best practices"
through *Learning Focused Schools* research are varied in order to
assist students in the retention and assimilation of knowledge and
skills throughout the curriculum.

5.  [Professional development and its impact on improving student
    achievement]{.underline}:

Our school-wide Professional Development Plan is directly correlated
with our school-wide improvement goals each year. The ultimate purpose
of the School Improvement Plan is to improve student achievement. The
individual Professional Development Plans, required by our system of
each teacher, also ties directly to the School Improvement Plan. The
system, the school, and all teachers individually are all focused on
improving the achievement levels of our students.

Both the school-wide plan and all individual teacher plans are developed
each year based on Coosa Middle School's performance in terms of
*Adequate Yearly Progress* (AYP), as required by the State of Georgia in
response to the *No Child Left Behind Act* (NCLB). The focus of both
plans is to enhance learning and instruction and to improve student
performance.

Professional development choices this school year must be based on our
overall school plan for improvement in: Reading, Language Arts, Math,
student attendance, student behavior, and/or community connections. On
campus, numerous staff development opportunities are offered for the
professional enhancement of our teachers. For example, as a faculty, we
meet once every month in a *Learning Focused Schools* group. This group
reviews, discusses and ultimately strengthens the implementation of
"best practices" in all of our classrooms, as identified through
*Learning Focused Schools* research. Assignments are made and performed
by all teachers through these meetings. Additionally, subject-area
teachers also meet together once a month in study groups, with the
overall goal of improving instruction on a daily basis.

In addition to "free" professional development here on campus, the
school system provides each school with a modest staff development
budget, which may be used on numerous professional development
opportunities. Our teachers may choose from a wide variety of workshop
and course offerings, through the system, the local RESA, and other
approved sources, all of which must be based on the specifically chosen
goals in our School Improvement Plan.

**PART VII - ASSESSMENT RESULTS**

**STATE of GEORGIA**

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Reading]{.underline} Grade [6]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April                April                April                April

  **SCHOOL SCORES**                                                                                                        

  \% Level 1- Does Not Meet            10                   7                    16                   18                   30
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     90                   93                   84                   82                   70
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     51                   57                   35                   28                   27

  Number of students tested            175                  205                  185                  208                  174

  Percent of total students tested     100                  100                  100                  99                   99

  Number/Percent of students           \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}
  alternatively assessed               10                   10                   10                   10                   10

  SUBGROUP SCORES                                                                                                          

  1\. Economically Disadvantaged                                                                                           

  \% Level 1- Does Not Meet            18                   11                                                             
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     82                   89                                                             
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     43                   41                                                             

  Number of students tested            79                   102                  \*NR                 \*NR                 \*NR

  2\. Students with Disabilities                                                                                           

  \% Level 1- Does Not Meet            5                    39                   56                   66                   67
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     95                   61                   44                   34                   33
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     24                   21                   8                    7                    0

  Number of students tested            21                   28                   25                   29                   18

  3\. White                                                                                                                

  \% Level 1- Does Not Meet            7                    6                    14                   17                   28
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     93                   94                   86                   83                   72
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     54                   60                   37                   30                   27

  Number of students tested            143                  176                  152                  172                  142

  4\. Black                                                                                                                

  \% Level 1- Does Not Meet            10                   8                    50                   42                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     90                   92                   50                   58                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     40                   31                   25                   33                   

  Number of students tested            10                   13                   12                   12                   \*[\<]{.underline}
                                                                                                                           10

  5\. Hispanic                                                                                                             

  \% Level 1- Does Not Meet            38                   21                                        17                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     62                   79                                        83                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     31                   43                                        17                   

  Number of students tested            13                   14                   \*[\<]{.underline}   12                   \*[\<]{.underline}
                                                                                 10                                        10

  **STATE SCORES**                                                                                                         

  \% Level 1- Does Not Meet            20                   18                   20                   24                   29
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     80                   82                   80                   76                   71
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     44                   46                   41                   35                   32
  ------------------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**

**STATE of GEORGIA**

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Mathematics]{.underline} Grade [6]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April                April                April                April

  **SCHOOL SCORES**                                                                                                        

  \% Level 1- Does Not Meet            11                   13                   31                   29                   33
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     89                   87                   69                   71                   67
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     31                   26                   19                   11                   11

  Number of students tested            176                  205                  185                  207                  174

  Percent of total students tested     100                  100                  100                  99                   100

  Number/Percent of students           \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}
  alternatively assessed               10                   10                   10                   10                   10

  SUBGROUP SCORES                                                                                                          

  1\. Economically Disadvantaged                                                                                           

  \% Level 1- Does Not Meet            18                   19                                                             
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     82                   81                                                             
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     23                   14                                                             

  Number of students tested            79                   102                  \*NR                 \*NR                 \*NR

  2\. Students with Disabilities                                                                                           

  \% Level 1- Does Not Meet            29                   54                   68                   79                   71
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     71                   46                   32                   21                   29
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     14                   7                    8                    0                    0

  Number of students tested            21                   28                   25                   29                   17

  3\. White                                                                                                                

  \% Level 1- Does Not Meet            10                   12                   28                   27                   31
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     90                   88                   72                   73                   69
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     32                   30                   21                   11                   11

  Number of students tested            144                  176                  152                  171                  140

  4\. Black                                                                                                                

  \% Level 1- Does Not Meet            0                    8                    58                   42                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     100                  92                   42                   58                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     30                   8                    8                    0                    

  Number of students tested            10                   13                   12                   12                   \*[\<]{.underline}
                                                                                                                           10

  5\. Hispanic                                                                                                             

  \% Level 1- Does Not Meet            23                   29                                        33                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     77                   71                                        67                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     15                   0                                         0                    

  Number of students tested            13                   14                   \*[\<]{.underline}   12                   \*[\<]{.underline}
                                                                                 10                                        10

  **STATE SCORES**                                                                                                         

  \% Level 1- Does Not Meet            27                   30                   31                   31                   34
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     73                   70                   69                   69                   66
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     26                   25                   21                   17                   17
  ------------------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**

## STATE of GEORGIA 

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Reading]{.underline} Grade [7]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April       April                April       April

  **SCHOOL SCORES**                                                                                      

  \% Level 1- Does Not Meet            5                                10                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     95                               90                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     43                               34                               

  Number of students tested            207                  \*NG        212                  \*NG        \*NG

  Percent of total students tested     100                              100                              

  Number/Percent of students           \*[\<]{.underline}               \*[\<]{.underline}               
  alternatively assessed               10                               10                               

  SUBGROUP SCORES                                                                                        

  1\. Economically Disadvantaged                                                                         

  \% Level 1- Does Not Meet            8                                                                 
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     92                                                                
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     26                                                                

  Number of students tested            85                   \*NG        \*NR                 \*NG        \*NG

  2\. Students with Disabilities                                                                         

  \% Level 1- Does Not Meet            32                               42                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     68                               58                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     18                               9                                

  Number of students tested            28                   \*NG        33                   \*NG        \*NG

  3\. White                                                                                              

  \% Level 1- Does Not Meet            4                                9                                
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     96                               91                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     45                               38                               

  Number of students tested            179                  \*NG        168                  \*NG        \*NG

  4\. Black                                                                                              

  \% Level 1- Does Not Meet            8                                                                 
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     92                                                                
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     23                                                                

  Number of students tested            13                   \*NG        \*[\<]{.underline}   \*NG        \*NG
                                                                        10                               

  5\. Hispanic                                                                                           

  \% Level 1- Does Not Meet            21                               10                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     79                               90                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     29                               20                               

  Number of students tested            14                   \*NG        10                   \*NG        \*NG

  **STATE SCORES**                                                                                       

  \% Level 1- Does Not Meet            14                               15                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     86                               85                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     36                               35                               
  ------------------------------------ -------------------- ----------- -------------------- ----------- -----------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**

**STATE of GEORGIA**

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Mathematics]{.underline} Grade [7]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April       April                April       April

  **SCHOOL SCORES**                                                                                      

  \% Level 1- Does Not Meet            9                                22                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     91                               78                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     27                               12                               

  Number of students tested            207                  \*NG        212                  \*NG        \*NG

  Percent of total students tested     100                              100                              

  Number/Percent of students           \*[\<]{.underline}               \*[\<]{.underline}               
  alternatively assessed               10                               10                               

  SUBGROUP SCORES                                                                                        

  1\. Economically Disadvantaged                                                                         

  \% Level 1- Does Not Meet            13                                                                
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     87                                                                
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     15                                                                

  Number of students tested            85                   \*NG        \*NR                 \*NG        \*NG

  2\. Students with Disabilities                                                                         

  \% Level 1- Does Not Meet            46                               58                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     54                               42                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     4                                3                                

  Number of students tested            28                   \*NG        33                   \*NG        \*NG

  3\. White                                                                                              

  \% Level 1- Does Not Meet            9                                17                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     91                               83                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     30                               14                               

  Number of students tested            179                  \*NG        168                  \*NG        \*NG

  4\. Black                                                                                              

  \% Level 1- Does Not Meet            8                                                                 
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     92                                                                
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     8                                                                 

  Number of students tested            13                   \*NG        \*[\<]{.underline}   \*NG        \*NG
                                                                        10                               

  5\. Hispanic                                                                                           

  \% Level 1- Does Not Meet            14                               40                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     86                               60                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     0                                0                                

  Number of students tested            14                   \*NG        10                   \*NG        \*NG

  **STATE SCORES**                                                                                       

  \% Level 1- Does Not Meet            23                               27                               
  Expectations                                                                                           

  \% Level 2 & 3- Meets or Exceeds     77                               73                               
  Expectations                                                                                           

  \% Level 3- Exceeds Expectations     20                               14                               
  ------------------------------------ -------------------- ----------- -------------------- ----------- -----------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**

**STATE of GEORGIA**

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Reading]{.underline} Grade [8]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April                April                April                April

  **SCHOOL SCORES**                                                                                                        

  \% Level 1- Does Not Meet            5                    14                   19                   19                   21
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     95                   86                   81                   81                   79
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     53                   47                   41                   47                   40

  Number of students tested            199                  202                  175                  211                  189

  Percent of total students tested     100                  100                  100                  100                  100

  Number/Percent of students           \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}
  alternatively assessed               10                   10                   10                   10                   10

  SUBGROUP SCORES                                                                                                          

  1\. Economically Disadvantaged                                                                                           

  \% Level 1- Does Not Meet            13                   19                                                             
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     87                   81                                                             
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     44                   38                                                             

  Number of students tested            85                   91                   \*NR                 \*NR                 \*NR

  2\. Students with Disabilities                                                                                           

  \% Level 1- Does Not Meet            16                   55                   44                   94                   62
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     84                   45                   56                   6                    38
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     16                   18                   11                   0                    0

  Number of students tested            25                   38                   18                   16                   13

  3\. White                                                                                                                

  \% Level 1- Does Not Meet            2                    14                   17                   17                   20
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     98                   86                   83                   83                   80
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     57                   50                   42                   51                   43

  Number of students tested            161                  176                  146                  184                  175

  4\. Black                                                                                                                

  \% Level 1- Does Not Meet            20                   10                                        29                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     80                   90                                        71                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     33                   30                                        21                   

  Number of students tested            15                   10                   \*[\<]{.underline}   14                   \*[\<]{.underline}
                                                                                 10                                        10

  5\. Hispanic                                                                                                             

  \% Level 1- Does Not Meet            14                                                             40                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     86                                                             60                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     43                                                             30                   

  Number of students tested            14                   \*[\<]{.underline}   \*[\<]{.underline}   10                   \*[\<]{.underline}
                                                            10                   10                                        10

  **STATE SCORES**                                                                                                         

  \% Level 1- Does Not Meet            15                   19                   20                   18                   25
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     85                   81                   80                   82                   75
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     50                   46                   43                   50                   38
  ------------------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**

**STATE of GEORGIA**

**CRITERION REFERENCED COMPETENCY TEST (CRCT)**

Subject \_[Mathematics]{.underline} Grade [8]{.underline} School [Coosa
Middle School\_]{.underline}

Publisher [Riverside Publishing, Inc.]{.underline}

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

  Testing month                        April                April                April                April                April

  **SCHOOL SCORES**                                                                                                        

  \% Level 1- Does Not Meet            9                    27                   41                   45                   39
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     91                   73                   59                   55                   61
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     18                   16                   10                   5                    10

  Number of students tested            199                  202                  175                  208                  189

  Percent of total students tested     100                  100                  100                  100                  100

  Number/Percent of students           \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}
  alternatively assessed               10                   10                   10                   10                   10

  SUBGROUP SCORES                                                                                                          

  1\. Economically Disadvantaged                                                                                           

  \% Level 1- Does Not Meet            12                   36                                                             
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     88                   64                                                             
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     20                   13                                                             

  Number of students tested            85                   91                   \*NR                 \*NR                 \*NR

  2\. Students with Disabilities                                                                                           

  \% Level 1- Does Not Meet            40                   71                   83                   100                  85
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     60                   29                   17                   0                    15
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     4                    0                    0                    0                    0

  Number of students tested            25                   38                   18                   15                   13

  3\. White                                                                                                                

  \% Level 1- Does Not Meet            9                    24                   39                   41                   39
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     91                   76                   61                   59                   61
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     20                   16                   10                   6                    10

  Number of students tested            161                  176                  146                  181                  173

  4\. Black                                                                                                                

  \% Level 1- Does Not Meet            13                   60                                        79                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     87                   40                                        21                   
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     0                    20                                        0                    

  Number of students tested            15                   10                   \*[\<]{.underline}   14                   \*[\<]{.underline}
                                                                                 10                                        10

  5\. Hispanic                                                                                                             

  \% Level 1- Does Not Meet            7                                                                                   
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     93                                                                                  
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     14                                                                                  

  Number of students tested            14                   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}   \*[\<]{.underline}
                                                            10                   10                   10                   10

  **STATE SCORES**                                                                                                         

  \% Level 1- Does Not Meet            27                   33                   34                   41                   46
  Expectations                                                                                                             

  \% Level 2 & 3- Meets or Exceeds     73                   67                   66                   59                   54
  Expectations                                                                                                             

  \% Level 3- Exceeds Expectations     19                   16                   15                   10                   11
  ------------------------------------ -------------------- -------------------- -------------------- -------------------- --------------------

**\*[\<]{.underline}10 = Percentages are not reported for subgroups with
10 or fewer students.**

**\*NG = The CRCT was not given at this grade-level this school year.**

**\*NR = Scores for this subgroup were not reported in Georgia before
2003.**