##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr. Keith Davis]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [132 N. Main]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Pontotoc]{.underline}
\_\_\_\_\_\_\_\_\_\_\_[Mississippi\_\_\_\_\_\_\_38863\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 662 ) 489-1275]{.underline} Fax [( 662 ) 489-5255]{.underline}

Website/URL [www.pontotoc.k12.ms.us]{.underline} Email
[kdavis@pontotoc.k12.ms.us\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(Principal's Signature)

[N/A]{.underline}

Name of Superintendent \_\_[Dr. Susan Purser]{.underline}

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

District Name [Pontotoc]{.underline} Tel. [( 662 ) 489-3336]{.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

(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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

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

\_\_[1]{.underline}\_\_ Junior high schools

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

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

2\. District Per Pupil Expenditure: \_[\$5159.00]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\$5717.00]{.underline}\_\_\_\_

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **9**              92               90                 182

  **10**             61               68                 129

  **11**             55               77                 132

  **12**             55               63                 118

  **Other**          6                3                  9

  **TOTAL STUDENTS                                       570
  IN THE APPLYING                                        
  SCHOOL**                                               
  ------------------ ---------------- ------------------ ------------------

6\. Racial/ethnic composition of [70.88]{.underline} % White

the students in the school: [27.54]{.underline} % Black or African
American

[1.23]{.underline} % Hispanic or Latino

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

[.0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[20]{.underline}\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 46
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 63
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        109
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    548
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .20
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    20
              100                                
  ----------- ---------------------------------- ------------------------

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

\_\_\_\_[7]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[3]{.underline}\_\_\_\_

Specify languages:

English, Spanish, and Mayan

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[35]{.underline}\_\_\_%

\_\_\_[199]{.underline} Total Number Students Who Qualify

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

[\_\_\_\_57\_\_]{.underline}Total Number of Students Served

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

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

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

\_\_[0]{.underline}\_\_Deaf-Blindness \_\_[43]{.underline}\_Specific
Learning Disability

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

\_\_[9]{.underline}\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities \_\_[3]{.underline}\_
Visual Impairment Including Blindness

\_\_[3]{.underline}\_\_Emotional Disability

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[28]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[8]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_[43]{.underline}\_\_\_ \_\_\_\_[1]{.underline}\_\_\_

12\. Student-"classroom teacher" ratio: \_[1:19]{.underline}\_\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ---------------------------- ----------- ----------- ----------- -----------
                               2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance     94%         96%         93%         92%

  Daily teacher attendance     94%         96%         93%         92%

  Teacher turnover rate        18%         10%         8%          5%

  Student dropout rate         .4%         1.1%        2.6%        1.3%

  Student drop-off rate        2%          5.2%        6.3%        5.2%
  ---------------------------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_[110\      |
|                                                     | _]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_[25]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_[62]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_[11]{    |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_[2]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_[0]{   |
|                                                     | .underline}\_% |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III -- SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Pontotoc High School of Pontotoc, MS, a comprehensive public high
school, is committed to its mission to provide all students a strong
foundation. The vision of our school is that our students will become
confident, self-directed, lifelong learners and that they will lead
responsible, contributing, caring lives in a culturally diverse society.
The 570 students at Pontotoc High School reside in the county seat of
Pontotoc and its surrounding rural areas. Pontotoc is a small city in a
rural area of Northeast MS. Pontotoc has a population of approximately
5,253, and the county has 25,977 according to the 2000 census. The per
capita average household income in 2000 was \$13,986. Students come from
a community with a strong work ethic. 62% of the workforce is employed
in manufacturing, primarily the furniture industry; 38% of the workforce
is non-manufacturing. Parents and community stakeholders take pride in
our school, which has achieved Southern Association of Colleges and
Schools accreditation since 1954. In 2000, 32.1% of the population held
high school diplomas, 17.4% of the population had attended college, and
8% of the population held college degrees of 4 or more years. The
majority of parents expect their children to enter college upon
graduation. Of the 110 graduates in 2002, 62% enrolled in a community
college, 25% enrolled in a 4-year college or university, 11% found
employment, and 2% entered military service.

Because of the rapid industrial growth of the community, the school
district opened a new high school facility in the fall of 1988. A
four-classroom math and science building and a new library were added in
1993. An 11-classroom facility was added in 1996. Pontotoc High School
has 36 faculty members, 18 with advanced degrees, and 7 with National
Board certification (19% of PHS staff) for the disciplines which they
teach. The racial background of students is 27.54% African American,
70.88% Caucasian, 1.23% Hispanic, and .35% Asian/Pacific Islander. The
student mobility rate during the past year was 20%. The district per
pupil expenditure is \$5,159.00. 35% of the student population at
Pontotoc High School is eligible for free or reduced-priced meals. The
racial composition of the community is approximately 83% Caucasian, 16%
African American, and 1% Hispanic, Asian, or other ethnicity

Data from the current Subject Area Testing in the four tested academic
areas show that the scores are well above the state mean. The
state-mandated Functional Literacy Exam, administered to all students in
Grade 11, requires a minimum composite score of 699 in order to be
eligible for graduation. Pontotoc High School students have consistently
scored above the state mean, ranking in the top 5 school districts in
the state. The state has phased out the Reading and Written
Communication segments of the test this year to be replaced by the
English Subject Area Test as a graduation requirement. Students scored
well above the state mean on the Mathematics segment this year with 38
perfect scores out of 122 scores. Although Pontotoc High School ranks in
the lower 10% of per pupil expenditures in the state, student
performance consistently ranks in the top 10% of state assessment
scores.

The students, faculty, administration, parents, and community
stakeholders are committed to the mission and vision of our school.
Evidence gleaned from surveys and collaborative endeavors reveal that
areas of our greatest strength lie in curriculum alignment with student
learning; assessment; a shared vision, beliefs, and mission; and
community building.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

Pontotoc High School embraces the motto, "Providing continuing success
daily." This commitment to student success is evident in many ways. Many
school districts in the state of Mississippi look to us as a model for
both academic success and stewardship of public funds. Pontotoc City
Schools has consistently had one of the lowest per pupil expenditures
while also enjoying the highest academic ranking in the state. The
Mississippi Department of Education has published its assessment of
public schools in the Mississippi Report Card. Since its inception, the
Mississippi Report Card has, each year, recognized Pontotoc City School
District with its highest ranking---a level 5.

Data that reflects our academic achievement is provided from many
different sources. The Mississippi Department of Education (MDE)
mandates two groups of criterion-referenced tests, the Functional
Literacy Examination (FLE) and the Subject Area Testing Program (SATP).
These forms of assessment have been and are currently used to establish
criteria for measuring academic success in Mississippi schools.

A priority of Mississippi's educational system is to help all students
acquire and apply the skills necessary to perform basic reading,
mathematics, and written communication tasks. The Functional Literacy
Examination (FLE) provides information on the effectiveness of the
state, each district, and each school in achieving this goal. Since its
beginning in 1989, the FLE has been utilized by the state as an exit
examination which is taken during a student's junior year in high
school. The FLE is being phased out and replaced by the Subject Area
Testing Program. However, throughout the existence of the FLE, Pontotoc
High School has ranked consistently in the top 10 in the state. Two
types of scores---scaled scores and percent of items correct---appear on
the FLE reports. The format of scaled scores is the form of data used to
present information in this report (see appendix A, B, and C).

As demonstrated in the charts found in appendix A, B and C, PHS has
demonstrated scores that are not only greater than the state average,
but also have ranked in the top ten percent each year. In the fall of
2002, mathematics was the only area tested. For the mathematics
assessment in 2002 Pontotoc High School's score ranked 1^st^ in the
state. Consequently, the Pontotoc School District has ranked in the top
5% in mathematics and reading for the last five years. Additionally, for
each year presented in appendix A, B, and C, PHS has performed better
than the state average in every subgroup area.

The Algebra I test measures "real-world" algebra by having students use
their knowledge and apply their skills to solve practical problems.
Students may use calculators throughout the test, which assess six areas
of algebra: patterns, relations, and functions; equations and
inequalities; polynomials; formulas in problem solving; slope;
probability. The scale score provides the student's total test score.
Beginning with the 2000-2001 school year, the raw score on the total
test was converted to a total test scale score ranging from 100 to 500
with 300 being a passing score. This report compares the school mean
scaled score to the state mean score and compares mean scores across the
subgroups: economically disadvantage, race, and sex. (see appendix D)
Due to the change of the test format for the 2000-2001 school year,
vertical comparison of the mean score is not applicable and test data
was not provided by MDE for the 1999-2000 school year; however,
comparison between state and school data demonstrates high achievement.
Every year, our school mean is well above state mean, with the average
ranking for the data falling in the top 10% of 154 school districts in
the state. For example, in 2000-2001, when our district was ranked
7^th^, our mean score was 16.5 points above the mean. When the subgroup
data is examined, there is remarkably little disparity among groups.
Moreover, the mean score for the minority group shows a 6 point increase
from the 2001 to the 2002 school year.

In both the FLE and the SATP Algebra I, scores were excluded for special
education students whose individual educational plan specifies
accommodations and modifications are not allowed under test parameters.
In these cases where accommodations to the special needs of students
cannot be met under normal testing conditions, the Individual
Educational Plan (IEP) of the affected student is reviewed by the
student's IEP committee. An alternative form of assessment, which both
meets the needs of the student and adequately performs assessment, is
determined by the IEP committee and the assessment is implemented.

1.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

The continued academic success of Pontotoc High School is in large part
due to the assimilation and articulation of assessment data. Our
administrators and all staff carefully analyze test results. This data
is used to determine the effectiveness of current practices, improve
instructional focus, and identify student needs. As soon as data is made
available to the school district, the data is analyzed and checked by
administrators and key instructional personnel. The data is compared to
and cross-referenced to past performance, beginning of the year goals,
and expected outcomes based on the implementation of new programs as
well as teaching and learning strategies. The assessment data is
scrutinized in relation to the current instructional focus in order to
determine if modifications and adjustments are needed. Concurrent to
this, plans are made for the implementation of staff development
designed to communicate assessment results to the staff. Staff
development will include the interpretation of the data and its relation
to the effectiveness of current practices. Through the collaboration of
staff, modifications to curriculum, teaching strategies, and future
staff development will be made with the specific goal of addressing
student needs and improving assessment results. Students whose
assessment results have identified them as performing below district and
state standards are targeted and an intervention plan is designed to
address the students' specific needs.

2.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

The Pontotoc School Board is given the results of all state test scores.
During this school board meeting which, is open to the public, an
explanation of all data is presented. Students are given test results
during an Advisor/Advisee meeting held during the school day. In this
meeting, the test data is interpreted and explained. The scores, along
with an explanatory letter for interpretation, are forwarded to parents
from our school. Parents are encouraged to contact the guidance
counselor for help with data interpretation. The counselor and school
administrators also provide individual parent conferences on a walk-in
basis, as well as phone conferences. For the Subject Area Tests (SATP),
parents are invited to attend an evening meeting at school. During this
meeting, parents have the opportunity to meet with the teachers who
worked with their child in the subject area tested. The teacher
interprets the assessment data and is available to answer any questions.
Copies of each student's scores are placed in their cumulative records.

On a continuous basis, assessment data is communicated to students.
Parents receive either a report card or progress report every 41/2
weeks. Letters are sent out at the end of each 9-week period for
students who are at risk. Parents are encouraged to schedule conferences
with teachers in order to better communicate and collaborate, methods to
improve and understand student performance.

Standardized test scores are published in local papers. Data for all
Mississippi schools is available at the Mississippi Department of
Education Website. Links to these data can be accessed on the Pontotoc
City School District website.

3.  **Describe in one-half page how the school will share its successes
    with other schools.**

The desire to advance the academic success of young people is not
limited to our school district. One of the privileges of being
recognized as an exemplary school is the opportunity to share the keys
to our success with other school districts. This is accomplished in a
number of ways. One of the primary methods is staff development. Whether
this occurs through the Mississippi Department of Education sponsored
staff development programs or simply working in a joint effort with a
neighboring school district, our staff members have experienced the
opportunity to work with other schools with the primary goal of
improving student performance. These exercises are carried out by the
efforts of staff members whose recognitions include National Board
Certification, a Radio Shack National Teacher, a Shaklee Awardee, and a
Presidential Awardee.

Because the lack of good curriculum mapping and alignment is so
detrimental to the success of student achievement, the sharing of an
aligned curriculum guide and the philosophy as well as the procedures
for the continued development of district level curriculum is one of the
most valuable contributions that can be made available to another school
district. Accessibility to our curriculum is projected to be made
available via our website. Additionally, workshops are made available to
other school districts. These workshops promote collaboration between
schools and the sharing of ideas with the focus of not only developing
curriculum, but also generating strategies for the implementation of
newly designed curriculum.

This collaboration is not limited to experienced teachers. Pontotoc High
School serves as a clinical lab school for the University of
Mississippi. Each year, student teachers are given the opportunity to
work with and gain knowledge from our PHS staff members. There is also a
collegial relationship between our staff and university instructors. As
a result of these efforts, we not only improve present opportunities,
but we also prepare for the future challenges.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Pontotoc High School currently offers its students approximately 92
courses in its effort to ensure that students have a comprehensive and
well-designed curriculum, which provides a strong foundation of
significant content based on high standards. Students are encouraged to
excel beginning at Pontotoc Junior High where they are offered the
opportunity to take Honors Algebra 1 while in the 8^th^ grade. Once the
students begin honors classes, they are expected to excel and advance
further within the honors track. High expectations, placed upon students
at an early age, encourage the students to not only do their best and
prepare themselves for the challenge that lies within the advanced
coursework. The honors track provides rigorous and challenging
coursework for the approximately 68% of graduates who move directly to
community or 4-year institutions of higher learning.

Pontotoc High School offers a total of six honors or accelerated
classes, which prepares students for the rigorous curriculum defined in
advanced placement classes. Accelerated math, science, and English
classes are taught at each grade level. Seniors who have completed the
accelerated or honors curriculum generally enroll in advanced placement
core subjects. PHS offers a total of eight advanced placement classes.
Each May, PHS offers the students enrolled in the advanced placement
classes the option of taking the College Board advanced placement tests,
enabling students to obtain college credit upon achieving a passing
score.

Pontotoc High School gives its students a choice between French and
Spanish foreign language classes. Introduction to French is offered at
the junior high level. The students may take up to three years of
Spanish or French, enabling them to continue foreign language studies
successfully at the college level. Students enrolled in the Spanish 3
classes are encouraged to take the College Board College Level Entry
Program tests. Transportation to a major university to test is provided
by the school district. French classes are given the opportunity to
practice the language first hand by visiting France during the summer,
accompanied by a French language instructor from our district.

A number of technology classes, in addition to Keyboarding, Computer
Applications, and Word Processing, have been added to the course
selections for the coming year. Classes in web page design and business
communications have been added to challenge students who have
demonstrated computer literacy.

The need to expand the Fines Arts curriculum has been fulfilled for the
coming year with the addition of four drama classes. Talent has long
been evident at Pontotoc High School where the community is entertained
with productions directed by teachers and staff. Students enrolled in
both beginning and advanced art classes assist in the staging of
productions. Music classes and an all-superior band provide
orchestration for an already talented drama program.

Through continued efforts to assess the effectiveness of its curriculum,
Pontotoc High School seeks to revise and improve curriculum to meet the
needs of students. Students, parents, teachers, and community
stakeholders have a voice in meeting the needs of the students in regard
to curriculum to ensure that student achievement remains in the top 10%
of our state.

2.  **Describe in one-half page the school's English language
    curriculum, including efforts the school makes to improve the
    reading skills of students who read below grade level.**

The English language curriculum consists of English I-IV courses,
accelerated courses in grades 9-11, Advanced Placement English grade 12,
SPED Basic English courses for grades 9-12, an ESLD program for
second-language students, creative writing, public speaking, and
journalism. Mississippi Writers, the American Novel, and classes in
theater and performance are in place for the coming school year. English
language classes are structured to meet the benchmarks of the state
curriculum and the standards of the National Council of Teachers of
English by providing instruction in the mastery of the recursive process
of writing; reading for textual information, specific detail, the
recognition of theme, literary devices, and the relationship between the
reader and the literary work through metacognitive,
historical-biographical, and thematic strategies to promote student
interaction with the text; basic grammar mechanics and usage; and
finally, the integration of art, music, and film. The instructional
context determines the quantity and quality of literature, both print
and non-print, with which students interact and demonstrates a thorough
knowledge in regard to educational, social, and family backgrounds.
Multiple opportunities for student responses to literature are varied
and geared to the students' needs, abilities, interests, and individual
learning styles which allow students to acquire the level of
appreciation of ideas generated by quality reading that leads to a
lifelong love of reading. Students who read below grade level have
access to tutorial sessions with classroom teachers held after school.
Class size is kept to a minimum to support individualized instruction
and cooperative learning. Services of a retired teacher have been
utilized to intensely tutor at-risk students for the state-mandated
Functional Literacy Exam. Classroom teachers implement peer tutoring
with students in various reading strategies, which include small and
whole group activities. Peer editing, which utilizes rubrics and
checklists for specific objectives, provides excellent opportunities for
student interaction and affords students opportunities to become
comfortable sharing their responses with others. Student-teacher
conferences provide insight into student progress, understanding, and
interpretations of texts. Self-evaluation is imperative for all readers,
for it is through this stage of the learning process that students reach
the level of judging for themselves the quality of a literary work and
the quality of their responses to that work.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

The mathematics curriculum relates to essential skills and knowledge
based on the school's mission to provide all students a strong
foundation and produce confident, self-directed, life-long learners who
will lead responsible, contributing, caring lives in a culturally
diverse society. Courses which include Pre-Algebra, Honors Algebra I,
Algebra I, Geometry, Honors Geometry, Math Topics, Algebra II,
Trigonometry, Pre-Calculus and Advanced Placement Calculus offer a
diverse selection to reach and prepare students with varying abilities,
interests, and educational goals. The curriculum follows the state
framework and National Council of Mathematics Teachers' Standards.
Currently, at the district level, a vertical mapping of mathematics
curriculum is being compiled and implemented. Graphing calculator and
computer technology is incorporated in all mathematics courses. Class
size is kept to a minimum to support individualized instruction and
cooperative learning. Mathematics tutoring is available before and after
school. All mathematics teachers are National Board Certified and/or
have advanced degrees. Mathematics teachers stay abreast of educational
pedagogy and subject knowledge through professional growth
opportunities. In the classroom, every opportunity is used to connect
math to other disciplines and real-world settings. Critical and
analytical capacities of students are encouraged through questioning,
discourse, research, and experimentation within the subject matter.
Multiple paths to learning are modeled and encouraged in the mathematics
classroom. With a consistent record of scoring at the top on mathematics
assessments, it came as no surprise when our students this year had the
top score in the state on the Functional Literacy Exam in Mathematics
underscoring our mission to provide all students a strong foundation.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Teacher commitment to students and their learning define the
instructional methods employed. Careful consideration is given to
individual differences, learning styles, students' interests, abilities,
skills, knowledge, family circumstances, and peer relationships as
teachers constantly monitor and adjust methodology and make every effort
to make knowledge accessible to all students. Through professional
development opportunities, teachers keep current with educational
research about how students develop and learn. The overall focus of
teachers is on the education of the whole child, fostering students'
self-esteem, motivation, character, and civic responsibility, while
helping students build a solid academic foundation for the future.
Instructors create learning climates that capture, engage, and sustain
the interest of students. In the classroom, a wide variety of
instructional formats including interactive lecture, whole group
discussion, hands-on investigations, peer teaching and cooperative
learning are used. Technology is infused seamlessly into everyday
instruction. Students are encouraged to question, make conjectures and
hypothesize. Research projects are used when appropriate. Lesson plans
document that subject matter is integrated across disciplines and linked
to real-world applications. Tutoring is available for students having
difficulty with subject matter. Retired teachers assist the classroom
teachers with tutoring when needed. Interested students may choose to
take courses at the career and vocational center in variety of different
areas. Next year, a new dimension will be incorporated in meeting the
diversity of educational needs of our students by allowing senior
students to participate in community service programs.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Professional development for the district is planned by a staff
development council composed of representatives from each of the four
schools in the district. The council works with the superintendent, the
district curriculum coordinator, and principals to plan professional
development focused on improving student achievement. Student
performance data and teacher input are the primary considerations in
planning appropriate professional development. Typically, the school
calendar allots five days of staff development time at the beginning of
the school year and one day at the beginning of the second semester.
During the school year teachers have a monthly 60% day (early dismissal
for students on first Wednesdays) to focus on improving student
achievement. This year a district wide mini-conference was held to begin
the second semester. Faculty members presented sessions in the areas of
technology, writing, behavior management, building community in the
classroom, mathematics, thematic units, parent involvement, challenging
gifted students, and national board teacher certification. Teacher
collaboration is a key element in the structure and effectiveness of the
Wednesday sessions. School personnel are also encouraged to participate
in conferences, workshops and training that will impact student
achievement. Pontotoc High School has 7 teachers who are National Board
Certified. This process is recognized as rigorous and intense
professional development experience. The profound impact of staff
development on student achievement, through its focus on instructional
improvement, is evidenced in our school's profile, which shows our
students score consistently in the top 10% of state assessments.

Criterion Reference Test Results

Test: Functional Literacy Exam- Mathematics Publisher: NCS Pearson Inc.

All eleventh grade students were tested. Scores were excluded for
special education students whose individual educational plan specifies
accommodations and modifications are not allowed under test parameters.

+---------------------------+-------+-------+-------+-------+-------+
| # FLE Mathematics         | 2002  | 2001  | 2000  | 1999  | 1998  |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Mississippi Statewide     | 266.8 | 266.8 | 263.6 | 265.0 | 265.0 |
| Data                      |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Pontotoc High School      | 287.3 | 281.0 | 279.0 | 283.0 | 283.7 |
+---------------------------+-------+-------+-------+-------+-------+
| District Rank (out of 154 | 1     | 6     | 6     | 2     | 2     |
| districts)                |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| School Rank (out of 242   | 1     | 13    | 10    | 3     | 4     |
| schools)                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 124   | 117   | 124   | 111   | 104   |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 98%   | 97%   | 97%   | 99%   | 92%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 2     | 4     | 4     | 1     | 9     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 2%    | 3%    | 3%    | 1%    | 8%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Subgroup Scores           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| 1.  Race                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Black                     | 279.5 | 279.9 | 268.7 | 272.0 | 276.0 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Blacks                 | 27.0% | 22.1% | 27.5% | 24.3% | 27.6  |
+---------------------------+-------+-------+-------+-------+-------+
| White                     | 290.3 | 284.2 | 284.5 | 275.3 | 286.3 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Whites                 | 72.1% | 76.1% | 76.1% | 75.7% | 71.4% |
+---------------------------+-------+-------+-------+-------+-------+
| 2\. Sex                   |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Male                      | 290.0 | 282.9 | 2     | 283.0 | 284.6 |
|                           |       |       | 80.1% |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Males                  | 43.4% | 46.9% | 54.1% | 45.0% | 45.7% |
+---------------------------+-------+-------+-------+-------+-------+
| Female                    | 285.1 | 282.6 | 2     | 283.0 | 282.6 |
|                           |       |       | 80.2% |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Females                | 56.6% | 53.1% | 45.9% | 55.0% | 54.3% |
+---------------------------+-------+-------+-------+-------+-------+
| 3\. Economically          | 274.1 | 275.1 | 269.0 | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Economically           | 23.8% | 27.4% | 25.7% | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

Proficiency levels have not been establish by MDE for the Functional
Literacy Exam.

Criterion Reference Test Results

Test: Functional Literacy Exam- Reading Publisher: NCS Pearson Inc.

All eleventh grade students were tested. Scores were excluded for
special education students whose individual educational plan specifies
accommodations and modifications are not allowed under test parameters.

Proficiency levels have not been establish by MDE for the Functional
Literacy Exam.

+---------------------------+-------+-------+-------+-------+-------+
| **FLE Reading**           | 2002  | 2001  | 2000  | 1999  | 1998  |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Mississippi Statewide     | N/A   | 269.4 | 269.2 | 270.1 | 269.8 |
| Data                      |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Pontotoc High School      | N/A   | 280.4 | 278.0 | 282.8 | 283.6 |
+---------------------------+-------+-------+-------+-------+-------+
| District Rank (out of 154 | N/A   | 1     | 7     | 1     | 1     |
| districts)                |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| School Rank (out of 242   | N/A   | 2     | 8     | 1     | 1     |
| schools)                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | N/A   | 118   | 124   | 111   | 104   |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | N/A   | 98%   | 97%   | 99%   | 92%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | N/A   | 3     | 4     | 1     | 9     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | N/A   | 2%    | 3%    | 1%    | 8%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Subgroup Scores           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| 2.  Race                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Black                     | N/A   | 273.8 | 272.0 | 274.8 | 277.6 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Blacks                 | N/A   | 22.1% | 27.5% | 24.3% | 27.6% |
+---------------------------+-------+-------+-------+-------+-------+
| White                     | N/A   | 284.0 | 2     | 285.9 | 286.0 |
|                           |       |       | 82.5% |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Whites                 | N/A   | 76.1% | 72.5% | 75.7% | 71.4% |
+---------------------------+-------+-------+-------+-------+-------+
| 2\. Sex                   |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Male                      | N/A   | 282.0 | 278.9 | 282.4 | 284.7 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Males                  | N/A   | 46.9% | 54.1% | 45.0% | 45.7% |
+---------------------------+-------+-------+-------+-------+-------+
| Female                    | N/A   | 279.8 | 280.7 | 283.1 | 282.6 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Females                | N/A   | 53.1% | 45.9% | 55.0% | 54.3% |
+---------------------------+-------+-------+-------+-------+-------+
| 3\. Economically          | N/A   | 274.1 | 273.3 | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Economically           | N/A   | 27.4% | 25.7% | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

**Criterion Reference Test Results**

Test: Functional Literacy Exam- Mathematics Publisher: NCS Pearson Inc.

All eleventh grade students were tested. Scores were excluded for
special education students whose individual educational plan specifies
accommodations and modifications are not allowed under test parameters.

+---------------------------+-------+-------+-------+-------+-------+
| **FLE Written             | 2002  | 2001  | 2000  | 1999  | 1998  |
| Communication**           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Mississippi Statewide     | N/A   | 264.9 | 266.8 | 267.7 | 266.6 |
| Data                      |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Pontotoc High School      | N/A   | 272.8 | 270.9 | 283.0 | 276.9 |
+---------------------------+-------+-------+-------+-------+-------+
| District Rank (out of 154 | N/A   | 6     | 27    | 11    | 2     |
| districts)                |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| School Rank (out of 242   | N/A   | 7     | 31    | 10    | 6     |
| schools)                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | N/A   | 2     | 124   | 111   | 104   |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | N/A   | 118   | 97%   | 99%   | 92%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | N/A   | 98%   | 4     | 1     | 9     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | N/A   | 3     | 3%    | 1%    | 8%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Subgroup Scores           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| 3.  Race                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Black                     | N/A   | 270.5 | 265.2 | 272.0 | 278.2 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Blacks                 |       | 22.1% | 27.5% | 24.3% | 27.6% |
+---------------------------+-------+-------+-------+-------+-------+
| White                     | N/A   | 274.7 | 274.5 | 275.3 | 276.5 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Whites                 | N/A   | 76.1% | 72.5% | 75.7% | 71.4% |
+---------------------------+-------+-------+-------+-------+-------+
| 2\. Sex                   |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Male                      | N/A   | 271.3 | 280.1 | 283.0 | 271.4 |
+---------------------------+-------+-------+-------+-------+-------+
| \% Males                  | N/A   | 46.9% | 54.1% | 45.0% | 45.7% |
+---------------------------+-------+-------+-------+-------+-------+
| Female                    | N/A   | 2     | 280.2 | 283.0 | 281.4 |
|                           |       | 74.5% |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Females                | N/A   | 53.1  | 45.9% | 55.0% | 54.3% |
+---------------------------+-------+-------+-------+-------+-------+
| 3\. Economically          | N/A   | 267.0 | 264.3 | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Economically           | N/A   | 27.4% | 25.7% | N/A   | N/A   |
| Disadvantaged             |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

Proficiency levels have not been establish by MDE for the Functional
Literacy Exam.

**Criterion Reference Test Results**

Test: Subject Area Testing Program Publisher: Harcourt

Algebra I

All students who were enrolled in Algebra I and were required to pass
the Algebra I SATP in order to graduate were tested. Scores were
excluded for special education students whose individual educational
plan specifies accommodations and modifications are not allowed under
test parameters.