##### *REVISED*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

#### U.S. Department of Education

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
Middle [x]{.underline} High \_\_ K-12 \_\_Charter

Name of Principal \_\_\_\_\_\_\_\_\_\_\_[Mr. Frank
Killian\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name \_\_\_\_\_\_\_\_\_[Cooter Junior-Senior
High\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_[1867 State Hwy
E]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Cooter]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Mo.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[63838-0218]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_[Pemiscot]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_[078-004]{.underline}\_\_\_\_

Telephone [( 573 ) 695-4972]{.underline} Fax [( 573 ) 695-3073
\_\_\_\_\_]{.underline}

Website/URL [http://cooter.k12.mo.us]{.underline} E-mail
[fkillian.chs@cooter.k12.mo.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\_\_\_[2/3/06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. William
Crowder\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Cooter RIV \_\_\_\_\_\_\_]{.underline}Tel.
[(573)-695-3312\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_[2/3/06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mr. Todd Campbell

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\_\_\_\_[2/3/06]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_[1]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure:
[\$6,247]{.underline}\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\$7,679]{.underline}\_\_\_\_\_\_\_\_\_

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

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

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

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

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

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

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

  **PreK**                                                  **7**       10        22          32

  **K**                                                     **8**       12        11          23

  **1**                                                     **9**       14        15          29

  **2**                                                     **10**      10        15          25

  **3**                                                     **11**      18        11          29

  **4**                                                     **12**      10        9           19

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   157
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[15]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      6
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      17
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    23
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 157
                            the school as of October 1  

  **(5)**                   Total transferred students  .146
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           15
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_[3]{.underline}\_\_\_\_%

\_\_[4]{.underline}\_\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[41]{.underline}\_\_%

Total number students who qualify: \_\_\_[65]{.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:
\_[12]{.underline}\_\_\_\_\_%

\_[19]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[4]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[9]{.underline}\_Speech or Language
Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_[1]{.underline}\_Traumatic
Brain Injury

> \_\_[4]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_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) \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[5]{.underline}\_\_\_
\_\_\_[7]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[2]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_\_[8]{.underline}\_\_\_ \_\_[10]{.underline}\_
>
> The High School shares many staff members with the elementary and
> other schools.

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

students in the school divided by the FTE of classroom teachers:
\_[18]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

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

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

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

  Teacher turnover rate     2%          2%          2%          0%          3%

  Student dropout rate      0%          0%          5%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     0%          0%          5%          0%          0%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | [18]{.unde |
|                                                         | rline}\_\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_[      |
|                                                         | 11]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_[      |
|                                                         | 28]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_[      |
|                                                         | 55]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | [6]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

# 

# PART III SUMMARY

**[Mission:]{.underline}** "Cooter Junior-Senior High School will assist
all students in finding their interests and capabilities and to further
develop those interests and capabilities to the maximum use of their
potential as successful citizens of the 21^st^ century."

**[Vision:]{.underline}** Teaching, grading, assessment and
communication will be aligned to assist an increasing number of students
to meet the defined success criteria while involving all stakeholders.

**[Belief:]{.underline}** Cooter Junior-Senior High School will always
do what is best for the children.

Cooter Junior-Senior High School is a three-story schoolhouse located in
the southeastern corner of the Missouri bootheel. Cooter Junior-Senior
High School has many beautiful surroundings. We are bordered by the
mighty Mississippi River on the east, and large snow-white cotton farms
as far as the eye can see in every other direction. The best catfish
eateries are located close by on the natural made Reelfoot Lake.
Reelfoot was formed when the Mississippi river flowed backwards.
Finally, a public marquee promoting events for the school and community
stands at the entrance of Cooter Junior-Senior High School.

Our mission, vision and belief is shared by all stakeholders and
designed to build and incorporate the characteristics of a successful
school. Cooter's strong school board, veteran administrators and award
winning staff possess high expectations for success. Our high
expectations are manifested through learning opportunities, student time
on task and character education immersed in all aspects of student's
education. The combination of expectations, character, mission, vision
and belief prod us to continually ask: Where are we now? Where do we
want to go, and how do we plan on getting there?

Cooter Junior-Senior High school district endeavors to educate the whole
child. We strive not only to educate but too nurture and inspire the
whole child with the use of lifelong learning opportunities. Lifelong
learning is stimulated at Cooter through parental and community
involvement, professional development, mentoring, tutoring and students
ability to participate in as many activities as desired.

The arts and ingenuity are alive and well at Cooter Junior-Senior High
School. Student's artwork adorns each ceiling. Our art teacher uses
ceiling tiles as canvas for students to paint. We have one of the few
darkrooms in the state where we develop our own pictures. The business,
FCCLA programs, academic and athletic teams house many trophies won
while competing at the district and state level. The Cooter marching
band is invited to many parades and has won every competition entered
for the past several years. We have the first marching band to use bass
guitars and amplifiers instead of tubas.

Cooter's Junior-Senior High School staff, guided by our Math and English
department chairpersons have made tremendous efforts to stimulate and
motivate students to achieve at a high level. This hard work and great
work ethic has led to exponential growth of student enrollment in
college courses, ACT scores and a larger, more positive student
population. The driving force behind these numerous positive
achievements is secondarily the mandates of the patrons, school
district, state and federal government. The primary and common factor is
our belief: Doing what is best for the kids.

PART IV -- INDICATORS OF ACADEMIC SUCCESS

1\. Assessment Results:

The state of Missouri utilizes the Missouri Assessment Program (MAP) to
assess students in Communication Arts and Mathematics. Students in
grades seven and eleven are tested in Communication Arts and students in
grades eight and ten are tested in Mathematics. The MAP consists of
three parts. Multiple choice (selected response), short answer
(constructed response) and essay items (performance task). Testing items
reflect State Standards and measures objectives, processes and concepts.
Upon the state grading the assessment an achievement level measuring
student progress toward the Show-Me-Standards is determined. Levels of
achievement are identified by one of five descriptors: Step 1,
Progressing, Nearing Proficiency, Proficient and Advanced. Students
scoring Step 1 are substantially behind in terms of meeting the Missouri
Show-Me Standards. Progressing students are beginning to use simple
concept knowledge to solve basic problems but many errors are still
made. Nearing Proficiency students understand key concepts with their
ability to apply this knowledge being limited. Students in the
Proficient category are in the desired achievement level and demonstrate
the skill and knowledge expected by the Missouri Show-Me Standards.
Advanced €students demonstrate in-depth understanding of all concepts
and apply this knowledge in complex ways. Missouri considers students
achieving at or above the Nearing Proficiency level to be at or above
average intelligence.

Fifty-four percent of our seventh grade students scored nearing
proficient or above in communication arts. Thirty percent scored
proficient or higher and seven percent scored advanced verses the state
level for advanced being two percent. This means fifty four percent of
our seventh grade students understand, demonstrate and apply the skills
and seven percent capable of applying knowledge in complex ways
according to the Missouri Show-Me Standards. The overall seventh grade
MAP index was 193, which is up thirty points from last year and above
the state level. Seventy-five percent of eleventh grade students scored
nearing proficient or above in Communication Arts. This means
seventy-five percent of our eleventh grade students understand,
demonstrate and apply the skills called for by the Missouri Show-Me
Standards. The overall eleventh grade MAP index was 195, which are also
up drastically from one year ago and much higher than the state level.
In mathematics, seventy-one percent of the tenth grade scored nearing
proficient or above, while twenty-five percent scored proficient or
higher. This means seventy-one percent of our eleventh grade students
demonstrate the knowledge and skills called for the Missouri Show-Me
Standards. The MAP index for the eleventh grade was 196. This is a
thirty-point increase from the previous year and twenty-four points
above the state level. This information may be found on the following
website:

<http://dese.mo.gov/schooldata/> (then download Cooter RIV).

Over forty percent of the student population fall into the low
socio-economic needs category or free and reduced lunch. With our free
and reduced lunch population being this large we have implemented many
interventions to meet the needs of these students. These programs
include after school programs, tutoring services and dedicated time
blocks during the school day that target specific groups of students in
our district. Our significant improvements did not come easily and it
was a total effort to ensure this vision became a reality. The entire
staff became committed to this vision. Each staff member would create
MAP appropriate questions and each test would target a different
standard thus preparing all groups of students for the state assessment.
This commitment has created the following results: tenth grade
mathematics free and reduced lunch students have increased the above or
nearing proficient percentage almost fifty points in the past three
years to 77 percent. The tenth grade has also increased the at above
proficient level from zero, three years ago to twenty-six percent. Our
eleventh grade communication arts free and reduced lunch students have
increased the above or nearing proficient level thirty-three points in
the last three years from 42 to 75 percent. Our eleventh grade has also
increased the at or above proficient form eight to thirty-three percent
in the last three years.

2\. Using Assessment Results:

Cooter Junior-Senior High School believes the utilization of data is
imperative for the decision-making process concerning programs,
instruction, placement and assessment. Aggregate and disaggregate data
will be analyzed on an annual basis by, but not limited to,
administrators, curriculum coordinators, guidance personnel and
teachers. Based on the data analysis, strategies for addressing weak
areas will be developed and implemented through input of all
stakeholders.

The primary goal when the Communication Arts and Mathematics Departments
analyze state assessment data is to align the curriculum with the
Missouri Show-Me Standards. Cooter High School incorporates multiple
strategies such as: Vertical teaming, horizontal teaming, utilizing
released MAP items and covering all grade level expectations (GLE's) to
help improve areas of deficiencies.

Cooter Junior-Senior High School created and implemented an incentive
program for students taking the State Assessment in communication arts
and mathematics. Students are rewarded for their hard work and effort.
Students scoring in the proficient or advanced range are rewarded with
prizes and monetary stipends. The class with highest overall average is
receives a pizza party with the principal. Students scoring Step 1 or
progressing will be enrolled in an after school program to improve the
deficient skills.

Crystal Report, clear access and data released through the Missouri
Department of Elementary and Secondary Education is used to identify
areas of weakness and develop strategies. We understand this process is
not a short-term process rather it is an ongoing process that all
stakeholders must be involved in to ensure success for all students.

3\. Communicating Assessment Results:

Cooter Junior-Senior High School communicates student's performance in a
timely and purposeful fashion. Assessment results are mailed to our
school district in the fall. At this time, assessment results will be
distributed to each student. Administrators, teachers and guidance
personnel will discuss and interpret assessment results with each
student. Results will also be mailed to every parent, along with a news
release being released to local media outlets concerning achievement
data and changes in scores from the previous years. Assessment data will
also be made available for the viewing of all stakeholders through the
Cooter School District Report Card.

Test results, achievements and weaknesses of students will be discussed
and interpreted for parents during quarterly parent-teacher conferences
or through schedule conferences throughout the year. Administrators,
teachers and guidance personnel will be available to discuss parental
concerns. Food and drinks will be available for teachers, parents and
students during the first quarter parent-teacher conference to help
strengthen public relations with the community.

Prior to assessment students are reminded of incentives during a reach
or the stars assembly. Teachers and students join in the games and
motivational surprises preparing all for the upcoming stressful week of
testing. Incentives for achievement and extended lunch periods for
perfect testing attendance are awarded to deserving students during the
week of assessment. These strategies have been extremely beneficial in
our endeavor for success.

4\. Sharing Success:

Cooter Junior-Senior High School communicates student success and
successful strategies with other schools in a variety of methods. First,
Cooter Junior-Senior High School is located in Pemiscot County and there
are two countywide school district meetings. Some of our teachers lead
group discussion and activities dedicated to their specialty field
during these countywide teacher meetings. Cooter's Junior-Senior High
School administrators and guidance personnel take our successful
assessment data to county wide administrative conferences where Cooter's
success is the focal point of discussion. Secondly, mentoring student
teachers has been an important aspect of sharing our success. Thirdly,
our principal teaches a class for Three Rivers Community College for
students desiring to enter education. One of our parents also teaches a
class for Arkansas Northeastern College. Fourthly, our teachers,
administrators and guidance personnel often field phone calls from area
school inquiring of curriculum, classroom management cues, teaching
strategies and incentives implemented to continually achieve our level
of success and improvement. Finally, is the world of technology. The
Internet and email usage has provided links, communication networks and
immediate access for other educators, administrators and school
districts wanting to learn more about our successes. There is more
potential for Cooter Junior-Senior High School to expand links and
networks through advancing technology. Should Cooter Junior-Senior High
School receive the Blue Ribbon Award, we will continue to communicate
the successes with other teachers, administrators and school districts.

# PART V -- CURRICULUM AND INSTRUCTION

1.Core of Curriculum:

Cooter Junior-Senior High School has a comprehensive curriculum for each
subject area (mathematics, communication arts, science, history, art,
music, physical education along with all other elective classes and
vocational offerings.) Teachers, administrators and school board members
review curriculum guides, instructional materials and student
achievement through program evaluation and examination of assessment
data. The goal at Cooter is to prepare our children to become successful
citizens.

Cooter Junior-Senior High School's written curriculum contains the
following components: a rationale relating goals of each course to the
school's mission; a description of the content area; achievable goals in
each subject area; and specific measurable learner objectives for each
course at each grade level. The curriculum is articulated to ensure the
continuity of learning and provides support for teachers such as: scope
and sequence, instructional strategies, resources and assessment tools.
The staff for planning instructional programs and delivering educational
services utilizes the written curriculum. Teachers and administrators
evaluate the curriculum to ensure correlation with state standards.

Communication Arts -- All students enroll in an extensive literature and
grammar sequence before given freedom to take language art electives.
The main purpose of our communication art curriculum is two-fold; first
is to teach students to effectively articulate written and spoken word.
Secondly, is to ensure students comprehend and are able to interpret the
works of others.

Mathematics -- The mathematics curriculum is a sequence of math skills
teaching our students: life long skills, skills of algebra, geometry,
trigonometry and calculus in a progression from seventh to twelfth
grade. All students must complete at least one year of this sequence in
high school before enrolling in math electives.

Social Studies -- Cooter's Junior-Senior High social studies curriculum
allows students to analyze, explore and develop an appreciation for the
cultural diversity of their world. A comprehensive coursework is offered
in world history, government, American history, and geography. American
and Missouri government is required along with the mandatory passing of
a U.S. and Missouri Constitution tests. Sequential problem solving and
critical thinking are focal points in social studies.

Science -- Science curriculum is a sequence of courses focusing on the
scientific point of view. Students are assured of gaining knowledge on
the usage of effectively solving problems through observation,
predicting, experimenting and communication. Our curriculum ensures
students will have problem-solving skills after graduation.

Foreign Language -- Students can choose between Spanish and French. Both
are offered in two-year programs. Spanish is also offered in the eighth
grade.

Electives -- Cooter offers courses in art, photography, yearbook,
keyboarding, computer applications, family and consumer sciences,
physical education, music, health, marching band, business, and juniors
and seniors have the option of enrolling in vocational technical classes
in a cooperative program at a separate location in which they attend
through a two-year program. Each of these electives will help our
students become more excited about learning and improve their
self-confidence. Each elective course will also use supplemental
materials to aid in higher order thinking and problem-solving to help
improve assessment achievement.

2b. English Language Curriculum:

The mission/vision of Cooter Junior-Senior High School is to ensure
every student possesses the knowledge, skills and experiences needed to
be a successful member of society. Our English curriculum ensures that
every student will be provided the opportunities necessary to develop
the knowledge needed to fulfill this mission/vision and become a
productive citizen.

Cooter Junior-Senior High School's English curriculum is multifaceted.
The components constructing our curriculum are: A variety of literary
studies, vocabulary study, writing and grammatical structures with the
focal point: expressing ideas clearly. Our English curriculum is aligned
with state standards, benchmarks and grade level expectations (GLE's).
The English department under the advisement of the department chair
formulate lesson plans, instructional material and assessment tools in
compliance with the state standards, benchmarks and GLE's.

Cooter's English curriculum is driven by two focal points. First, is
vocabulary and writing techniques that help students with sentence
fluency, organization and being able to use all levels of Bloom's
Taxonomy. Secondly, is the ability of students to apply literature to
their life in such a manner to improve communication skills.

Cooter's library media center provides a large variety of reading
materials and literature in support of our English department. Other
support systems aiding our English curriculum include but not limited
to: Special education teachers and tutors helping below grade level
readers.

3\. Mathematics curriculum:

The mission/vision of Cooter Junior-Senior High School is to ensure
every student possesses the knowledge, skills and experiences needed to
be a successful member of society. Our Mathematics curriculum ensures
that every student will be provided with the opportunities necessary to
develop the knowledge needed to fulfill this mission/vision and become a
productive citizen.

Cooter Junior-Senior High School's Mathematics curriculum is
multifaceted. The components constructing our curriculum are:
mathematical reasoning, problem solving skills, formulation of problems,
analysis of data and the understanding of grammatically structured
problems. These components will enable students to connect real world
situations with mathematics and improve student's assessment scores. Our
math curriculum is aligned with state standards, benchmarks, and grade
level expectations (GLE's). The math department under the advisement of
the department chair formulate lesson plans, instructional material and
assessment tools in compliance with the state standards, benchmarks and
GLE's.

Cooter Junior-Senior High School and the math department believe every
child can learn. The focal point of the math curriculum is to
demonstrate and engage students in the necessary skills to be productive
in an ever-changing society. This is accomplished by the staff through
focusing the efforts of all students toward understanding all levels of
mathematics and how each level applies to daily life.

Mathematics as all curriculums is revised on an as needed basis. State
assessment results and the educational needs of all students being
analyzed by staff, administrators and guidance personnel is the method
for determining changes and revisions.

4\. Instructional Methods

Multiple choice questions and constructed response questions are the
types of questions on the state assessment. These types of questions are
the driving force behind the different types of instruction and
different methods of teaching and strategies. The strategies include:

-   Cooperative learning: Designed to thought provoking and develop
    critical thinking.

-   Cross curriculum: Designed to each more students through staff
    teamwork

-   Comparing and contrasting: Designed to use previous knowledge to
    develop more understanding.

-   Problem solving: Designed to use real-life scenarios, construct
    different points of view, base opinions on fact and consider
    consequences before making decision.

-   Technological instruction: Designed to use a variety strategies
    while implementing technological equipment (smart board, computers,
    digital cameras, internet, etc.).

Implementing multiple teaching methods enables our staff to identify and
understand students' strengths and weaknesses. Understanding students
allows our staff to make proper modifications or adaptations to enable
Cooter's students to become lifelong learners.

5\. Professional Development

The Cooter Junior-Senior High School professional development program is
committed to finding and providing high quality professional development
for the staff. Goals of this program are: increase student achievement,
ability to analyze and use data, enable students to become effective
problem solvers, increase student's critical thinking ability, improve
students writing and comprehension levels.

Our professional development program is based on three criteria:
Knowledge, application and impact. Faculty members share the knowledge,
application and impact with their peers after attending a conference.
When professional development is an in-service, the administration
ensures of follow-up in-services to aid in understanding and
implementation.

In addition to Cooter's staff and administration opportunities to attend
beneficial professional development conferences, we have several
in-house professional development activities. The school year begins
with two days of in-service and followed by prescheduled in-service
training days through the calendar year. Because several migrant
children will attend Cooter during cotton harvest, one in-service will
be designed to help English second language (ESL) or limited English
proficiency (LEP) students.

Cooter Junior-Senior High School teachers and administration will
determine the appropriate in-service training on an annual basis. State
test scores, data analysis, objectives of our School Improvement Plan,
teacher surveys and professional development opportunities will be the
deciding factors for planning in-service activities.

# PART VI -- PRIVATE SCHOOL ADDENDUM -- NA

**PART VII - ASSESSMENT RESULTS**

**Public Schools**

The school must specify the number and percentage of students assessed
by alternative methods. Attach all tables that show test data to the end
of this application. Continue to number the pages consecutively.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject:\_[Communication Arts]{.underline} \_\_
Grade:\_[7]{.underline}\_\_\_ Test:\_\_[Missouri Assessment Program
(MAP)]{.underline}

Edition/Publication Year:\_[1996]{.underline}\_\_\_
Publisher:\_\_[Prentice
Hall\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | A    | A    | A    | A    | A    |
|                                   | pril | pril | pril | pril | pril |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES\***               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Nearing Proficient | 26   | 50   | 35   | 36   | 50   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 57   | 40   | 9    | 27   | 15   |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 24   | 20   | 23   | 11   | 21   |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 95   | 100  | 100  | 100  | 95   |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1.\_\_\_\_\                       |      |      |      |      |      |
| _\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ |      |      |      |      |      |
| (specify subgroup)                |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Meets State        |      |      |      |      |      |
| Standards                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Exceeds State Standards     |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_\               |      |      |      |      |      |
| _\_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Meets State        |      |      |      |      |      |
| Standards                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Exceeds State Standards     |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ## STATE SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Nearing Proficient | 41   | 40   | 40   | 38   | 40   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 33   | 33   | 33   | 34   | 31   |
+-----------------------------------+------+------+------+------+------+

### FORMAT FOR STATE CRITERION-REFERENCED TESTS

Subject:\_[Mathematics\_\_\_\_\_\_]{.underline}
Grade:\_[8\_]{.underline}\_\_\_ Test:\_\_[Missouri Assessment Program
(MAP)]{.underline}\_\_

Edition/Publication Year:\_[1998]{.underline}\_\_\_ Publisher:\_
[Houghton
Mifflin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing month                                          April       April       April       April       April

  **SCHOOL SCORES\***                                                                                    

  \% At or above Nearing Proficient                      40          39          37          47          42

  \% At or above Proficient                              5           11          37          6           8

  Number of students tested                              20          18          19          17          12

  Percent of total students tested                       100         100         100         100         100

  Number of students alternatively assessed              0           0           0           0           0

  Percent of students alternatively assessed             0           0           0           0           0

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (specify                                                  
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  **STATE SCORES**                                                                                       

  \% At or Above Nearing Proficient                      34          35          35          32          31

  \% At or above Proficient                              14          13          13          12          13
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------

# 

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject:\_[Mathematics]{.underline} \_\_ Grade:\_[10]{.underline}\_\_\_
Test:\_\_[Missouri Assessment Program (MAP)]{.underline}

Edition/Publication Year:\_[1998]{.underline}\_\_\_
Publisher:\_\_[Houghton Mifflin]{.underline}\_\_\_\_\_\_\_\_\_\_\_

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 2    |
|                                   | 004- | 003- | 002- | 001- | 000- |
|                                   | 2005 | 2004 | 2003 | 2002 | 2001 |
+-----------------------------------+------+------+------+------+------+
| Testing month                     | A    | A    | A    | A    | A    |
|                                   | pril | pril | pril | pril | pril |
+-----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES\***               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Nearing Proficient | 71   | 40   | 29   | 23   | 17   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 25   | 7    | 5    | 4    | 0    |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 24   | 30   | 21   | 26   | 23   |
+-----------------------------------+------+------+------+------+------+
| Percent of total students tested  | 100  | 100  | 100  | 100  | 100  |
+-----------------------------------+------+------+------+------+------+
| Number of students alternatively  | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Percent of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                          |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
|                                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| 1.\_[Free and Reduced Lunch       |      |      |      |      |      |
| (48%)]{.underline} (specify       |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Nearing Proficient | 77   | 41   | 28   |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Proficient         | 26   | 7    | 0    |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         | 13   | 13   | 13   |      |      |
+-----------------------------------+------+------+------+------+------+
| 2.\_\_\_\_\_\_\_\_\               |      |      |      |      |      |
| _\_\_\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| subgroup)                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or Above Meets State        |      |      |      |      |      |
| Standards                         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At Exceeds State Standards     |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| Number of students tested         |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| ## STATE SCORES                   |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% At or above Nearing Proficient | 47   | 47   | 45   | 41   | 43   |
+-----------------------------------+------+------+------+------+------+
| \% At or above Proficient         | 17   | 14   | 12   | 11   | 12   |
+-----------------------------------+------+------+------+------+------+

### FORMAT FOR STATE CRITERION-REFERENCED TESTS

Subject:\_[Communication Arts]{.underline}
Grade:\_[11]{.underline}\_\_\_ Test:\_\_[Missouri Assessment Program
(MAP)]{.underline}\_\_

Edition/Publication Year:\_[1996]{.underline}\_\_\_ Publisher:\_
[Prentice Hall]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                                          April       April       April       April       April

  **SCHOOL SCORES\***                                                                                    

  \% At or above Nearing Proficient                      75          60          37          70          93

  \% At or above Proficient                              21          5           11          0           33

  Number of students tested                              28          20          27          20          15

  Percent of total students tested                       100         100         100         100         100

  Number of students alternatively assessed              0           0           0           0           0

  Percent of students alternatively assessed             0           0           0           0           0

                                                                                                         

  SUBGROUP SCORES                                                                                        

  1.\_[Free and Reduced Lunch (46%)]{.underline}                                                         
  (specify subgroup)                                                                                     

  \% At or Above Nearing Proficient                      75          58          42                      

  \% At or Above Proficient                              33          16          8                       

  Number of students tested                              12          12          12                      

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  \% At or Above Meets State Standards                                                                   

  \% At Exceeds State Standards                                                                          

  Number of students tested                                                                              

  **STATE SCORES**                                                                                       

  \% At or Above Nearing Proficient                      65          64          65          65          66

  \% At or above Proficient                              23          22          22          24          23
  ------------------------------------------------------ ----------- ----------- ----------- ----------- -----------