##### U.S. Department of Education 

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mr. Michael Vassallo

Official School Name -- Pinedale Middle School

PO Box 549

227 East Hennick

Pinedale, Wyoming 82941-0549

Tel. [( 307) 367-2821]{.underline} Fax [( 307 ) 367-4217]{.underline}

Website/URL [www.pinedaleschools.org](http://www.pinedaleschools.org/)
E-mail -- <mvassallo@sub1.k12.wy.us>

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

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

(Principal's Signature)

Name of Superintendent - Dr. Charles Grove

District Name -- Sublette County School District #1 Tel. [( 307 )
367-2139]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board President/Chairperson -- Mr. Jim Malkowski

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_2\_\_ Elementary schools

\_\_\_1\_\_ Middle schools

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

\_\_\_1\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_\_4\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\$9,545.13\_\_\_\_

Average State Per Pupil Expenditure: \_\_\$8,443.00\_\_\_

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

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

4\. [8]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**                                                     **7**       29        26          55

  **1**                                                     **8**       32        24          56

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       31        34                     65           Other                             

                                    **TOTAL                                                   176
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97.99]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

(1 student) .0057% Hispanic or Latino

\% Asian/Pacific Islander

(1 student) .0057 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_24\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 27
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        43
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    176
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .27
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    27
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_0\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_0\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_18\_\_\_\_%

\_\_\_\_32\_\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably 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: \_\_\_\_8\_\_\_\_%

\_\_\_\_14\_\_\_\_Total Number of Students Served

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

\_\_\_\_Autism \_1\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness 11\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

2.  Emotionally Disturbed

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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 \_\_\_[9.75\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_2\_\_\_
[\_\_\_.38]{.underline}\_\_\_

Paraprofessionals [\_\_\_4\_\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

> Support staff [\_\_\_.64\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[17.39]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: 17.95 students to
1

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.)

  ------------------------ --------------------- --------------------- -------------------- --------------------- ---------------------
                           2002-2003             2001-2002             2000-2001            1999-2000             1998-1999

  Daily student attendance [94.90]{.underline}   [96.50]{.underline}   [93.9]{.underline}   [95.48]{.underline}   [95.21]{.underline}

  Daily teacher attendance [92]{.underline}      [90]{.underline}      [82]{.underline}     [93]{.underline}      [93]{.underline}

  Teacher turnover rate    [0]{.underline}       [26]{.underline}      [0]{.underline}      [0]{.underline}       [0]{.underline}

  Student dropout rate     [0]{.underline}       [0]{.underline}       [0]{.underline}      [0]{.underline}       [0]{.underline}
  ------------------------ --------------------- --------------------- -------------------- --------------------- ---------------------

**PART III - SUMMARY**

Mission statement:

Pinedale Middle School will ensure the attainment of high academic
standards and support the healthy emotional and social development of
all students in an environment that acknowledges the unique
characteristics of early adolescents.

Beliefs:

In order to accomplish the philosophy in our mission statement we have
developed beliefs to promote our success. We believe in collaboration
among caring adults regarding student needs as an essential ingredient
in an effective and responsive middle school; in academic standards that
challenge students to ­­­­­progress to higher levels of abstract reasoning
and critical thinking; in instructional practices which are
developmentally appropriate for the adolescent learner; in strong
parent/community involvement in our school that leads to increased
academic achievement and improved positive relationships between the
school, parents, and community, and in service learning activities that
assist students in becoming contributing members of our community. These
beliefs motivate every person involved in our school process.

Pinedale Middle School is located on a central campus along with the
elementary and high schools in the center of Pinedale, Wyoming, a small
rural community of 1400 people. The school district also draws students
from up to 47 miles away. The building was constructed so students from
each grade have locker areas to themselves, but a common area is open to
students for mingling. The gym is open before school and after lunch for
indoor sports for all grades, and during our brief warm weather, all
students go outside to play on our playground. The middle school
building houses 175 students, who rotate through an eight period day.
The school has a varied curriculum, which includes art, band, choir,
computers, and exploratory as well as the core classes. The middle
school student body consists of children from a predominately white,
rural community, which has been stable for many years. However, during
the past three years Pinedale Middle School has seen an increase in
student enrollment due to the growing oil and gas production within the
school district boundaries. These more transient students have been
assimilated into the student body with some effort. Our mission is to
educate all students equally, maintaining high standards while assisting
new students in their emotional and social development resulting from
the changes in their environment.

The school complex is the hub of many community activities. The
school/community pool and high school sports provide a major focus for
the people of Pinedale. Also, the Pinedale Fine Arts Council brings in a
variety of outside performers in broad range of cultural activities such
as dance, song, and instrumental music of various styles and cultures.
These groups perform at the high school auditorium and provide workshops
for the student body, adding some cultural diversity to an otherwise
isolated student body. Community involvement in our school remains at a
high level. Pinedale Middle School uses the small town atmosphere to
ensure high academic standards for all students and continues to work
hard to overcome the narrow selection of opportunities typical of a
small town.

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

**Part IV - Question 1 -- Meaning of Assessment Results**

The Wyoming Comprehensive Assessment (WyCas) is a rigorous assessment,
first given to fourth, eighth and eleventh grade students of Wyoming in
the spring of 1999. The assessment is used to measure student
achievement on the state standards. The format of the test requires
middle school students to read a variety of genre selections, and, then
write analytical, 15-20 minute constructed responses to the literature,
as well as answer several multiple choice questions. The WyCas assesses
not only the ability to read and comprehend, but also the ability to
analyze, evaluate, and apply literature to everyday situations.
Similarly, the math format contains problems that require 15-20 minute
written answers explaining thinking processes. This test requires
students not only to compute, but also to apply learned strategies to
new situations. The math test also has standard computation problems.
Both reading and math assessments test student achievement in all levels
of Bloom's Taxonomy. Students who are advanced or proficient on the
assessment have a very high degree of skill in the areas being assessed.
The State Department of Education indicates a strong correlation between
students scoring at the 70^th^ percentile in mathematics on the Terra
Nova and a score of proficient on the WyCas.

Reading and math scores are reported by the state to the schools as a
percentage of students scoring at the advanced, proficient, partially
proficient and novice levels. The state also provides statewide averages
in each area. Over the past five years an average of 62.6% of our
students have scored at the advanced or proficient levels in reading
while only 38.4% of students statewide have scored advanced or
proficient. In the last year Pinedale Middle School placed 64% of
students in the advanced or proficient levels; statewide only 39% of the
students placed in the advanced or proficient categories. Analyzing
yearly data shows small fluctuations created by the changing
characteristic of the small number of students in our school.

Math scores also have consistently been above the state average. In
addition, the math scores have shown great improvement on Pinedale
Middle School's results. In the spring of 2000, 35% of our students were
advanced or proficient while the state averaged 32% in the combined
advanced and proficient categories. By the spring of 2003, 56% of our
students were advanced or proficient while 34 % of students statewide
scored at these levels. Math scores have improved from 3% above the
state average in the spring of 2000 to 22% above the state average in
the spring of 2003.

In summary, the Pinedale Middle School scores well above the state
averages in reading and math on a very challenging state test. However,
there remains plenty of room for improvement as we work to ensure No
Child is Left Behind.

**Part IV - Question 2 - Uses of assessment**

Pinedale Middle School uses norm-referenced and criterion referenced
assessment data as the major source for its assessment concerning
student and school performance. The school continually reviews
assessment data in all subject areas, draws conclusions from that
information, builds or revises plans based on research and best
practices, and then implements the plan based on a 5 year implementation
cycle. Three years ago Pinedale Middle School began the North Central
Association (NCA) school improvement process. As part of the process we
reviewed our current practices, analyzed assessment data, researched
best practices and developed a comprehensive school improvement plan in
the area of mathematics.

Significant time was spent analyzing the state assessment and
norm-referenced data. Teachers split into groups to review data on group
and individual student's scores and were asked to define areas needing
improvement. We developed data charts showing the student scores for the
past several years. Using the assessment data, we identified trends and
found math to be an area of weakness. As a result, we visited schools in
the state that were performing at advanced levels in the area of math to
observe programs and practice and to discuss student performance with
teachers and administrative staff. Back at our building meeting, we
again reviewed our assessment data in view of the new programs we had
observed. In addition, we joined a National Science Foundation funded
in-service program in Denver to further educate our math teachers. Our
National Science Foundation developed mathematics program was adopted by
the school, substantial and sustained in-service schedule was
implemented, and our program was improved based on the analysis of
assessments.

In areas where analysis of assessment data currently shows quality
student learning, we continue to monitor every year and adjust programs
for continued improvement.

In summary, assessment data is a driving force for improving student and
school performance and monitoring success.

## Part IV -- Question 3 - Communicating Student Performance

Pinedale Middle School communicates student performance data to parents,
students, and community in a variety of ways. The web based
Parent-Internet Viewer generates emails to parents when performance
drops below parent-determined levels. Emails, phone calls, standard
reports to parents, district report card, state report cards, reports to
the School Board, and summary reports to the Parent Advisory Team are
all used to communicate student performance data to our school
community. As we develop our technical capabilities, we depend more on
our computer networks to communicate with our constituents. In addition,
beginning this year we are sending a Standards Report home at the end of
the year with our general report card.

Parent communication in our small school district also takes on a
personal look. While individual report cards report on class progress,
we use Parent/Teacher conferences two times a year to communicate
student progress more fully to our parents. In addition, we share
individual student scores from our norm referenced (Terra Nova) and the
Wyoming Comprehensive Assessment with our parents.

Students are informed about the progress the school is making as a whole
school. We work hard to reduce the amount of stress related to taking
school wide tests. We share the information comparing Pinedale Middle
School with other schools in the state, we tell our students that they
are well prepared, and then we ask them to do the best they can.

The community is kept informed through the District Report Card and
newspaper articles. Annually, we supply the local paper with the data,
and the paper produces full-page articles comparing us as an individual
school and as a school district to other schools and districts across
the state. The paper also shares in large articles with pictures of
events in which our students compete, such as Science Fair, History Day,
Spelling Bee and sports, so our parents and community can share our
students' activities and successes.

## Part IV - Question 4 - Sharing Success

Those of us at the Pinedale Middle School are very willing to share our
successes with others in the educational field. At this point, we have
shared our practices with those who have called, asking what it is that
we do in our school, especially in the area of math and reading. Our
Wyoming Comprehensive Assessment test scores have generated interest
from schools wishing to improve their programs, and their reviews of the
statewide data have prompted their phone calls.

We will share our success story in the fall and spring state supported
School Improvement Conferences held in Casper, Wyoming, and the annual
statewide School Boards Association meeting.

We plan on developing a presentation that includes information about our
reallocation of time and class resources in the areas of reading and
mathematics. Our focus on all students that score in the bottom three
quartiles on our norm referenced test in these two areas is a key
component in our story.

**PART V -- CURRICULUM AND INSTRUCTION**

**Part V - Question 1 -- Core Curriculum**

English

The English language arts curriculum is a three-year program based on
the state standards in reading, writing, speaking and listening. Reading
of classical and contemporary fiction, poetry, and non-fiction fosters
discussions of literary analysis, critical thinking, cultural
differences and reading strategies. The formal writing focuses on the
6-Trait writing system while free writing is in the form of daily
journal entries. In addition, writing is integrated into other core
subjects. Similarly sharing of work in formal and informal situations
teaches listening, thinking and speaking skills in all areas.

Reading

Reading is a separate class taught in addition to English, either as a
full year course or as part of a rotation. Each grade receives extra
time devoted to silent sustained reading; sixth grade receives a full
year, seventh grade receives 12 weeks, and eighth grade is determined by
reading ability.

Math

Our mathematics curriculum focuses on the content standards with a large
emphasis on the process standards. Students work on developing
procedural fluency on a daily basis. Also, groups are engaged in
activities that build each individual student's level of understanding
of the content, while practicing the skills needed to be effective
problem solvers.

Science

The science curriculum is an inquiry-based program that centers on
laboratory and research experiences. Students integrate concepts of
life, earth and space, physical and environmental science processes with
the significance of scientific endeavors while exploring their world.

Social Studies

The social studies curriculum is a standards-based curriculum focusing
on government, citizenship, cultural diversity, economics, historical
significance and geography. The curriculum also develops critical
thinking skills, specifically the ability to analyze, interpret and
evaluate primary and secondary sources. A variety of performance
assessments are used to measure student achievement.

Art

The fine arts curriculum is an active, hands on program that
incorporates the standards (production, aesthetic perception,
history/culture, applications to life) within the projects. Besides
experiences involving the process of batik, subtractive sculpture, and
wheel thrown pottery, to name a few, students also participate in
creating larger public works of art, which enhance the building
atmosphere.

Spanish

All seventh grade students take twelve weeks of Spanish. Eighth graders
scoring above the 70^th^ percentile on the norm-referenced test in math
and reading are eligible to take the first year of high school Spanish
in the 8^th^ grade. The twelve-week course covers both of the required
standards in communication and culture. For these standards, students
are asked to communicate in a language other than English and develop
cultural understanding and demonstrate practices appropriate to the
culture in which the language is used.

PE

The physical education program provides a well-balanced program,
consisting of traditional team sports blended with a variety of lifetime
sports unique to the local environment. The traditional portion of the
curriculum focus is on team sports and fitness, while the lifetime area
centers on the winter sports of cross-country skiing, ice-skating, and
alpine skiing. Each student in our PE program is presented a variety of
opportunities to be successful in our school as they meet daily
throughout the school year.

Vocational -- Life Skills and Computer

The vocational curriculum incorporates two main areas. Life Skills, a
guidance class, is a hands on experiential program that addresses
several life skills needed by all to become productive citizens. Topics
include relationships, self-knowledge, careers, and conflict resolution.
The computer component includes hands on development of student computer
skills, as well as practical application of those skills needed to
become productive employees in the workplace. Students exiting our
computer program are proficient in Microsoft Office software including
PowerPoint, Word, Excel, and Publisher.

Special Education

The special education program is a standards-based program focusing on
developing study and organizational skills necessary for all students to
reach their academic potential. The program includes direct-instruction
at grade level in reading and math, previewing grade-level core
curriculum and individualizing assignments to reflect student needs and
learning styles. Parent, student and teacher communication is the
cornerstone of this program's success.

A second component of the special education program encompasses a
self-contained room. This program focuses on the development of
behavioral, social, and academic skills.

**Part V -- Question 2 - English Curriculum**.

The Pinedale Middle School English curriculum follows the state
standards in reading, writing, listening, and speaking by using a
three-fold curriculum. Students learn language arts skills in English,
Literature and Reading. The English program is primarily a writing
class; however, the subject matter generally includes literature. The
program is based on the 6 Traits of Writing in a variety of writing
styles. The process teaches students to own their writing. A three year
program has been created in which students build on the previous years'
knowledge beginning with basic types of writing and moving on to
extended essays for a variety of audiences. Students also write and
share daily journal entries.

An additional class in literature is a twelve-week rotation class for
eighth grade students and focuses on the reading and discussion of a
variety of literature in classical and contemporary fiction and
non-fiction. This class encourages higher-level discussion, such as the
reflection of cultural values in literature, the relation of literature
to current events, the influence of and on authors through time, and
reflection of literature in the movie industry.

Our Reading program is the third fold of our English Curriculum and is
taught as a separate class. At the sixth grade level, reading is a full
year course in which all sixth graders participate. One-half of the time
is spent in sustained silent reading (SSR) using the Accelerated Reading
program while the other half of the time is spent improving
comprehension skills, vocabulary, critical thinking, inference and
interpretation skills, and spelling through reading a variety of genres.
As students move on to the seventh grade they all participate in a
12-week class of SSR utilizing the Accelerated Reader program. The
eighth grade reading program is designed to improve the reading skills
of students who have placed below the 70^th^ percentile on the previous
year's standardized test in math and reading and have been determined to
be in need of extra help. Those students are assigned to a class that
changes between SSR time and math on a two-week rotation throughout the
year. The Accelerated Reading program in which students accumulate
points towards individual goals also adds interest in reading.

In order to improve reading skills, the possibility exists for students
greatly in need of assistance to be reading three periods a day: English
class, Literature, and Reading. We have seen great progress in reading
in our student body as a result of the extra time to focus on this
important skill.

**Part V - Question 3 - Another Curricular Area (Math)**

Our mathematics curriculum focuses on the content standards with a large
emphasis on the process standards. Students work on developing
procedural fluency on a daily basis. Groups are engaged in activities
that build each individual student's level of understanding of the
content, while practicing the skills needed to be effective problem
solvers.

Our mathematics curriculum includes standards, benchmarks and objectives
for each grade 6-8. Our content standards include number operations,
geometry, algebra, measurement, data analysis and probability. Within
each standard are benchmarks that allow us to focus on what every
student should master by the end of each grade level. The content
standards are the foundation of our objectives that are taught at grades
6-8. Each of these objectives is well developed and builds on or
connects with other ideas within and across each grade. The objectives
build on one another starting at the 6^th^ grade and spiraling
throughout the middle school curriculum. Attached to each objective are
daily open-ended problems and activities that help students make
connections and develop new understandings and skills.

Mathematical content and processes are both critical components in our
math program. Our mathematics curriculum allows students to develop
procedural fluency, connections and representations in addition to
reasoning, communication and problem solving skills. Throughout each
period students are encouraged to share and listen to others' ideas and
are consistently asked to explain their reasoning on paper or out loud
to the entire class, a small group or one another.

One of the goals of our building improvement plan is to add additional
contact time in mathematics. All 7^th^ grade students enroll in an
additional twelve-week math class. The class focuses on the district
benchmarks with an emphasis on measurement.  Eighth graders who did not
score above the 70 percentile in math on the previous years'
standardized test take an additional half-year of math.  Again the focus
is on activities that help students meet the standards as well as an
emphasis on procedural fluency. 

Students who are interested in additional mathematical learning
opportunities join the Math Counts practice sessions and competitions. 
Practice focuses on more complicated and higher level problems.  These
students have the opportunity to meet Tuesday mornings before school and
alternating Wednesdays and Thursdays during lunch and to compete with
students throughout the state three or four times each year. 

 

The entire school spends an additional 30-minute period every two weeks
engaged in mathematics.  The majority of the students choose to work on
the basic computational practice while others take the opportunity to
attend an additional Math Counts practice.

**Part V - Question 4 - Instructional Methods**

The staff at the Pinedale Middle School use a variety of instructional
methods to address student needs. Most of our teachers create
student-centered classrooms where an inquiry approach to learning is
implemented. Students create their own learning by participating in
teacher created activities, such as labs and learning modules, that
enable students to develop deep understandings of the concepts being
taught. Project based instruction, such as Science Fair and History Day,
play a large role in our instructional year. Math and science classes
along with the other core classes use cooperative learning integrated
into the inquiry method of teaching extensively throughout the year.

Other instructional methods employed by our staff include the use of
multi-media and technology in the presentation of lessons. Teachers in
our building use PowerPoint and Excel along with other Microsoft
products to improve student learning. Students also are educated in
these software programs to enhance their individual learning abilities.
In addition to software, teachers use technology such as the Smart
Board, Document Camera, and Presentation Systems when working with
students to address their individual learning needs. Teachers also use
the Internet to constantly search for new and exciting methods of
instruction that involve a variety of learning styles.

In addition to the more advanced methods of instruction, our school uses
the more traditional methods, such as direct instruction, modeling,
guided and independent practice, model building, and pre and post
assessments to increase student learning.

**Part V - Question 5 - Professional Development**

The staff development program at the Pinedale Middle School is very
focused on the improvement of our mathematics program. Prior to entering
the NCA school improvement process we had already determined that we
needed help in our math program and were already looking for ways to
improve; however, the NCA process helped us focus our attention and
direction. After our math program was determined to be in need of
improvement, we implemented an intensive and ongoing program of staff
development for those involved in that program. We include all of our
staff in periodic in-service in mathematics instruction. All of our
staff are also included in the extended math practice time we do every
two weeks.

One of our earliest activities began with all staff reading the Teaching
Gap (February 2002), reading excerpts from the Learning Gap, study of
the Third International Math and Science Study (TIMSS), attending
workshops related to problem solving, hosting University of Wyoming
college classes on our campus, attending both regional and national NCTM
conferences, and bringing the Math Counts program to the middle school.

We developed a partnership with the Rocky Mountain Mathematics
Leadership Collaborative, a National Science Foundation funded teacher
leadership training program located in Denver. Each of our math teachers
spent 32 days in training in Denver during the summer of 2002, the
2002-03 school year, and in June 2003.

As we adopted new curriculum and thoroughly trained our staff in
implementing that curriculum, our Wyoming Comprehensive Assessment
scores began to rise. Our scores went up 21 points over the course of 4
years while the state average went up two points in that same time.

**PART VII -- ASSESSMENT RESULTS**

PINEDALE MIDDLE SCHOOL

Wyoming Comprehensive Assessment

Grade 8 Math

+--------------------------+-------+-------+-------+-------+-------+
| # School Year            | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total -- Percent of      | 100   | 100   | 100   | 100   | 100   |
| students ...             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Novice       | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 82    | 89    | 78    | 80    | 81    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 57    | 55    | 46    | 34    | 41    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 16    | 21    | 12    | 10    | 17    |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 55    | 47    | 41    | 61    | 53    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## STATE SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Total -               | 100   | 100   | 100   | 100   | 100   |
| - Percent of students... |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ##  At or above Novice   | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 70    | 71    | 70    | 69    | 71    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 34    | 33    | 32    | 31    | 30    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 11    | 10    | 9     | 9     | 7     |
+--------------------------+-------+-------+-------+-------+-------+

PINEDALE MIDDLE SCHOOL

Wyoming Comprehensive Assessment

Grade 8 Writing

+--------------------------+-------+-------+-------+-------+-------+
| # School Year            | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total -- Percent of      | 100   | 100   | 100   | 100   | 100   |
| students ...             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Novice       | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 91    | 94    | 93    | 93    | 98    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 66    | 63    | 76    | 65    | 81    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 13    | 19    | 22    | 7     | 23    |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 55    | 47    | 41    | 61    | 53    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## STATE SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Total -               | 100   | 100   | 100   | 100   | 100   |
| - Percent of students... |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ##  At or above Novice   | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 83    | 85    | 87    | 85    | 91    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 48    | 53    | 51    | 47    | 56    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 9     | 9     | 8     | 5     | 9     |
+--------------------------+-------+-------+-------+-------+-------+

PINEDALE MIDDLE SCHOOL

Wyoming Comprehensive Assessment

Grade 8 Reading

+--------------------------+-------+-------+-------+-------+-------+
| **School Year**          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
|                          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total -- Percent of      | 100   | 100   | 100   | 100   | 100   |
| students ...             |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Novice       | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 85    | 91    | 93    | 93    | 92    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 63    | 63    | 66    | 52    | 67    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 22    | 28    | 22    | 11    | 15    |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 55    | 47    | 41    | 61    | 53    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## STATE SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ## Total -               | 100   | 100   | 100   | 100   | 100   |
| - Percent of students... |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| ##  At or above Novice   | 100   | 100   | 100   | 100   | 100   |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Partially    | 79    | 79    | 80    | 78    | 83    |
| Proficient               |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Proficient   | 39    | 38    | 39    | 34    | 39    |
+--------------------------+-------+-------+-------+-------+-------+
| At or above Advanced     | 8     | 7     | 9     | 6     | 6     |
+--------------------------+-------+-------+-------+-------+-------+

PINEDALE MIDDLE SCHOOL

Wyoming Comprehensive Assessment

Grade 8 Math

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [6]{.underline} Test: [Terra Nova - Math]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 60    | 63    | 82.8  | 73    | 69.4  |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 45    | 53    | 54    | 48    | 46    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 45    | 53    | 54    | 48    | 46    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [6]{.underline} Test: [Terra Nova - Reading]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 70.3  | 65.8  | 79.2  | 67.3  | 70.7  |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 45    | 53    | 54    | 48    | 46    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 45    | 53    | 54    | 48    | 46    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [7]{.underline} Test: [Terra Nova - Math]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 73.7  | 75.6  | 57.3  | 67    | 58.7  |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 54    | 53    | 43    | 42    | 57    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 54    | 53    | 43    | 42    | 57    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [7]{.underline} Test: [Terra Nova - Reading]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 63    | 66.7  | 66    | 73    | 60.3  |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 54    | 53    | 43    | 42    | 57    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 54    | 53    | 43    | 42    | 57    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [8]{.underline} Test: [Terra Nova - Math]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 82    | 73    | 78    | 54    | 81    |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 55    | 47    | 40    | 61    | 54    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 55    | 47    | 40    | 61    | 54    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.

PINEDALE MIDDLE SCHOOL

ASSESSMENT REFERENCED AGAINT NATIONAL NAMES

Grade: [8]{.underline} Test: [Terra Nova - Reading]{.underline}

Edition/publication year: [Copyright 1997]{.underline} Publisher:
[McGraw Hill]{.underline}

What groups were excluded from testing? [No groups excluded from
testing.]{.underline}

Scores are reported here as percentiles.

+--------------------------+-------+-------+-------+-------+-------+
|                          | 2002  | 2001  | 2000  | 1999  | 1998  |
|                          | -2003 | -2002 | -2001 | -2000 | -1999 |
+--------------------------+-------+-------+-------+-------+-------+
| **MONTH TEST GIVEN**     | March | March | March | March | April |
+--------------------------+-------+-------+-------+-------+-------+
| # SCHOOL SCORES          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Total Score              | 72    | 74    | 75    | 63    | 71    |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 55    | 47    | 40    | 61    | 54    |
| tested                   |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students in    | 55    | 47    | 40    | 61    | 54    |
| the grade in which the   |       |       |       |       |       |
| test was administered    |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of total         | 100   | 100   | 100   | 100   | 100   |
| students tested          |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Number of students       | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| Percent of students      | 0     | 0     | 0     | 0     | 0     |
| excluded                 |       |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES        | Wy    |       |       |       |       |
|                          | oming |       |       |       |       |
|                          | req   |       |       |       |       |
|                          | uires |       |       |       |       |
|                          | a     |       |       |       |       |
|                          | mi    |       |       |       |       |
|                          | nimum |       |       |       |       |
|                          | of 10 |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in a  |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | b     |       |       |       |       |
|                          | efore |       |       |       |       |
|                          | those |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
|                          | No    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | g     |       |       |       |       |
|                          | roups |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | our   |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | chool |       |       |       |       |
|                          | had   |       |       |       |       |
|                          | 10 or |       |       |       |       |
|                          | more  |       |       |       |       |
|                          | stu   |       |       |       |       |
|                          | dents |       |       |       |       |
|                          | in    |       |       |       |       |
|                          | them, |       |       |       |       |
|                          | there |       |       |       |       |
|                          | fore, |       |       |       |       |
|                          | no    |       |       |       |       |
|                          | sub   |       |       |       |       |
|                          | group |       |       |       |       |
|                          | s     |       |       |       |       |
|                          | cores |       |       |       |       |
|                          | are   |       |       |       |       |
|                          | repo  |       |       |       |       |
|                          | rted. |       |       |       |       |
+--------------------------+-------+-------+-------+-------+-------+

We provide a two-week window for testing and ask all students to make up
any tests missed. 100% of our students have historically participated in
our norm referenced testing program.