##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[**x**\] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Pamela Manners]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1845 Richard Drive]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Biloxi MS 39532-4402]{.underline}

City State Zip Code+4 (9 digits total)

County [Harrison]{.underline} State School Code Number\*
[2420-008]{.underline}

Telephone [(228) 435-6105]{.underline} Fax ([228) 435-6353]{.underline}

Web site/URL [www.biloxischools.net]{.underline} E-mail
<pamela.manners@biloxischools.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr Paul A. Tisdale]{.underline}

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

District Name [Biloxi Public School District]{.underline} Tel. [(228)
374-1810]{.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. Loyce Searight

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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:

  ---------- ------------------------------------------------------------
  7          Elementary Schools

  1          Middle Schools

  1          Junior high schools

  1          High schools

  1          Other (Alternative School)

  11         TOTAL
  ---------- ------------------------------------------------------------

2\. District Per Pupil Expenditure: [\$8383.29]{.underline}

Average State Per Pupil Expenditure: [\$7207.82]{.underline}

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

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

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

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

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

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

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**      187       172         359

  **3**                                                     **11**      174       168         342

  **4**                                                     **12**      140       159         299

  **5**                                                     **Other**   9         6           15

  **6**                                                     (GED)                             

                                    **TOTAL                                                   1015
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6.  Racial/ethnic composition of

> the school:

  --------- -------------------------------------------------------------
  61        \% White

  28        \% Black or African American

  3         \% Hispanic or Latino

  8         Asian/Pacific Islander

  0         \% 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:
[23]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      148
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    214
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 935
                            the school as of October 1  

  **(5)**                   Total transferred students  .23
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           23
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [4]{.underline} %

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

Number of languages represented: [4\_\_]{.underline}

Specify languages: Vietnamese, Polish, Spanish, Indian (Erdu/Hindi)

9\. Students eligible for free/reduced-priced meals:
[\_\_40\_]{.underline}%

Total number students who qualify: [\_\_426\_\_]{.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:
[\_\_\_\_9\_\_\_]{.underline}%

[\_\_\_90\_\_\_\_]{.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.

  ---- ----------------------- ---- --------------------------------------
  0    Autism                  1    Orthopedic Impairment

  0    Deafness                7    Other Health Impaired

  0    Deaf-Blindness          66   Specific Learning Disability

  2    Emotional Disturbance   8    Speech or Language Impairment

  0    Hearing Impairment      0    Traumatic Brain Injury

  6    Mental Retardation      0    Visual Impairment Including Blindness

  0    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}**

                                                                               

  Administrators                          5                                    

  Classroom teachers                      80                                   3

  Special resource teachers/specialists   4                                    

  Paraprofessionals                       3                                    

  Support staff                           15                                   

  Total number                            107                                  3

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

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [13:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

  Daily teacher attendance   96%         98%         97%         96%         97%

  Teacher turnover rate      6%          12%         15%         \%          \%

  Student dropout rate       1%          2%          3%          4%          4%
  (middle/high)                                                              

  Student drop-off rate      35%         33%         34%         \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

> \*The drop-off rate is higher due to the mobility of casino and
> military personnel.

14**. (*High Schools Only*)**

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [260]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [26]{.u  |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [51]{.u  |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [\*]{.   |
|                                                         | underline} |
|                                                         | > %        |
+---------------------------------------------------------+------------+
| Found employment                                        | > [13]{.u  |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Military service                                        | > [5]{.u   |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [1]{.u   |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [4]{.u   |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

-   Included in community college statistics.

**PART III ‑ SUMMARY**

Biloxi High School is a public, small city school, located on the
Mississippi Gulf Coast. In its 300 year history, the city of Biloxi has
been home to a melting pot of immigrants, primarily drawn to the warm
weather and abundant seafood industry. Casinos have recently replaced
fishing as the number one industry, and Keesler Air Force Base continues
to lend our community a world focus. It is undeniable that Biloxi's
unique cultural exchange is an important factor that enriches and
influences the lives of our students and teachers.

Biloxi High graduated its first class, housed near the beach in the city
proper, over 100 years ago. Three years ago the school was moved to a
new, state-of-the-art campus nestled on approximately 90 acres between
the Back Bay of the Mississippi Sound and Interstate 10. This facility,
serving students in grades 10-12, includes fully equipped science
laboratories; computer labs; a 200 seat performing theatre; practice and
competition gymnasiums; a football stadium; a baseball stadium with
indoor batting cages; music areas with individual practice rooms and
risers; and kilns in the art classrooms. A softball field is currently
being built. The beautifully landscaped courtyard, maintained through a
partnership with community organizations and our school environmental
club, provides outdoor classrooms and computer ports.

With an average enrollment between 1100 and 1200, the student population
is highly diverse and mobile. The school is accredited through the
Southern Association of Colleges and Schools (SACS/CASI), with over 10
percent of the 80 teachers Nationally Board Certified. The support staff
is comprised of administrators, counselors, career center technician,
media specialists, paraprofessionals, and a full-time nurse. One of the
school's greatest successes is that, despite the devastation caused by
Hurricane Katrina last year, Biloxi High School's dedicated students and
staff continued to maintain and in fact, in most areas, surpassed, the
high academic and extracurricular standards that have long been a
hallmark of this district.

Biloxi High School has an award winning student government; a band that
recently placed first in field and parade competition at the Liberty
Bowl; a competitive, award winning theatre department recently nominated
to participate in the American High School Theatre Festival in Scotland;
a show choir that performed in Carnegie Hall last spring and has been
invited to the 2008 Olympics in China; a national award winning yearbook
staff; and over 30 organizations aimed at student involvement, including
National Honor Society, Spanish National Honor Society, International
Culture Club, African-American Culture Club, and Key Club. Athletic
programs in football, baseball, basketball, tennis, swimming, track,
golf, cross country, soccer and softball are offered. Many of our teams
qualify for the Mississippi High School Activities Association
Scholar-Athlete Teams, with team grade point averages 3.0 or better. Our
fine arts department produces many talented young people, as exemplified
by the Mississippi Theatre Association bestowing the best actress in the
state award to a Biloxi High student at recent competitions.

A supportive community partners with the school to provide guest
speakers, motivational programs, and career preparation. A project
between Mississippi Gulf Coast Community College and Biloxi High School
has received statewide recognition for promoting career and technical
training to students. Since the inception of this Career Fair there has
been a dramatic increase in the number of students who elect to continue
their education with a one or two year degree in lieu of immediate entry
into the work force.

Our mission at Biloxi High School is to provide an educational climate
where all students have the opportunity to achieve academic success,
develop physical and emotional well-being, and become productive,
responsible citizens. Biloxi High's staff embraces this mission,
promoting it through their dedication, respect, high expectations, and a
firm belief in the dignity and capabilities of each individual.

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

1.  **Assessment Results:**

To comply with federal guidelines set forth under The No Child Left
Behind Act (NCLB), Mississippi implemented its Subject Area Test Program
(SATP) in 2001-2002. The program mandates students to pass end-of- the-
year tests in English II, Algebra I, Biology I, and U.S. History in
order to receive a diploma. To meet federal guidelines, Algebra I and
English II test scores are used to measure our annual performance for
the State of Mississippi Report Card and for Adequate Yearly Progress
(AYP) calculations. AYP reports are designed to show how schools
performed against the accountability requirements mandated under Title I
of the NCLB Act. Continuing to move students from Minimal and Basic
performance levels to Proficient and Advanced is one our main goals. In
the state accountability system there are also 5 levels of
accreditation, with a 5 being superior performing and a 1 assigned to
low performing schools. Biloxi High School has maintained a level 5
(superior) over the past five years, in addition to meeting or exceeding
adequate yearly progress. An achievement level index (ALI) is also
calculated to report the school's overall achievement and to determine
statewide ranking. Biloxi High School ranks 46 out of 837 schools in the
state.

The Algebra I test measures a student's knowledge and skill level in
applied algebra. The test consists of 65 multiple choice items. In each
of the past three years, over 95% of our students passed this state
test, and in 2005-2006, despite the ravages of Katrina on our city, 98 %
passed. Since 2003-2004, Algebra I test scores have risen from 62% of
students scoring at or above Proficient and Advanced to 63%.
Additionally, BHS has consistently maintained scores that are well above
the state mean. In 2005-2006, for example, Biloxi High School's 63%
Proficient and Advanced rate is well above the state average of 53%.
Also significant is the minimal gap in achievement between our
subgroups. For the past three years, each of the racial subgroups had a
passing percentage rate over 93%. There has also been very little
difference in the pass rate of our economically disadvantaged students
as opposed to the non-economically disadvantaged students. There was a
2% disparity in 2004-2005, and a .4% difference between the two groups
in 2005-2006. Biloxi High School's Algebra I scores indicate an equally
high achievement percentage regardless of race, gender, or socioeconomic
status.

The English II subject area test measures knowledge of language
conventions, reading comprehension, and effective writing skills. The
test consists of two separate administrations: English II multiple
choice and English II writing. In each of the past three years, over 88%
of our students passed this test, with BHS consistently scoring above
the state mean. One of our proudest achievements was having the tenth
highest scores in the state, with twenty percentage points over the
state average, immediately following Katrina. Since 2003-2004, English
II scores have risen from 60% of the students at or above Proficient and
Advanced to 61 %, which is well above the state's mean of 37%. Over the
past three years, over 96% of BHS students passed the Informative
writing portion of the English II test, and in 2005-2006 the pass rate
increased from 96% to 98%. In addition, the economically disadvantaged
subgroup gained 3% in the number of students passing with a score of
Proficient or Above. Improvement in test performance can be attributed
to extensive after-school tutoring; mandatory compensatory courses for
at-risk students; a resource center with a full-time certified teacher
giving individual instruction; teacher collegiality and sharing;
parental contact; and common lesson plans aligned with state curriculum
frameworks. Additionally, counselors meet, advise, and monitor student
progress, providing academic mentoring and guidance for both students
and parents. Accelerated Math; computer labs with English software;
Information on Demand telephone and computer systems for parents; and a
strategic plan geared toward professional learning communities are
resources used to hold students accountable for their academic progress.
Further information about the state assessment system can be found at
[www.mde.k12.ms.us](http://www.mde.k12.ms.us/)

2.  **Using Assessment Results:**

Biloxi High School analyzes assessment data on a continual basis,
utilizing results to plan, evaluate, and drive decision-making to
improve student, teacher and school performance. As soon as the Subject
Area Test results are received in the summer, administrators and
counselors meet with subject area teachers, who voluntarily come in to
begin test score analysis. The master schedule is readjusted and
students are immediately rescheduled based on the data, with tutoring,
compensatory classes, accelerated and other resource classes added or
taken away as indicated. Teachers with outstanding results are
recognized, and opportunities are created for them to share successful
instructional strategies with their peers.

Disaggregated scores and all resulting analyses are discussed with the
faculty in a professional development session before each school year
begins. All teachers, regardless of subject taught, develop
assessment-related "bell-ringers" to work on identified weaknesses at
the beginning of each period. Teachers refer to the data to develop
weekly lesson plans, prepare remediation sessions or add enrichment
materials. Test results released during the school year are immediately
distributed to teachers, administrators and counselors, allowing us to
immediately identify those at-risk and devise the best intervention for
each student. Our data analyses also indicate which students might
benefit from more challenging coursework.

Individual scores and school performance results are made available to
parents and students as well, giving them the opportunity to remediate
or reinforce objectives at home. Principals visit classrooms regularly
to discuss assessment results with students, and grade-level assemblies
are held to reinforce academic success. Assessment data is also used to
determine teacher effectiveness, and those with low student performance
indicators are assigned to sessions at the District Learning Institute
or other workshops to develop effective practices. Results are utilized
to make curriculum revisions, improve vertical and horizontal alignment
within departments and grade levels, and drive budgetary decisions.

3.  **Communicating Assessment Results:**

Biloxi High School complies with the Mississippi mandate requiring
schools to provide yearly accountability results by publishing a
comprehensive "report card". This is distributed by mail to parents,
students and community members as soon as accreditation levels and
assessment results are made public. Notices are sent to the media, and
the school public relations representative disseminates pertinent
information to various public enterprises all year. The same information
is printed on a district "z" card, a pocket-sized foldable document,
which is placed in prominent areas of the school and district. The
principal conducts a "state of the school" presentation at PTA meetings
to explain assessment results and other school performance indicators.
All school performance information is also available on the state,
district and school websites. Individual results are given to students
and parents, with teachers and counselors available to interpret scores
and answer questions.

Teachers maintain constant contact with parents by telephone, email,
letter, frequent progress reports, and/or report cards. Parents and
students may also access current grades, attendance, and assignments on
the Information on Demand telephone and Internet system. Students are
also required to sign for the student handbook (available in three
languages) which explains our high expectations, school rules, grading
requirements, school calendar, the state assessment program and
graduation requirements. Phone calls are made and letters are often sent
home at regular intervals by counselors to update parents on attendance
problems, parent-teacher conferences, tutorials, scholarships, or other
academic concerns. Parents and community members are encouraged to sign
up for the district e-letter, *The Windtalker,* which lists all
assessment information, important events, and school accomplishments on
a monthly basis. Stakeholders may also attend strategic planning
sessions, Title budget meetings, calendar meetings, vocational education
craft committees, school board meetings and other planning sessions in
which we communicate school performance results and improvement
strategies.

4.  **Sharing Success:**

Biloxi High School shares successes with other schools through
participation in the Gulf Coast Education Initiative Consortium, which
meets regularly to discuss improving student performance. The principal
also shares information with educators through panel discussions
organized through the Chamber of Commerce Leadership Gulf Coast
Education Day. Biloxi High School is often asked to host international
and national educators for the purpose of sharing best practices. In the
past few months, for example, BHS welcomed principals and teachers from
out of state high schools to collaborate on ways to improve performance
through professional learning communities. Student teachers and
administration classes from universities also ask to observe our
classrooms, work with teachers, or conduct internships, with BHS
teachers and principals freely sharing their knowledge.

Assessment information, master schedules, specific programs, and other
information are readily accessed by the community on our teacher, school
and district websites. We also maintain an ongoing relationship with
local media to share success stories. Our lockdown procedures, for
example, recently aired on television, thereby showing other schools the
safety techniques that have been successful at BHS. We were recently
featured, also, in a national magazine for initiating a "Money Talks"
program on campus.

Teachers are encouraged to present at or attend local, state and
national workshops. Biloxi High teachers, for example, recently
conducted sessions for National History Day and Advanced Placement Art
techniques in New Mexico. Principals also shared effective practices at
the National Institute for School Leaders and will continue to do so
through networking and follow-up sessions. Biloxi High is currently
building partnerships with other schools via technology, using
Promethean Boards to share successful lessons, and utilizing video from
school to school to view teaching strategies in action. With "Excellence
From All, For All" as our vision, we hope to involve educators and
students, regardless of locale, in all successful practices that could
improve student performance.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **Curriculum:**

Biloxi High School's curriculum provides students with challenging,
rigorous, and extensive course selections. The curriculum includes over
150 courses, encompassing a variety of academic, vocational, fine arts,
physical education, and technology courses, including innovative courses
in study skills, ACT preparation, and sign language. Dual enrollment is
offered, and correspondence courses and on-line courses are available
for credit recovery. Partnerships with local enterprises are encouraged,
as evidenced by Biloxi High's after school "Money Talks" program, which
was created by Keesler Credit Union for students to learn about handling
money and credit. Although it offers no credit toward graduation, the
program is so popular that the credit union has expanded it to include
more classes coast-wide and overseas in their member countries.

Biloxi High School requires 26 credits for graduation. The school
conforms with the Institution of Higher Learning's requirements,
including 4 English credits, 4 mathematics credits, 4 science credits, 4
social studies credits, 3 technology credits, 1 ½ health and fine arts
credits, and 5 ½ electives, including advanced electives of foreign
language and a fourth year of lab-based science. High expectations are
incorporated into all courses and standards of excellence are
emphasized. A program of studies is updated annually, with counselors
meeting with students and parents to plan the best career path.

Honors/Accelerated (weighted) classes are offered in English, math,
science and foreign language. Nine Advanced Placement classes are
offered, to include courses such as physics, art, economics, and
calculus. We have worked extremely hard over the past three years to
build an Advanced Placement program that is inclusive and challenging.
Advanced Placement and college-prep courses at Biloxi High are open to
all students. The only prerequisites are desire and commitment. The
English department offers creative writing, journalism, and oral
communication in addition to English I-IV; math and science courses
range from astronomy and pre-algebra to trigonometry and chemistry. Our
social studies department offers law-related education, minority
studies, and psychology in addition to required courses. All courses are
based on high standards set by the Mississippi Curriculum Frameworks and
our district "guaranteed curriculum program".

Biloxi High offers an excellent fine arts program, exemplified in part
by a jazz band, a strings orchestra, pottery classes, a 3-D art class, a
show choir, and drama classes. The foreign language curriculum
encompasses French I-IV; Spanish I-IV; and Latin I-III. Also offered are
specialized programs such as AFROTC; English as a Second Language;
drivers education, including a lab with simulators; and seventeen
technology classes ranging from basic keyboarding to computer
engineering. Twenty-five career technical courses are also available to
prepare students with the skills needed for initial entry into the
fields of healthcare; automotive; building trades; business; childcare;
drafting; family dynamics; hospitality; nutrition; personal development;
resource management, and welding. The career technical building's newest
addition is a day care center which trains students in child care. We
are currently serving 22 of the community's two, three and four year
olds on a daily basis. Despite heavy Katrina damage to some buildings,
these programs continue to excel.

To give every student the opportunity for education and training within
the limits of his/her abilities, Biloxi High School offers exceptional
education classes. Special Education students are able to choose three
curriculum paths: certificate of completion, occupational diploma or
regular diploma. Students have opportunities for work experience in and
out of school, and have initiated their own school-based enterprise
through which they run the school supplies store and a gift basket
business.

A staffed Career Center, instrumental in students having been awarded
over \$25,000,000 in scholarship funds over the past ten years, assists
students with their college and career plans. Biloxi High School's
students, staff and the community work closely together to provide a
learning institution that prepares students for future employment,
further education, and active citizenship. Our varied curriculum helps
ensure success for the culturally diverse students who are enrolled in
and who transfer to Biloxi High School.

**2b.** **English:**

Biloxi High School's English curriculum is centered on the areas of
reading, writing, listening, speaking, research, and inquiry as outlined
by the Mississippi Curriculum Framework. Higher level thinking skills,
writing in a variety of modes, analyzing literary works, and increasing
fluency and vocabulary are priorities in the English department. Common
term exams and collaboration within the department guarantee that each
student has an opportunity to excel. The District Learning Institute
helps to ensure that the curriculum is aligned, in addition to honing
teachers' delivery skills.

BHS offers accelerated classes in English I-IV, and Advanced Placement
courses in English III and IV. As part of their graduation requirement,
juniors must satisfactorily complete a rigorous, formal research paper;
seniors must complete a challenging critical analysis of a classic
novel. English II students must take the state tests, which encompass
reading comprehension, grammar, sentence structure, vocabulary, and
informative writing. Elective courses are offered in creative writing,
oral communication, sign language, newspaper and yearbook journalism,
and English as a Second Language. Students received a national award
last year for their annual, which is produced digitally; students also
create the literary magazine and school newspaper. The English Language
Learners at BHS are instructed by a highly qualified teacher who
implements research-based strategies to assist students with reading,
writing and speaking English.

Compensatory reading and writing classes are scheduled for lower
performing readers to help improve both reading and English skills.
Specific resource materials that have been aligned with our curriculum
and subject area test are purchased to improve reading skills, and a
full-time teacher is employed through the career technical department to
work individually with any students, either using computer software or
through direct instruction. All teachers tutor their students before and
after school if necessary, and differentiated instruction is employed in
English classrooms to accommodate struggling readers. Teachers put
remedial or refresher reading skills on the board as "bellringers" each
period, and social studies and biology teachers are strongly encouraged
to individualize instruction to improve reading in their content areas.

**3.** **Additional Curriculum Area:**

High school students often remark that they dislike social studies and
have a difficult time becoming actively engaged. With U.S. History as
one of our state-mandated exit exams, students had to improve in this
essential skill. By using innovative teaching strategies that involve
more application and less rote memorization, teachers and students have
experienced success in ways they did not predict. On the U.S. History
state test, for example, students had a 99 % pass rate in 2005-2006 and
a 97 % rate the year before. Additionally, when teachers in other social
studies courses began utilizing similar activities, they experienced
fewer classroom management problems and higher term averages. Role
playing, guest speakers, Smart Board computer activities, student-made
PowerPoint presentations, class competitions, scavenger hunts,
newspapers and magazines, and many other techniques are used to stress
important concepts.

Subsequently, participation and interest in current events, state and
national competitions, and community volunteer programs increased. Our
students and teachers are actively involved in the local Veteran's
History Project; our mock trial team recently placed second in the
state; our Quiz Bowl Team hosts schools from all over for academic
competition; teachers take students to register to vote and conduct mock
elections; seniors work the actual voting polls for major elections; and
the law-related class partners with Biology II to do mock trials using
DNA and forensics. In 2004-2005, BHS had 18 winners at the National
History Day Competition in Washington, D.C., and 31 winners in
2005-2006. Biloxi High's participants in the national We...the People
competition placed second overall in State Hearings in 2004-2005 and
third in 2005-2006. The U.S. History AP students placed second in the
2006 state competition, with students in the state Economics Challenge
placing second and third two years in a row. This spirited effort
resulted in excellent test scores from all subgroups. It also meets
goals stated in our school's mission whereby we first pledge to provide
an educational climate where all have an opportunity to achieve academic
success, and next, strive to produce responsible citizens.

**4. Instructional Methods**

Biloxi High School employs a wide variety of instructional methods to
improve student learning. Recognizing the need to provide opportunities
for students with different learning styles to succeed, teachers readily
employ differentiation in their instructional deliveries. Textbooks are
more often used as a resource, with emphasis placed on individual
research projects, cooperative groups, use of technology, peer
instruction, role playing, case studies, and student-led discussions.
Computer labs are available for teachers to use content-related software
for initial instruction, remediation or enrichment. Teachers are
strongly encouraged to collaborate and integrate objectives, as
evidenced by a recent project between an oral communications class and a
technology class where students produced a morning talk show for the
entire school to view. Students having difficulty with coursework or
state test objectives have the opportunity to be in smaller compensatory
classes with direct, one-on-one instruction during the school day; they
may also attend after school sessions with teachers or community
volunteers. Biloxi High's media specialists also work with students on
projects because teachers keep them apprised of assignments. In
addition, resource teachers and counselors maintain close contact with
students' needs and assist teachers with individualized instructional
interventions.

Biloxi High School teachers strive to give students immediate feedback
on assessed material to correct weak areas. Additionally, reteaching and
retesting are required because we believe that if an objective is
significant enough to be assessed, it is essential for the student to
know it before moving on. Classes at Biloxi High School rely heavily on
application rather than lecture. Our science labs, outdoor classrooms,
nature trail, mock hospital in the allied health course, and other
well-equipped classrooms readily lend themselves to situational and
"real-life" learning experiences. Teachers and students are also
provided with resources, materials and manipulatives such as graphing
calculators, accelerated math software, interactive videos and other
necessary laboratory items to further enhance the use of different
instructional strategies.

**5. Professional Development**

Biloxi High School's professional development program depends heavily on
the premise that professional training should focus on what students
need to learn and, through effective practices, how to address any
difficulties students may have in their learning. To develop these solid
practices and improve student achievement, teachers regularly attend
sessions at the District Learning Institute, which offers ongoing
instruction in classroom practices, with topics ranging from
constructing common term exams to improving classroom management
techniques. These courses are offered during the school day, and also
include an array of technology sessions to keep employees abreast of new
procedures. New teachers attend a comprehensive orientation at the
Institute, to learn district expectations and procedures. A mentor is
then assigned to conduct follow-up training at the school site.

Because successful professional development is more effective if it is
ongoing, follow-up discussions are frequently held in weekly faculty or
department meetings. Budgets permitting, teachers are encouraged to
attend out-of-district or even out-of-state conferences and seminars,
with the stipulation that they will share concepts with other staff
members upon their return. Administrators attend many professional
development sessions on a variety of topics ranging from leadership
activities to state assessment updates, all of which are presented to
the faculty or implemented where applicable. Biloxi High School also
hosts and encourages professional speakers, educational meetings, and
other groups to use our facility. This allows us to present quality
programs to our teachers on our own campus.

Biloxi High School's professional development program has had a strong
impact on student achievement as evidenced by the improvement in our
assessment scores, and our success in maintaining an accreditation level
in the top percent of the state despite a high poverty rate. Biloxi High
School staff members have remained vigilant in their commitment to
lifelong learning, embracing the belief that student performance is the
ultimate goal.

**PART VII -- ASSESSMENT RESULTS**

**Criterion-Referenced English Test:**

  -------------------------- --------------- ---------------- ----------------
  **Grade: 10**              **Test: State                    **English II
                             of                               MC**
                             Mississippi**                    

  **Edition: Yearly**        **Publisher:                     
                             Harcourt                         
                             Educational                      
                             Measurement**                    

                             2005-2006       2004-2005        2003-2004

  Testing Month              April           April            April

  **SCHOOL SCORES**                                           

  At or Above Basic %        82              88               90

  At or Above Proficient %   61              60               60

  At Advanced %              11              12               8

  Number of Students Tested  335             339              333

  Number of Students         0               0                0
  Excluded                                                    

  Percent of Students        0               0                0
  Excluded                                                    

                                                              

  **SUBGROUP SCORES**                                         

  **Black**                                                   

  \% Basic and Above         67              75               77

  %Proficient and Above      42              37               37

  \% At Advanced             3               4                4

                                                              

  **White**                                                   

  \% Basic and Above         89              92               95

  \% Proficient and Above    69              68               69

  \% At Advanced             15              17               10

                                                              

  **Economically                                              
  Disadvantaged**                                             

  \% Basic and Above         72              80               82

  \% Proficient and Above    50              46               47

  \% At Advanced             7               7                5

                                                              

  **Non-Economically                                          
  Disadvantaged**                                             

  \% Basic and Above         90              92               84

  \% Proficient and Above    71              67               67

  \% At Advanced             15              15               10

                                                              

  **Hispanic**                                                

  \% Basic and Above         62              NO SUBGROUP      

  \% Proficient and Above    54                               

                                                              

  **Asian**                                                   

  \% Basic and Above         83              93               83

  \% Proficient and Above    57              69               57
  -------------------------- --------------- ---------------- ----------------

**Criterion-Referenced Mathematics Test:**

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

  **Grade: 10-12**                      **Test: State                         **Algebra   
                                        of                                    I**         
                                        Mississippi**                                     

  **Edition: Yearly**                   **Publisher:                                      
                                        Harcourt                                          
                                        Educational                                       
                                        Measurement**                                     

                                                                                          

                                        2005-2006              2004-2005      2003-2004   

  Testing Month                         April                  April          April       

  **SCHOOL SCORES**                                                                       

  At or Above Basic %                   91                     91             98          

  At or Above Proficient                63                     63             62          
  %                                                                                       

  At Advanced %                         15                     16             15          

  Number of Students                    174                    213            170         
  Tested                                                                                  

  Number of Students                    0                      0              0           
  Excluded                                                                                

  Percent of Students                   0                      0              0           
  Excluded                                                                                

                                                                                          

  **SUBGROUP SCORES**                                                                     

  **Black**                                                                               

  \% Basic and Above                    89                     91             98          

  %Proficient and Above                 54                     59             45          

  \% At Advanced                        8                      10             13          

                                                                                          

  **White**                                                                               

  \% Basic and Above                    91                     90             99          

  \% Proficient and Above               70                     66             70          

  \% At Advanced                        17                     22             18          

                                                                                          

  **Economically                                                                          
  Disadvantaged**                                                                         

  \% Basic and Above                    91                     87             96          

  \% Proficient and Above               65                     52             58          

  \% At Advanced                        9                      11             15          

                                                                                          

  **Non-Economically                                                                      
  Disadvantaged**                                                                         

  \% Basic and Above                    90                     93             100         

  \% Proficient and Above               63                     69             50          

  \% At Advanced                        20                     20             15          

                                                                                          

  **Hispanic**                                                                            

  \% Basic and Above                    93                     No Subgroup    96          

  \% Proficient and Above               73                                    96          

                                                                                          

  **Asian**                                                                               

  \% Basic and Above                    96                     96             96          

  \% Proficient and Above               69                     80             79          

  **NCLB Adequate Yearly                                                                  
  Progress**                                                                              

                          Read/Lang                     Math                              Other
                          Arts                                                            Indicators

  2005-2006               Met                           Met                               Met

  2004-2005               Met                           Met                               Met

  2003-2004               No                                                              
                          Displayable                                                     
                          Results for                                                     
                          School Year                                                     
                          2003-2004                                                       
  ----------------------- ------------- --------------- ------ -------------- ----------- ---------------

**Biloxi High School**

**Level 5 Superior Performing**

2005-06; 2004-05; 2003-04

  --------------- --------- ------------ ---------- ---------- ---------- ----------
  **Subject Area                                                          
  Test Results**                                                          

  300 is passing                                                          
  score                                                                   

  **English II    Year      Pass %       \# Tested  Mean Score State Mean +/- State
  MC**                                                                    

                  2005-06   88           337        350        329        +21

                  2004-05   93           340        356        333        +23

                  2003-04   92           337        351        332        +18

                                                                          

                  2005-06   Advanced and            61         37         +25
                            proficient                                    

                  2004-05   Advanced and            60         35         +24
                            proficient                                    

                  2003-04   Advanced and            60         37         +13
                            proficient                                    

                                                                          

  **Algebra I**   Year      Pass         \# Tested  Mean Score State Mean +/- State

                  2005-06   96           174        358        352        +7

                  2004-05   95           213        355        355        

                  2003-04   98           170        356        351        +5

                                                                          

                  2005-06   Advanced and            64         53         +11
                            proficient                                    

                  2004-05   Advanced and            63         59         +5
                            proficient                                    

                  2003-04   Advanced and            62         54         +9
                            proficient                                    

                                                                          

  **US History**  Year      Pass         \# Tested  Mean Score State Mean +/- State

                  2005-06   99           263        381        366        +15

                  2004-05   97           301        370        366        +5

                  2003-04   98           326        375        366        +15

                                                                          

                  2005-06   Advanced and            72         62         +10
                            proficient                                    

                  2004-05   Advanced and            68         64         +5
                            proficient                                    

                  2003-04   Advanced and            N/A        N/A        N/A
                            proficient                                    

                                                                          

  **Biology I**   Year      Pass         \# Tested  Mean Score State Mean +/- State

                  2005-06   99           226        391        362        +29

                  2004-05   98           229        389        361        +29

                  2003-04   94           261        364        355        +9

                                                                          

                  2005-06   Advanced and            89         70         +19
                            proficient                                    

                  2004-05   Advanced and            88         69         +19
                            proficient                                    

                  2003-04   Advanced and            N/A        N/A        N/A
                            proficient                                    

                                                                          

  **English II    Year      Pass         \# Tested  Mean Score State Mean +/- State
  Writing**                                                               

  **Informative   2005-06   98           342        2.1        2          +1
  Essay**                                                                 

                  2004-05   96           341        2.2        2.1        +1

                  2003-04   97           337        2.1        2.1        
  --------------- --------- ------------ ---------- ---------- ---------- ----------