##### *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 \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Nellwyn V. East]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_\_[1676 Glasgow
Avenue]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_[Baton
Rouge]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[Louisiana]{.underline}\_\_\_\_\_\_\_\_\_\_\_[70808-8699]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_[East Baton Rouge Parish]{.underline}\_\_\_\_\_\_\_ State
School Code
Number\*\_\_\_[017035]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(225 ) 925-2942]{.underline} Fax [(225) 928-3565]{.underline}

Web site/URL
[http://glasgow.ebrschools.org](http://glasgow.ebrschools.org/) E-mail
<neast@ebrschools.org>

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\* [Mrs. Charlotte D. Placide]{.underline}

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

District Name [East Baton Rouge Parish School System]{.underline} Tel.
[(225) 922-5618]{.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 Mrs. Patricia Haynes-Smith

(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**

**\[Include this page in the school's application as page 2.\]**

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

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

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1.  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.

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

3.  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.

4.  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.

5.  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.

6.  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.

7.  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: [\_\_56]{.underline} Elementary
schools

\_\_[19]{.underline}\_ Middle schools

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

\_\_[19]{.underline}\_ High schools

[\_\_\_2\_\_]{.underline} Other

\_\_ [96 TOTALS]{.underline}

2\. District Per Pupil Expenditure:
[\_\_\_\$8,388.00\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\$7,630.00\_\_\_\_]{.underline}

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

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

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

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

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

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

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

  **PreK**                                                  **7**       127       120         247

  **K**                                                     **8**       107       98          205

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       124       113                    237                                            

                                    **TOTAL                                                   689
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6.  Racial/ethnic composition of [28]{.underline} % White

the school: [60]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

100 **% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
[26%\*]{.underline}

> \*Mobility rate affected by Choice students and Hurricane Katrina
> transfers. Some remained for the school year. Others left after a few
> days or weeks.
>
> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      62
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      115
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    177
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 689
                            the school as of October 1  

  **(5)**                   Total transferred students  .26
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           26
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_12%]{.underline}

[\_\_83\_\_\_\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_9\_\_]{.underline}

Specify languages: Spanish, Bengali, Chinese, Korean, Hindi, Thai,
Farsi, Japanese, Tagalog

9\. Students eligible for free/reduced-priced meals:
[\_\_\_\_51\_\_\_\_%]{.underline}

Total number students who qualify: [\_\_\_354\_\_\_\_\_]{.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:
[\_\_5%\_\_]{.underline}

> [\_\_61\_\_]{.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\_\_\_]{.underline}Autism [\_\_0\_\_]{.underline}Orthopedic
Impairment

[\_0\_\_\_]{.underline}Deafness [\_\_3]{.underline}\_\_Other Health
Impaired

[\_0\_\_\_]{.underline}Deaf-Blindness [\_\_20\_]{.underline}Specific
Learning Disability

[\_0\_\_\_]{.underline}Emotional Disturbance
[\_\_13]{.underline}\_Speech or Language Impairment

[\_0\_\_]{.underline} Hearing Impairment [0]{.underline} Traumatic Brain
Injury

> [\_2\_\_]{.underline} Mental Retardation [\_\_3\_\_]{.underline}Visual
> Impairment Including Blindness
>
> [\_0\_\_]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [\_\_\_2\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_42\_\_\_\_\_]{.underline}
[\_\_\_\_4\_\_]{.underline}

Special resource teachers/specialists [\_\_ 5\_\_\_\_\_]{.underline}
[\_\_\_\_6\_]{.underline}

Paraprofessionals [\_\_\_5\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_4\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_58\_\_\_]{.underline} [\_\_\_\_10\_\_]{.underline}

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 [16:1]{.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  96%         96%         96%         96%         96%

  Daily teacher attendance  94%         93%         95%         95%         95%

  Teacher turnover rate\*   26%         22%         21%         12%         22%

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

\*Additional teachers are hired when Choice students arrive; however,
these teachers are not re-hired for the following year.

**[PART III ‑ SUMMARY]{.underline}**

Glasgow Middle School is an urban middle school in the southwestern
quadrant of Louisiana's capital city. Glasgow ranks as the school of
choice for parents who wish to move their children from a low-performing
public school and for those who seek the best educational choice for
their academically advanced and talented children. The latter choose
Glasgow as an alternative to other public and private schools. Glasgow
houses students in grades six through eight and offers a traditional
classroom setting for neighborhood students, enriched instruction for
academically gifted students, and services for students with
disabilities. These disabilities include visual, orthopedic, and speech
or language impairment.

Constructed in 1955 as a suburban elementary school designed to serve an
all white middle class neighborhood, the school later became a junior
high school for the same community. As the neighborhood aged, the school
closed and became a satellite office for the system. In 1979, it
reopened as the first middle magnet school in the district. When the
magnet program moved to another location, Glasgow Middle then served a
"new neighborhood" comprised of two nearby inner-city areas. In 1998,
the system moved the gifted/talented program, serving the southern part
of the city, to share the Glasgow campus with the neighborhood students.

Today, Glasgow Middle School has a culturally diverse population. Sixty
percent of the students are African-American and forty percent are of
European, Asian, Middle Eastern, or other backgrounds. Each year we
celebrate the various heritages represented at Glasgow when students
lead the Pledge of Allegiance both in English and Hindi or Chinese,
Spanish or Korean, Arabic or Farsi, French or Tagalog.

The mission statement for Glasgow is "Honor, pride, excellence: we
strive for these." Students in all programs are encouraged to conduct
themselves with honor and to remember that they are part of a unique
educational experience. Quarterly assemblies recognize both honor roll
students and those who have exhibited community spirit such as
recipients of the Brotherhood/Sisterhood Awards.

The faculty of Glasgow Middle is made up of both experienced and new
teachers. One hundred percent of our teachers are certified, 58% hold
Master's degrees or above, and 74% are highly qualified according to
NCLB criteria. Two members of the faculty are National Board Certified.
One of our math teachers has served as the state MathCounts coach for
the national competition for nineteen of the past twenty-two years.

Glasgow students are recognized nationally for their academic
achievement. For the past nine years, one or more students has competed
on the Louisiana State MathCounts Team. In 2005, a Glasgow student was
the National MathCounts Champion, and in 2006 he was the National
Written Round Winner and finished third in the nation. On the average,
25% of our seventh grade students are invited to participate in the Duke
University Talent Search. Annually our students take top honors at the
state science and social studies fairs. One-fourth of our seventh and
eighth graders are members of Glasgow's Junior Beta Club. Glasgow's
Builder's Club works for their Kiwanis sponsors at the annual Pancake
Breakfast and collects food for the Baton Rouge Food Bank.

There is an active Parent-Teacher Organization (PTO) at Glasgow Middle
School where parents feel welcome. Their fundraisers include sales of
school spirit items, meals for Open House and school concerts, and
parent directories. The PTO provides teacher grants for instructional
materials, and purchases supplies on teachers' "wish lists." Members
serve as judges during the science and social studies fairs, allowing
them to witness first hand the exceptional work produced by our
students. Parents pack the gym for music concerts, drama productions,
and athletic events.

The collaborative efforts of all stakeholders ensure exceptional student
achievement at Glasgow Middle School.

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

1.  **Assessment Results:**

Glasgow Middle School administers both norm-referenced and
criterion-referenced tests. Until 2006, sixth and seventh grade students
took the Iowa Test of Basic Skills (ITBS). This test was replaced in
2006 with the iLEAP test, which includes both norm-referenced and
criterion-referenced data. It is geared to the state's
criterion-referenced test, the Louisiana Educational Assessment Program
(LEAP21). Eighth grade students must score a minimum of Approaching
Basic in either English or mathematics and Basic in the other for
promotion to high school.

Scores for the ITBS (used through 2005) and the iLEAP (begun in 2006)
for sixth graders at Glasgow are our lowest due to the fact that we are
a receiving school for students of varied socio-economic backgrounds and
from some lower-achieving schools. The challenge presented by our
incoming sixth graders' scores requires special effort from sixth grade
teachers, and it takes a few months for the new students to become
accustomed to the rigorous standards we uphold. That the faculty
surmounts this challenge is evidenced by the fact that our scores on
these tests improve considerably for our seventh grade students, and by
eighth grade, the improvement is even more pronounced. In spite of sixth
grade scores being the lowest, both sixth and seventh grade scores on
the IOWA and the iLEAP are still above the national norm.

Louisiana's criterion-referenced test (LEAP21) has five levels: Advanced
(superior performance), Mastery (competency), Basic (fundamental
knowledge), Approaching Basic (partial demonstration of fundamental
knowledge), and Unsatisfactory (not ready for the next school year).
Glasgow students outperform other students in the state on all portions.
A comparison of Glasgow scores to statewide scores follows: In 2006, 25%
of Glasgow students scored Advanced in English compared to 3%; 28%
scored Mastery compared to 12%; 25% scored Basic compared to 40%; 18%
scored Approaching Basic compared to 35%; and 5% scored Unsatisfactory
compared to 11%. In the same year, our students scored as follows in
mathematics: 15% scored Advanced compared to 3%; 12% scored Mastery
compared to 4%; 51% scored Basic compared to 46%; 13% scored Approaching
Basic, compared to 24%; and 8% scored Unsatisfactory compared to 23%.
This data underscores the fact that Glasgow has a higher percentage of
students scoring at the upper end of the range and a lower percentage
scoring at the lower end. The reverse is true statewide. We demonstrate
similar achievement in science and social studies. Glasgow is
particularly proud of this accomplishment because in accordance with
NCLB, we welcome Choice students, whose parents request a transfer to a
high performing school, and whose incoming scores are generally below
the thirtieth percentile. These students transfer after school has been
in session for six to eight weeks. They must become acclimated to a
different school climate and progress rapidly to a much higher level of
achievement. During this reporting year, Glasgow Middle also welcomed
students displaced by Hurricanes Rita and Katrina,

With respect to our subgroups, our greatest disparity is between African
American students and white students in the ITBS scores. On that test
there is a forty-percentile point difference. This disparity occurs
primarily because of the socio-economic gap that exists between the two
groups. Fifty-one percent of our students qualify for free or reduced
lunch.

We have met or exceeded our growth targets set by the state for every
year but one, and we are recognized as a school of Academic Excellence
by the state of Louisiana. We believe that our success is due in large
part to the collegiality of our faculty and the cohesiveness of our
school. For more information about our scores, please refer to the State
Department of Education website at
<http://www.louisianaschools.net/lde/saa/2367.asp?g=8&t=17>

2.  **Using Assessment Results:**

Glasgow Middle School uses data collected from state testing to
formulate the instructional focus of the school improvement plan for the
following school year. Members of the School Improvement Team study the
data, noting strengths and weaknesses, thus enabling us to differentiate
student needs and provide for individual differences. As a school
dedicated to closing the achievement gap that exists between African
American and white students, this focus points out successful strategies
from the previous year and their potential use in other areas. Specific
objectives and activities based on our successful strategies are
incorporated into the plan for the next academic year, along with
approaches designed to overcome weaknesses, such as placement of at-risk
students into a reading intervention program. Recognizing strengths also
serves as a means of validating the work of the faculty.

The faculty begins its first meeting of each new school year by
reviewing results of state tests from the past school year. During the
fall semester, teachers analyze the data in their grade-level and
curriculum team meetings to map out instructional techniques to address
general and individual needs. Benchmark unit tests, provided by the
district for the core academic subjects, give teachers insight into
skills that need to be revisited. During team meetings, teachers also
discuss samples of student work to determine how the team might shift
its focus to address specific deficits in achievement.

Throughout the year the faculty participates in monthly professional
development activities that focus on meeting the goals of the school
improvement plan and on fully implementing the state mandated curriculum
with best teaching practices. On a weekly basis, the Director of
Professional Development for the system suggests activities and
strategies recognized as best practices, and those are incorporated into
our faculty study.

**3. Communicating Assessment Results:**

Parents are informed of student academic performance eight times during
the school year. Report cards are sent home every nine weeks, with
interim progress reports. Teachers also confer with students and parents
on a regular basis, and parents may meet with all their child's teachers
during team meetings.

Criteria required for success on the LEAP21 (the state's
criterion-referenced test) are disseminated to parents and students
throughout the school year in classrooms, assemblies, the school
newsletter, at PTO meetings, and at parent-teacher conferences. The
school provides tutoring for students with demonstrated academic needs
and for students seeking to achieve the highest level of performance.

When LEAP21 results arrive in May, students are called individually and
given their results in a sealed envelope to take home. Students who
score below the criteria for passing are counseled by teachers and
administrators and are immediately informed about the necessary measures
to improve their scores before the fall semester. The school counselor,
administrators, and teachers also consult immediately with parents of
failing students.

Test results for sixth and seventh graders arrive at the school during
the summer. The school informs parents that the results are in, and that
they may pick up their copy of the scores at the school. Additionally,
counselors and teachers explain the results to parents in regular
conferences during the school year and in Individual Education Plan
meetings for special education students.

The community gets the broad picture of school results from the local
news media as soon as the state releases the scores. The scores are
compared by district and by school, and comparison data is available at
the State Department of Education website. When the state releases the
individual school report cards, they are sent home. As one of the
highest performing middle schools in the district, we take pride in
publishing our success in the school newsletter and on the school
marquee.

**4. Sharing Success:**

Proud of our tradition of excellence, Glasgow Middle School welcomes
opportunities to share successes in traditional settings such as the
District Principals' Meetings and District Instructional Management Team
workshops for all four core subjects. At the latter, Glasgow teachers
lead in offering suggestions to revise the curriculum and in offering
concrete examples of ways to implement it better in the classroom. This
is evidenced in part by the role played by our math chair in revising
the math curriculum for the parish. Glasgow Middle partners with
Louisiana State University to welcome student teachers and to allow
student observers prior to their student teaching experience. Glasgow
teachers also present at local, regional, and state conferences.

The school website highlights state testing results, individual student
achievements, and school winners in state and national competitions.
Some of these results are also regularly posted on the District website.
Feature stories in the local newspaper on our MathCounts team,
anthology, and drama students spread the news about Glasgow to public
and private schools in the area. Our MathCounts winners were recognized
in the Louisiana State Senate and met with President Bush on two
occasions.

Our award-winning choral and instrumental music students perform for the
whole neighborhood during the annual "Concert under the Stars." They
also join creative writing students in a yearly exposition at the local
Barnes and Noble. On these occasions, students and parents who represent
both elementary feeder schools and recruiting high schools are in
attendance.

That we have been the leading middle school for a number of years is
featured in many of our handouts, brochures, etc. It is also used as a
selling point to parents when recruiting students to Glasgow. Our motto,
"Where excellence is expected," serves to underscore that we are a high
performing school.

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

**1. Curriculum:**

Glasgow Middle School's curriculum program addresses the national
standards and benchmarks and the Louisiana Comprehensive Curriculum. At
Glasgow, where "excellence is expected," superior performance is
demonstrated in all curriculum areas.

The English/Language Arts department strives to achieve beyond the
required state curriculum. Members of the department pool their
strengths and expertise as they plan collaboratively to extend and
refine assignments and unit designs. In collaboration with the school's
librarian, the English department emphasizes acquiring research skills
and producing all components of a polished research paper.

The math program is guided and driven by the district and state
curriculum guidelines. Students are expected to meet and exceed the
state-mandated standards, and they are expected to think logically as
they expand their mathematics abilities. Students in the gifted program
work in math classes above grade level. Most acquire one to three high
school credits before they leave middle school.

Glasgow students in the traditional science classroom study General
Science, Life Science, and Earth Science consecutively. Students in the
gifted program explore Earth Science, then Life Science. In the eighth
grade, they take Physical Science for high school credit. All science
classrooms provide hands-on activities and laboratory experiences. Sixth
graders recently explored the world of ham radio, and ten of them earned
their ham radio license. Each year there are over one hundred
seventy-five individual entries in the school's science fair, where
students analyze and explain the data from their experiments. An average
of thirty-five students continues on to the state science fair, where
they regularly earn high honors including sweepstakes.

The social studies department focuses on an understanding of history,
government, economics, and geography as well as preparation for future
experiences in the work force and academia. Glasgow students are winners
in the local newspaper's current events contest and qualify each year to
compete in the state Geography Bee. The school's social studies fair is
the only one conducted by a public middle school in the six parish
(county) region. There were one hundred sixty group and individual
entries this year.

Glasgow students may enroll in French, Spanish, and Latin. Introductory
courses are taught in French, Spanish, and Latin as well as French I,
Spanish I, Latin I and II for high school credit. Students easily meet
the standards on state testing for those taking a foreign language in
middle school, and place above their high school contemporaries in
district and state competitions. The foreign language curriculum offers
both instruction in written and spoken language as well as cultural
experiences, and the annual French food fest is eagerly anticipated.

Art classes at Glasgow feature opportunities for students in all
programs to learn technique and art history. Students in the Talented
Art program have annual shows at the Louisiana State Archives. They win
local, state, and national contests and were chosen to produce the lobby
posters for a local premier of "Over the Hedge."

Glasgow offers beginning, intermediate, and advanced concert band
classes with one-sixth of the student body participating. The school's
three choirs involve one hundred forty students, and strings classes
total an additional fifty musicians. All three programs draw from the
entire student body, and students win highest honors at the district and
state music festivals each year. Glasgow choir and band students are one
of the few student groups ever invited to perform for the Louisiana
Board of Elementary and Secondary Education. The choirs have traveled to
competitions in Texas and Tennessee as well. Students identified as
talented in music engage in special classes that offer advanced music
theory, history, and performance skills.

**2b. English:**

Glasgow's English/Language Arts department serves as the driving force
for the school's literacy program with its emphasis on writing across
the curriculum and appreciation of literature. While the primary focus
in the traditional classroom is on building and strengthening basic
skills, sixth grade lessons are enriched by activities such as producing
plot diagrams. Seventh graders in inclusion classes become involved in
creating video commercials that demonstrate their understanding of
propaganda. Eighth graders, instructed by one of the school's five
National Writing Project teacher consultants, focus on writing skills
and consistently score well on the state's criterion-referenced tests.
When the district's writing contest was discontinued, one Glasgow
English teacher developed a school-wide writing contest, funded by a PTO
grant.

In keeping with the goals of *No Child Left Behind*, two English
teachers direct six reading intervention classes where they continuously
assess student needs and direct lessons according to individual
progress. Statistics from the Lexile framework for the past semester
indicate that seventy-five percent of the students improved at least one
grade level. Grammar scores have increased by fifty-two percent and
vocabulary scores by thirty-seven percent. These programs reflect the
success of our school improvement plan in using assessment data to guide
instruction.

Students in the school's gifted program also benefit from the
opportunity to surpass English standards and benchmarks in preparation
for high school. In addition, they are afforded the opportunity to
enrich their study through more in-depth analysis of literature. Every
year high school seniors return to express their appreciation for their
preparation in understanding literary terms and techniques. Writing
samples from all the school's programs are part of the school's annual
multi-volume anthology, and gifted and traditional students work
together to compile, edit, and illustrate the anthology, working after
school several days a week for two months to complete the task.

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

Based on the school's vision of excellence, Glasgow Middle School offers
a range of mathematics classes from basic sixth grade skills to Algebra
I, Geometry, Algebra II, Advanced Math and Trigonometry for high school
credit. Students in the traditional classroom build and hone their
skills in math while engaging in real-world and hands-on activities such
as football math and creating three-dimensional charts and graphs.
One-fifth of the eighth graders in the traditional program are in
advanced pre-algebra classes. The department chair led the district in
writing revisions of the state curriculum for pre-algebra and this
expertise impacts the department and, consequently, the student body.

Forty percent of the students in the gifted program work above grade
level in math, and twenty percent of those are two or more levels above
their grade. In addition to high school level classes, students also
enroll in electives such as Geometric Explorations that allow them to
create dynamically and analyze symmetrical designs.

Glasgow's rigorous mathematics courses bring awards to our students at
the national and state levels. Glasgow students typically make up half
of the state's MathCounts team, and the Glasgow advanced math teacher
has coached the state team for nineteen of the past twenty-two years. In
2005 a Glasgow student won the National MathCounts championship and that
same student won the written competition in 2006 and took overall third
place nationally. In state competitions with high school students,
Glasgow's mathematicians consistently place first, second, and third.
For the past eight years, Glasgow students - on all three grade levels -
have ranked in the top ten of more than sixty public and private schools
competing in the regional Mathematics League competitions. Five Glasgow
students have qualified for the Olympiad in the American Mathematics
Competition over the last nine years. The Glasgow math program prepares
students for future challenges in the work place and in academia.

4.  **Instructional Methods:**

Interdisciplinary units, writing across the curriculum, collaborative
teaching with the librarian, technology integration, and community
visitors are commonplace at Glasgow. Current interdisciplinary units
include the sixth grade study on saving the wetlands and an annual
eighth grade focus on the Civil War. The library is an integral part of
the school, and units on antebellum reform movements, Civil Rights
history, and exploring primary sources incorporate technology into
lessons. In planning instruction, teachers refer to Bloom's Taxonomy,
concentrating lessons on higher order thinking. They also implement
strategies set forth by Marzano in *Classroom Instruction that Works*.
Instruction is based on data from state tests and parish-constructed
benchmark unit tests. The data are studied, interpreted, and strategies
that will meet the individual needs of students are applied.

Teachers build on students' previous knowledge as a means of increasing
that knowledge, and they focus on teaching students to become
independent thinkers. Daily objectives are posted in classrooms so that
students can clearly understand what they are supposed to learn and can
easily measure their own successes against the objectives. Cooperative
learning groups allow students to learn from their peers and to practice
a model used in most real-world organizations. Research-based lessons
provide the opportunity for students to practice summarizing, note
taking, and writing citations for sources used, as well as becoming
familiar with the process of doing research itself.

Strategies often seen in classrooms at Glasgow include using bell ringer
activities that review skills previously learned and that help set the
tone for a positive classroom climate. Teachers use "wait time" when
questioning, allowing sufficient time for all students to process the
question before responding. Graphic organizers help the visual learner
better grasp concepts being taught. Students write across the
curriculum, not only in the core academic subjects, but also in physical
education, music, and art classes. District monitoring teams validate
our use of these methods.

**5. Professional Development:**

School-wide professional development meetings are held once a month at
Glasgow Middle throughout the school year. The focus of these meetings
is the state-developed curriculum and its proper implementation. Special
presentations have included faculty studies of Williams' *Closing the
Achievement Gap* and Marzano's *Classroom Instruction that Works*. In
departmental meetings the Instructional Management Team delivers updates
from the district curriculum office, analyzes test data, and develops
constructed response items for common assessment of student skills. The
students benefit from these activities because teachers evaluate and
practice innovative ways of delivering the curriculum to the students.

Professional development at Glasgow also includes cross-curricular,
grade level team meetings where teachers lead professional literature
studies and make presentations to team members on topics such as higher
order thinking strategies and other best practices. Since team members
share the same group of students, these strategies can be implemented
with consistency across the curriculum.

Glasgow participates in a local grant, the Technology Improvement Grant
(TIG). As stipulated by the grant, the librarian provides instruction in
the use of technology to teachers on a quarterly basis during the school
year. Various topics are addressed based on the identified needs, such
as using *Inspiration* and *Timeliner*, creating teacher websites, and
searching the school library's online catalog. Teachers are provided
with written, step-by-step instructions telling them how to perform the
task in question. Since teachers come to the library during their
planning periods, they arrive in small groups, with each teacher being
able to sit at a computer to practice the task being presented. These
lessons directly benefit the students at Glasgow because it makes the
teachers more comfortable with using technology in their classes, and as
a result, they are more likely to weave technology into their lessons.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**iLEAP Test Results**

**Sixth Grade English Language Arts**

Subject: [English/ Language Arts]{.underline} Grade: [6]{.underline}
Test: i[LEAP\*]{.underline}

Edition/Publication Year [2005]{.underline} Publisher: [Data Recognition
Corporation]{.underline}

  ------------------------------------ ------------- ----------- ----------- ----------- -----------
                                       \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March                                             

  **SCHOOL SCORES\***                                                                    

  \*\* % "Meeting" plus "Exceeding"    69\`                                              
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   35                                                

  Number of students tested            201                                               

  Percent of total students tested     34                                                

  Number of students alternatively     4                                                 
  assessed                                                                               

  Percent of students alternatively    2                                                 
  assessed                                                                               

                                                                                         

  **SUBGROUP SCORES\***                                                                  

  1 Black                                                                                

  \*\* % "Meeting" plus "Exceeding"    56                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   15                                                

  Number of students tested            133                                               

  2 White                                                                                

  \*\* % "Meeting" plus "Exceeding"    98                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   71                                                

  Number of students tested            48                                                

  3 Asian or Pacific Island                                                              

  \*\* % "Meeting" plus "Exceeding"    100                                               
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   100                                               

  Number of students tested            18                                                

  4\. Special Education                                                                  

  \*\* % "Meeting" plus "Exceeding"    25                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   6                                                 

  Number of students tested            16                                                

  5\. Economically Disadvantaged                                                         

  \*\* % "Meeting" plus "Exceeding"    54                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   14                                                

  Number of students tested            122                                               
  ------------------------------------ ------------- ----------- ----------- ----------- -----------

\* New test for the 2005-2006 school year

\*\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery and

Advanced

\*\* Exceeding State Standards- students who scored Mastery and Advanced

**iLEAP Test Results**

**Sixth Grade Mathematics**

Subject: [Mathematics]{.underline} Grade: [6]{.underline} Test:
i[LEAP\*]{.underline}

Edition/Publication Year [2005]{.underline} Publisher: [Data Recognition
Corporation]{.underline}

  ----------------------------------- ------------- ----------- ----------- ----------- -----------
                                      \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                       March                                             

  **SCHOOL SCORES\***                                                                   

  \*\* % "Meeting" plus "Exceeding"   81                                                
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  67                                                

  Number of students tested           201                                               

  Percent of total students tested    34                                                

  Number of students alternatively    4                                                 
  assessed                                                                              

  Percent of students alternatively   2                                                 
  assessed                                                                              

                                                                                        

  **SUBGROUP SCORES\***                                                                 

  1 Black                                                                               

  \*\* % "Meeting" plus "Exceeding"   53                                                
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  11                                                

  Number of students tested           133                                               

  2 White                                                                               

  \*\* % "Meeting" plus "Exceeding"   98                                                
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  60                                                

  Number of students tested           48                                                

  3 Asian or Pacific Island                                                             

  \*\* % "Meeting" plus "Exceeding"   100                                               
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  94                                                

  Number of students tested           18                                                

  4\. Special Education                                                                 

  \*\* % "Meeting" plus "Exceeding"   12                                                
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  6                                                 

  Number of students tested           16                                                

  5\. Economically Disadvantaged                                                        

  \*\* % "Meeting" plus "Exceeding"   53                                                
  State Standards                                                                       

  \*\* % "Exceeding" State Standards  12                                                

  Number of students tested           122                                               
  ----------------------------------- ------------- ----------- ----------- ----------- -----------

\* New test for the 2005-2006 school year

\*\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery and

Advanced

\*\* Exceeding State Standards- students who scored Mastery and Advanced

**IOWA Test Results**

**Sixth Grade Reading**

Subject: [Reading]{.underline} Grade[\_\_\_6\_\_\_]{.underline} Test:
IOWA Test of Basic Skills

Edition/Publication Year: [Norm-Referenced in 2000]{.underline}
Publisher: [Riverside Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles[\_ \_X\_\_]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | \*2  | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| Testing month                   |      | M    | M    | M    | M    |
|                                 |      | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Total Score                     |      | 54   | 57   | 61   | 62   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 190  | 203  | 176  | 171  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      | 34   | 37   | 34   | 36   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      | 8    | 8    | 8    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      | 4%   | 4%   | 5%   | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| 1.Blacks                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 33   | 37   | 38   | 41   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 110  | 112  | 98   | 101  |
+---------------------------------+------+------+------+------+------+
| 2.White                         |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 84   | 84   | 87   | 85   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 60   | 70   | 64   | 58   |
+---------------------------------+------+------+------+------+------+
| 3\. Asian of Pacific Islander   |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 74   | 88   | 75   | 79   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 19   | 13   | 12   | 25   |
+---------------------------------+------+------+------+------+------+
| 4\. Economically Disadvantaged  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Average Percentile              |      | 37   | 36   | 24   | 35   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 96   | 75   | 65   | 72   |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ------------- ----------- ----------- ----------- -----------
                                   \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  **NORMAL CURVE EQUIVALENT\*\***                52          54          56          57

  **NATIONAL STANDARD DEVIATION**                33          35          35          31
  -------------------------------- ------------- ----------- ----------- ----------- -----------

\* Students took iLEAP

\*\* East Baton Rouge Parish School System does not report a National
Mean Score.

**IOWA Test Results**

**Sixth Grade Mathematics**

Subject: [Mathematics]{.underline} Grade: [6]{.underline} Test: [IOWA
Test of Basic Skills]{.underline}

Edition/Publication Year: [Norm-Referenced in 2000]{.underline}
Publisher: [Riverside Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [\_X\_\_\_]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | \*2  | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 |      | M    | M    | M    | M    |
|                                 |      | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      | 65   | 64   | 68   | 73   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 190  | 203  | 176  | 171  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      | 34   | 37   | 34   | 36   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      | 8    | 8    | 8    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      | 4    | 4    | 5    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Blacks                    |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 40   | 44   | 44   | 51   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 65   | 112  | 98   | 101  |
+---------------------------------+------+------+------+------+------+
| > 2\. White                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 89   | 85   | 92   | 91   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 60   | 70   | 64   | 58   |
+---------------------------------+------+------+------+------+------+
| > 3\. Asian or Pacific          |      |      |      |      |      |
| > Islanders                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 93   | 98   | 87   | 96   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 19   | 13   | 12   | 25   |
+---------------------------------+------+------+------+------+------+
| 4\. Economically Disadvantaged  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Average Percentile              |      | 44   | 42   | 30   | 47   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 96   | 75   | 65   | 72   |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ------------- ----------- ----------- ----------- -----------
                                   \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  **NORMAL CURVE EQUIVALENT\*\***                58          58          60          84

  **NATIONAL STANDARD DEVIATION**                37          38          39          37
  -------------------------------- ------------- ----------- ----------- ----------- -----------

\* Students took the iLEAP Test

\*\* East Baton Rouge Parish School System does not report a National
Mean Score.

**iLEAP Test Results**

**Seventh Grade English Language Arts**

Subject: [English/ Language Arts]{.underline} Grade: [7]{.underline}
Test: i[LEAP\*]{.underline}

Edition/Publication Year: [Revised Yearly]{.underline} Publisher: [Data
Recognition Corporation]{.underline}

  ---------------------------------- ------------- ----------- ----------- ----------- -----------
                                     \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                      March                                             

  **SCHOOL SCORES\***                                                                  

  \*\* % "Meeting" plus "Exceeding"  72                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 41                                                

  Number of students tested          213                                               

  Percent of total students tested   36                                                

  Number of students alternatively   4                                                 
  assessed                                                                             

  Percent of students alternatively  2                                                 
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES\***                                                                

  1 Black                                                                              

  \*\* % "Meeting" plus "Exceeding"  58                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 21                                                

  Number of students tested          126                                               

  2 White                                                                              

  \*\* % "Meeting" plus "Exceeding"  94                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 73                                                

  Number of students tested          66                                                

  3 Asian or Pacific Island                                                            

  \*\* % "Meeting" plus "Exceeding"  90                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 65                                                

  Number of students tested          20                                                

  4\. Special Education                                                                

  \*\* % "Meeting" plus "Exceeding"  15                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 15                                                

  Number of students tested          20                                                

  5\. Economically Disadvantaged                                                       

  \*\* % "Meeting" plus "Exceeding"  56                                                
  State Standards                                                                      

  \*\* % "Exceeding" State Standards 26                                                

  Number of students tested          123                                               
  ---------------------------------- ------------- ----------- ----------- ----------- -----------

\* New test for the 2005-2006 school year

\*\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery and

Advanced

> \*\* Exceeding State Standards- students who scored Mastery and
> Advanced

**iLEAP Test Results**

**Seventh Grade Mathematics**

Subject: [Mathematics]{.underline} Grade: [7]{.underline} Test:
i[LEAP\*]{.underline}

Edition/Publication Year: [Revised Yearly]{.underline} Publisher: [Data
Recognition Center]{.underline}

  ------------------------------------ ------------- ----------- ----------- ----------- -----------
                                       \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March                                             

  **SCHOOL SCORES\***                                                                    

  \*\* % "Meeting" plus "Exceeding"    71                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   36                                                

  Number of students tested            213                                               

  Percent of total students tested     36                                                

  Number of students alternatively     4                                                 
  assessed                                                                               

  Percent of students alternatively    2                                                 
  assessed                                                                               

                                                                                         

  **SUBGROUP SCORES\***                                                                  

  1 Black                                                                                

  \*\* % "Meeting" plus "Exceeding"    54                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   14                                                

  Number of students tested            126                                               

  2 White                                                                                

  \*\* % "Meeting" plus "Exceeding"    97                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   70                                                

  Number of students tested            66                                                

  3 Asian or Pacific Island                                                              

  \*\* % "Meeting" plus "Exceeding"    95                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   70                                                

  Number of students tested            20                                                

  4\. Special Education                                                                  

  \*\* % "Meeting" plus "Exceeding"    25                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   10                                                

  Number of students tested            20                                                

  5\. Economically Disadvantaged                                                         

  \*\* % "Meeting" plus "Exceeding"    55                                                
  State Standards                                                                        

  \*\* % "Exceeding" State Standards   18                                                

  Number of students tested            123                                               
  ------------------------------------ ------------- ----------- ----------- ----------- -----------

\* New test for the 2005-2006 school year

\*\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery and

Advanced

> \*\* Exceeding State Standards- students who scored Mastery and
> Advanced

**IOWA Test Results**

> **Seventh Grade Reading**

Subject: [Reading]{.underline} Grade: [7]{.underline} Test: [IOWA Test
of Basic Skills]{.underline}

Edition/Publication Year: [Norm-Referenced in 2000]{.underline}
Publisher: [Riverside Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [\_X\_\_\_]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | \*2  | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| Testing month                   |      | M    | M    | M    | M    |
|                                 |      | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      | 71   | 70   | 69   | 67   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 180  | 168  | 170  | 156  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      | 33   | 30   | 33   | 33   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      | 8    | 8    | 8    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      | 4    | 5    | 5    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Blacks                    |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 46   | 43   | 40   | 43   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 87   | 93   | 85   | 84   |
+---------------------------------+------+------+------+------+------+
| > 2\. White                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 89   | 95   | 90   | 61   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 73   | 52   | 58   | 89   |
+---------------------------------+------+------+------+------+------+
| > 3\. Asian or Pacific          |      |      |      |      |      |
| > Islanders                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 92   | 87   | 90   | 90   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 18   | 20   | 26   | 17   |
+---------------------------------+------+------+------+------+------+
| 4\. Economically Disadvantaged  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Average Percentile              |      | 47   | 33   | 29   | 30   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 67   | 63   | 55   | 58   |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ------------- ----------- ----------- ----------- -----------
                                   \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  **NORMAL CURVE EQUIVALENT\*\***                62          61          60          60

  **NATIONAL STANDARD DEVIATION**                37          45          40          36
  -------------------------------- ------------- ----------- ----------- ----------- -----------

\* Students took the iLEAP Test

\*\* East Baton Rouge Parish School System does not report a National
Mean Score.

**IOWA Test Results**

**Seventh Grade Mathematics**

Subject: [Mathematics]{.underline} Grade: [7]{.underline} Test: [IOWA
Test of Basic Skills]{.underline}

Edition/Publication Year: [Norm-Referenced in 2000]{.underline}
Publisher: [Riverside Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

+---------------------------------+------+------+------+------+------+
|                                 | \*2  | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| Testing month                   |      | M    | M    | M    | M    |
|                                 |      | arch | arch | arch | arch |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   |      | 75   | 72   | 75   | 71   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 180  | 168  | 170  | 156  |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     |      | 33   | 30   | 33   | 33   |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            |      | 8    | 8    | 8    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           |      | 4    | 5    | 5    | NA   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             | \*   |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1\. Blacks                    |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 53   | 49   | 52   | 50   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 87   | 93   | 85   | 84   |
+---------------------------------+------+------+------+------+------+
| > 2\. White                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 89   | 93   | 91   | 87   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 73   | 52   | 58   | 61   |
+---------------------------------+------+------+------+------+------+
| > 3\. Asian or Pacific Islander |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Average Percentile            |      | 98   | 95   | 96   | 94   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      | 18   | 20   | 26   | 17   |
+---------------------------------+------+------+------+------+------+
| 4\. Economically Disadvantaged  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Average Percentile              |      | 58   | 44   | 40   | 36   |
+---------------------------------+------+------+------+------+------+
| Number of students tested       |      | 66   | 63   | 55   | 58   |
+---------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  -------------------------------- ------------- ----------- ----------- ----------- -----------
                                   \*2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  **NORMAL CURVE EQUIVALENT\*\***                64          62          64          62

  **NATIONAL STANDARD DEVIATION**                38          40          40          37
  -------------------------------- ------------- ----------- ----------- ----------- -----------

\* Students took iLEAP

\*\* East Baton Rouge Parish School System does not report a National
Mean Score.

**LEAP21 Test Results**

**Eighth Grade English Language Arts**

Subject: [English/ Language Arts]{.underline} Grade: [8]{.underline}
Test: [LEAP]{.underline}

Edition/Publication Year: [Revised Yearly]{.underline} Publisher: [Data
Recognition Corporation]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \* % "Meeting" plus "Exceeding"      78          59          75          78          65
  State Standards                                                                      

  \* % "Exceeding" State Standards     53          48          38          48          43

  Number of students tested            177         180         183         168         153

  Percent of total students tested     30          33          33          33          32

  Number of students alternatively     4           8           8           8           NA
  assessed                                                                             

  Percent of students alternatively    2           4           4           5           NA
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1 Black                                                                              

  \* % "Meeting" plus "Exceeding"      61          54          57          59          40
  State Standards                                                                      

  \* % "Exceeding" State Standards     32          16          14          20          18

  Number of students tested            90          99          92          80          87

  2 White                                                                              

  \* % "Meeting" plus "Exceeding"      94          97          87          96          100
  State Standards                                                                      

  \* % "Exceeding" State Standards     73          65          53          73          89

  Number of students tested            68          57          62          62          47

  3 Asian or Pacific Island                                                            

  \* % "Meeting" plus "Exceeding"      100         100         100         96          99
  State Standards                                                                      

  \* % "Exceeding" State Standards     83          86          83          74          77

  Number of students tested            17          21          27          23          18

  4\. Special Education                                                                

  \* % "Meeting" plus "Exceeding"      33          17          0           27          9
  State Standards                                                                      

  \* % "Exceeding" State Standards     11          6           0           18          0

  Number of students tested            10          18          12          11          11

  5\. Economically Disadvantaged                                                       

  \* % "Meeting" plus "Exceeding"      60          50          65          47          NA
  State Standards                                                                      

  \* % "Exceeding" State Standards     29          15          17          16          NA

  Number of students tested            85          63          64          60          NA
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery

and Advanced

> \* Exceeding State Standards- students who scored Mastery and Advanced

**LEAP21 Test Results**

**Eighth Grade Mathematics**

Subject: [Mathematics]{.underline} Grade: 8 Test: [LEAP]{.underline}

Edition/Publication Year: [Revised Yearly]{.underline} Publisher: [Data
Recognition Corporation]{.underline}

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

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES**                                                                    

  \* % "Meeting" plus "Exceeding"      78          69          78          69          65
  State Standards                                                                      

  \* % "Exceeding" State Standards     27          38          40          40          29

  Number of students tested            177         180         183         168         153

  Percent of total students tested     30          33          33          33          32

  Number of students alternatively     4           8           8           8           NA
  assessed                                                                             

  Percent of students alternatively    2           4           4           5           NA
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1 Black                                                                              

  \* % "Meeting" plus "Exceeding"      65          47          59          39          39
  State Standards                                                                      

  \* % "Exceeding" State Standards     8           11          13          11          8

  Number of students tested            90          99          92          80          87

  2 White                                                                              

  \* % "Meeting" plus "Exceeding"      94          94          93          97          100
  State Standards                                                                      

  \* % "Exceeding" State Standards     40          64          56          66          56

  Number of students tested            68          57          62          62          47

  3 Asian or Pacific Island                                                            

  \* % "Meeting" plus "Exceeding"      100         100         100         95          99
  State Standards                                                                      

  \* % "Exceeding" State Standards     88          91          89          69          66

  Number of students tested            17          21          27          23          18

  4\. Special Education                                                                

  \* % "Meeting" plus "Exceeding"      33          11          16          27          0
  State Standards                                                                      

  \* % "Exceeding" State Standards     0           0           8           9           0

  Number of students tested            10          18          12          11          11

  5\. Economically Disadvantaged                                                       

  \* % "Meeting" plus "Exceeding"      67          43          61          32          NA
  State Standards                                                                      

  \* % "Exceeding" State Standards     11          16          17          5           NA

  Number of students tested            85          63          64          60          NA
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Meeting plus Exceeding State Standards- Students who scored Basic,
Mastery and

Advanced

> \* Exceeding State Standards- students who scored Mastery and Advanced