##### U.S. Department of Education September 2003

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

**Cover Sheet**

Name of Principal [Mr. James Rodney Flowers]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [8324 Hwy. 15 North]{.underline}

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

[Ecru Mississippi 38841-9749]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 662 ) 489-5612]{.underline} Fax [( 662 ) 489-7068]{.underline}

Website/URL [www.pcsd.k12.ms.us](http://www.pcsd.k12.ms.us/) E-mail
[rflowers@pcsd.k12.ms.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. John A. Simmons]{.underline}

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

District Name [Pontotoc County Schools]{.underline} Tel. [( 662 )
489-3932]{.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. Ken Roye]{.underline} (Specify: Ms., Miss,
Mrs., Dr., Mr., Other)

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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**

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

1\. Number of schools in the district: [2]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[2]{.underline} High schools

[1]{.underline} Other (Briefly explain) -- Vocational/Technical

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5,715.00]{.underline}

Average State Per Pupil Expenditure: [\$6,402.00]{.underline}

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

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

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

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

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

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

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

  **9**                      68            51              119

  **10**                     50            49              99

  **11**                     45            54              99

  **12**                     23            39              62

  **Other**                                                

  **TOTAL STUDENTS IN THE                                  379
  APPLYING SCHOOL**                                        
  -------------------------- ------------- --------------- ---------------

6\. Racial/ethnic composition of [88]{.underline} % White

the students in the school: [10]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 12
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 29
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        41
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    400
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .10
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    10
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [1]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [34.3]{.underline}
%

[130]{.underline} 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: [8.2]{.underline} %

[33]{.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.

\_\_\_\_Autism [2]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [25]{.underline} Specific Learning Disability

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

[6]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

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

Classroom teachers [24]{.underline} [2]{.underline}

Special resource teachers/specialists [3]{.underline} [0]{.underline}

Paraprofessionals [4]{.underline} [0]{.underline}

> Support staff [3]{.underline} [0]{.underline}
>
> Total number [36]{.underline} [2]{.underline}

12\. Average school student-"classroom teacher" ratio:
[1:16]{.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.)

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

  Daily student attendance 96%         96%         96%         97%         95%

  Daily teacher attendance 97%         96%         98%         96%         95%

  Teacher turnover rate    8%          12%         16%         13%         6%

  Student dropout rate     1%          1%          0%          0%          0%

  Student drop-off rate    7.6%        4.1%        8.5%        0.8%        5.1%
  ------------------------ ----------- ----------- ----------- ----------- -----------

> Differences between the dropout rate and drop-off rate are due to the
> differences in calculations of the two measures. Dropout is calculated
> using school data compared to enrollment while drop-off rate is
> calculated using a true cohort group.
>
> 14\. **(*High Schools Only*)** Show what the students who graduated in
> Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > [6           |
|                                                     | 8]{.underline} |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > [            |
|                                                     | 4]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > [7           |
|                                                     | 2]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > [            |
|                                                     | 0]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Found employment                                    | > [1           |
|                                                     | 9]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Military service                                    | > [1.          |
|                                                     | 5]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > [            |
|                                                     | 3]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| Unknown                                             | > [.           |
|                                                     | 5]{.underline} |
|                                                     | > %            |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III -- SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.**

North Pontotoc High School of Ecru, MS, is focused on its mission of
providing equal opportunity for all students to be educated to the
extent allowed by their capabilities in academics, vocational training,
and extracurricular activities. The 429 students reside in Ecru,
Hurricane, Thaxton, Sherman, and the surrounding rural areas of Pontotoc
County, which has a population of 27,475. The per capita income in 2002
was \$16,278. Fifty-eight percent of the workforce is employed in
manufacturing; 42% is non-manufacturing. North Pontotoc achieved Level 5
state accreditation, the highest level, in the 1996-97 school year, and
has maintained this level ever since. In 2002, 32% of the county
population held high school diplomas, 17% had attended college, 6% had
finished college, and 2% had graduate degrees. Of the North Pontotoc
graduates of 2003, 72% enrolled in a community college, 4% enrolled in a
four-year college, 19% obtained a job, and 1.5% entered the military.

Last year, six classrooms were added because of substantial increase in
enrollment. Of the 34 North Pontotoc faculty members, seven have
advanced degrees, and three have National Board Certification. The
race/ethnicity of students is 9.8% African-American, 88.6% Caucasian,
and 1.6% Hispanic. The student mobility rate for the past year was 10%.
The district per pupil expenditure is \$5,715.00. Of the student
population, 34.3% is eligible for free or reduced-price meals.

In Subject Area Testing in Spring 2003, North Pontotoc had the following
standard scores: 387.1 in Algebra I, ranked first in the state for
grades 9-12; 370.8 in American History; 375.6 in Biology; 351.1 in
English II, ranked third in the state in the multiple choice section;
2.5 out of 3 on narrative writing, and 2.7 out of 3 on formative
writing. All of these scores were well above the state mean. North
Pontotoc eleventh grade students scored well on the Mathematics segment
of the Functional Library Exam in the last year it was mandated by the
Mississippi Department of Education. Of 104 tested, 19 had perfect
scores, 97 passed, and 71 were above the state average. Even though
Pontotoc County ranks in the lower 10% of per pupil expenditures in the
state, student performance consistently ranks in the top 5% of state
assessment scores.

The students, parents, community stakeholders, faculty, and
administration are committed to the mission of the school. Evidence from
collaboration endeavors reveal that areas of our strength lie in
curriculum alignment with student achievement, assessment, team
building, a clear and shared vision, and community support.

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

1.  **Describe in one page the meaning of the school's assessment
    results in reading (language arts or English) and mathematics in
    such a way that someone not intimately familiar with the tests can
    easily understand them.**

North Pontotoc High School embraces the motto, "Striving for
Excellence." This commitment to student success is evident in many ways.
Many school districts in the state of Mississippi look to us as a model
for both academic success and stewardship of public funds. Pontotoc
County Schools have consistently had one of the lowest per pupil
expenditures while also enjoying the highest academic ranking in the
state. The Mississippi Department of Education has published its
assessment of public schools in the Mississippi Report Card. Pontotoc
County Schools have received the highest ranking, Level 5, from 1997 to
2002. Beginning 2003, school level rankings were given, and North
Pontotoc High School was awarded Level 5.

Data that reflects our academic achievement is provided from many
different sources. The Mississippi Department of Education (MDE)
mandates two groups of criterion-referenced tests, the Functional
Library Examination (FLE) and the Subject Area Testing Program (SATP).
The SATP has been and is currently used to establish criteria for
measuring academic success in the Mississippi Accountability System. The
FLE was used in the past and is in the process of being phased out. The
FLE math test was used for graduation requirements.

The federal law, "No Child Left Behind" (NCLB), passed January 2001
places the focus on academic achievement through "Adequate Yearly
Progress" (AYP). Mississippi's accountability plan uses Algebra I and
English II portions of the SATP to meet AYP requirements for reading and
mathematics. Graduation rate is also used for the other indicators
portion of AYP. North Pontotoc High School has met AYP for two years.
Appendices A, B, and C will show the achievement of students with FLE
mathematics and SATP Algebra I and English II. As demonstrated in the
tables found in appendix A, B, and C, NPHS has scores that are greater
than state average, and have ranked in the top ten to twenty-five
percent of the state each year.

The Algebra I test measures "real world" algebra by having students use
their knowledge and apply their skills to solve practical problems.
Students may use calculators throughout the test, which assesses six
areas of algebra: patterns, relations and functions; equations and
inequalities; polynomials; formulas in problem solving; slope;
probability. The English II test measures reading and language
conventions. Students also write two essays and are graded using a
rubric. Because of the rubric grading, the writing portion of the
English II test is not used for accountability. The scale score used in
Algebra I and English II provides the student's total test score.
Beginning with the 2000-2001 school year, the raw score on the total
test was converted to a total test scale score ranging from 100 to 500
with 300 being a passing score. This report compares the school mean
scaled score to the state mean score and compares mean scores across the
subgroups: economically disadvantage, race, and sex. (See appendices B
and C). Due to the change of the test format 2000-2001, vertical
comparison of the mean score is not applicable and test data was not
provided by MDE for the 1999-2000 school year. Also due to the sensitive
nature of identifying economically disadvantage students, data was not
reported in some cases.

In the FLE mathematics and SATP, Algebra I and English II, scores were
included for special education students whose individual educational
plan specifies accommodations and modifications allowed under test
parameters.

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

The academic success of North Pontotoc High School is in large part due
to the analysis and articulation of assessment data. The test data is
used to determine effective practices utilized, improve instructional
focus, and to identify student needs. As the data is made available to
the school district, administrators and instructional personnel then
analyze it. The data is compared to past performance, yearly goals, and
expected outcomes based on the implementation of new programs as well as
teaching and learning strategies. The assessment data is analyzed in
relation to the current instructional focus to determine if any
modifications or adjustments are needed. Plans are made each year for
professional development to include the interpretation of data as it
relates to the effectiveness of current practices. Through staff
collaboration, curriculum adjustments, teaching strategies, and future
professional development will be made with the goals of improving
instruction, addressing student needs, and thus improved assessment
results. Students whose assessment results indicate a performance below
district and state standards are targeted, and an intervention plan is
designed to address the student's individual needs.

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

The Pontotoc County School Board is given the results of all Mississippi
Assessment scores. During the school board meeting, an explanation of
all assessment data is presented. Students are given assessment results
during a homeroom class period. The scores are forwarded to parents from
the school, along with an explanatory letter for interpretation. Parents
are encouraged to contact the guidance counselor for help with
assessment data interpretation. Individual parent conferences, as well
as phone conferences are provided by the counselor and school
administration. For the Subject Area Tests (SATP), parents have been
invited to an evening meeting at the school. Copies of each student's
scores are placed in their cumulative folders. Assessment data is
communicated to students on a continual basis. Parents receive a
progress report every 4 ½ weeks and a report card every 9 weeks. Parents
are encouraged to schedule conferences in order to communicate and
understand student performance. The school district provides a day each
semester for parent/teacher conferences. State assessment data is
published in local papers and posted in the hallways of the school. Data
for all Mississippi schools is available at the Mississippi Department
of Education website.

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

One of the honors for being recognized as an exemplary school is the
opportunity to share our success with other school districts. One of the
primary methods is through professional development. Whether working in
a joint effort with another local school district or through scheduled
Mississippi Department of Education professional development programs,
our staff members have experienced the opportunity of working with other
school districts with the primary goal of improving instruction and
student performance. These activities are carried out by recognized
staff members whose credentials include National Board Certification,
Mississippi Teacher of the Year, and/or Phi Delta Kappa Teacher of the
Year. North Pontotoc High School has worked diligently to align its
curriculum to the Mississippi Department of Education Frameworks. The
sharing of an aligned curriculum, the philosophy, and the procedures for
the continued development of district level curriculum is one of the
most valuable contributions that can be made available to other school
districts. Making workshops available to other school districts has
fostered collaboration between schools for the betterment of students.
North Pontotoc High School serves as a clinical lab school for the
University of Mississippi and Blue Mountain College. Student teachers
are given the opportunity to work with and gain knowledge from our NPHS
staff members. As a result of these efforts, we not only improve present
opportunities, but we help to prepare for future challenges.

# PART V -- CURRICULUM AND INSTRUCTION

1.  **Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).**

As evidenced in the three Top Priorities of the Student Handbook: 1.
Students will achieve academically in the top 5% of students in the
state of Mississippi, 2. North Pontotoc students will read on or above
grade level, and 3. North Pontotoc students will graduate at a rate
higher than 90%. Students attending North Pontotoc participate in an
academic program that is both varied and challenging. All courses
provide a curriculum based on high standards and high expectations. The
emphasis on academic excellence begins in the Elementary School and
continues through Middle School and High School. Students are encouraged
to do their best and excel in all curriculum areas from the time they
begin school until they graduate.

North Pontotoc High School currently offers students a choice of
approximately 50 courses. These courses provide our students with
academic skills, vocational preparation, social interaction, and skills
to work with others in a team effort. Accelerated English is offered at
each grade level. Upper level math and science courses are available for
students. Emphasis is placed on students that are identified as at-risk
students, to provide them with additional course work to prepare them
for key subject area testing. These classes provide at-risk students
with additional support and instruction to make sure they master core
academic skills.

Spanish I and Spanish II are available for students as a foreign
language. Some years Spanish III is offered for our more advanced
Spanish students. The curriculums are based on the Mississippi State
Frameworks and the National Standards for Foreign Language Learning.
Students taking Spanish do projects using Spanish Web sites and then
make presentations to the class.

Technology classes provide students with opportunities to develop
computer and technology skills. Technology Discovery provides students
with basic technological skills. Students may continue to develop
technology skills in Computer Applications, Desktop Publishing, and
Telecommunications. Students that are interested in obtaining more
computer and technology skills are encouraged to attend the Career
Center where classes focus on these skills.

The arts are well represented in the curriculum at North Pontotoc High
School. Art, band, and choral music provide students with the skills
necessary to perform and compete at the high school level. The band
consistently receives superior rating at band competitions. Several art
students have received awards and recognition at local and state art
competitions.

By using test analysis and student performance data, North Pontotoc High
School seeks to revise and adjust the curriculum to meet the needs of
students. Students, parents, teachers, and community stakeholders have a
voice in helping North Pontotoc High School meet the curriculum needs of
students and meet our school goal of North Pontotoc students achieving
academically in the top 5% of students in the state of Mississippi.

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

The English department at North Pontotoc High School works to
accommodate all levels of learners. Each year for every grade, the more
studious students are able to participate in Honors English. Students
must maintain a ninety average for an entire year to qualify for
enrollment and must be recommended by their pervious English teacher.
The school offers a learning strategies class for tenth graders who are
weaker in the subject or have difficulty mastering certain objectives.
This class was designed to help students who may struggle with the
Mississippi English II Subject Area Test that students must pass to
graduate. Fortunately, the class also enables students to acquire extra
help throughout their tenth grade year because it acts as a tutoring
service for students. Another way the English department attempts to
accommodate all learners is through the use of *Classworks*, a software
program especially designed to meet the needs of our students.
*Classworks* enables students to improve vocabulary, reading
comprehension, as well as, ACT/SAT skills. Through the use of this
computer database featuring various lessons and exercises on general
English objectives, students are provided the opportunity to improve in
all areas of communication.

We also make a fervent effort to improve the reading skills of our
students who do not read on grade level. Efforts are made before the
beginning of each school year to identify these students through a
series of departmental meetings. The English teachers examine test
scores and past performance in order to recognize students who may have
potential problems in reading. Students are then tested at the start of
the school year using the STAR Reading program. This is a computer based
testing program that identifies a student's reading grade level through
a series of multiple-choice questions. Once teachers have this
information on hand, they are able to give students the extra help they
so desperately need. Once reading levels are identified, a variety of
programs are instituted to help students improve on their initial
reading level. One of those programs is Accelerated Reader, a reading
program designed to challenge students to read material that will
advance their reading skills without leaving them feeling frustrated and
unsuccessful. English students at North Pontotoc are required to read at
least one novel of their choice per nine weeks that is on or slightly
above their specified reading level. This program is instituted
throughout the year and through testing students' reading levels
annually; we are able to track our progress in raising students to grade
level.

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

The mathematics curriculum relates to essential skills and knowledge
based on the school's mission to provide equal opportunities for every
student in academic, vocational, and extracurricular areas of school to
the extent allowed by his/her capabilities. A wide variety of courses
including Pre-Algebra, Algebra I, Geometry, Algebra II, Advanced
Algebra, Trigonometry, Calculus, and Advanced Topics in Mathematics
offers a diverse selection to meet the needs of all students based on
their abilities, interests, and educational goals. The curriculum for
each course follows the Mississippi State Framework and the National
Council of Mathematics Teachers' standards. Technology is incorporated
into the curriculum of all mathematics courses through the use of
graphing calculators and computers. A number of computer programs
provide opportunities for review, application and remediation on
mathematics skills and objectives. One particular program, *Classworks,*
is used by subject area teachers and transition teachers as a
reinforcement tool, a reviewing method, and an assessment of skill
mastery. It also aids teachers in remediation where necessary. The
teacher/student ratio is kept to a minimum in order to facilitate
individualized instruction, cooperative learning, peer tutoring, and
remediation when necessary. Mathematics tutoring is available to all
students in each course before school, during break, lunch, and after
school. Professional growth and development opportunities are provided
for mathematics instructors to share, discuss, and learn new subject
knowledge and educational pedagogy. Each classroom instructor provides
ample opportunity to connect the math curriculum to other disciplines
and real world situations. Teachers use diverse instructional methods in
class to encourage and support the critical and analytical thinking
skills of all students.

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

Teacher commitment to students and their learning define the
instructional methods utilized. Teachers are asked to give careful
consideration to individual differences of learners, monitor and adjust
methodology, and make every effort to make knowledge accessible to
students. Through professional development opportunities, teachers keep
current with effective schools research and best practices about how
students develop and learn. In the classroom, a wide variety of
instructional methods including hands-on learning, integration
activities, interactive lecture, whole group discussion, cooperative
learning, peer teaching, and outside speakers are used. Technology is
also incorporated into daily instruction. Lesson plans document that
subject matter is integrated across disciplines and linked to real-world
applications. Transition classes were established for Algebra I, Biology
I, English II, and U.S. History for selected students. Tutoring is
available for students having difficulty with subject matter at
different times of the school day as well as before and after school.
Interested students may also take courses at the Career and Technology
Center in a variety of different areas. Students also have the
opportunity to be student assistants in the elementary school. This
gives these students a hands-on experience working with younger students
and with teachers.

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

Professional development is planned by a committee of high school
faculty representatives. The committee works with the principal to plan
professional development focusing on improving instruction and student
achievement. As needs arise, special topics are also included into
professional development planning. Student assessment data and teacher
input are the primary considerations in the planning of professional
development. The school calendar allots five days of professional
development at the beginning of the school year, one day at the
beginning of the second semester, and partial days once each semester.
During the school year, each subject area department meets once a month
to discuss issues that affect instruction and student achievement.
School personnel are also encouraged to participate in conferences,
workshops, and training that will impact instruction and student
achievement. Faculty members frequently attend training sessions offered
by the Mississippi Department of Education, Program of Research and
Evaluation for Public Schools (PREPS), Mississippi TECH-PREP or any
other professional training deemed worthy to help accomplish the
school's mission. North Pontotoc High School has two teachers and a
counselor who are National Board Certified. This process is recognized
as rigorous and intense professional development experience and is
encouraged by the school district. The impact of professional
development on instructional improvement and student achievement is
evident in our schools profile, which shows our students consistently
score in the top 5% on state assessments.

## Criterion Reference Test Results Appendix A

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

All eleventh grade students were tested. Students not pursuing a regular
high school diploma were excluded.

+-------------------------------+------+------+------+------+------+
| # FLE Mathematics             | 2003 | 2002 | 2001 | 2000 | 1999 |
+-------------------------------+------+------+------+------+------+
| Testing Month - November      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Mississippi Statewide Data    | 2    | 2    | 2    | 2    | 2    |
|                               | 66.6 | 66.8 | 66.8 | 63.6 | 65.0 |
+-------------------------------+------+------+------+------+------+
| North Pontotoc High School    | 2    | 2    | 2    | 2    | 2    |
|                               | 73.2 | 75.9 | 82.8 | 75.7 | 80.9 |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 104  | 90   | 73   | 78   | 94   |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 9    | 9    | 9    | \*   | \*   |
| tested                        | 8.1% | 7.8% | 3.6% |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students excluded   | 2    | 2    | 4    | \*   | \*   |
+-------------------------------+------+------+------+------+------+
| Percent of students excluded  | 1.9% | 2.2% | 6.4% | \*   | \*   |
+-------------------------------+------+------+------+------+------+
| Subgroup Scores               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. Race                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Black                         | 2    | 2    | 2    | 2    | 2    |
|                               | 70.1 | 46.2 | 78.4 | 40.4 | 41.1 |
+-------------------------------+------+------+------+------+------+
| \% Blacks                     | 1    | 6.7% | 11%  | 6.4% | 9.6% |
|                               | 0.6% |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Hispanic                      | 1    | 0    | 0    | 2    | 0    |
|                               | 84.5 |      |      | 69.7 |      |
+-------------------------------+------+------+------+------+------+
| \% Hispanic                   | 1.9% | 0    | 0    | 3.8% | 0    |
+-------------------------------+------+------+------+------+------+
| White                         | 2    | 2    | 2    | 2    | 2    |
|                               | 75.5 | 78.1 | 83.3 | 72.6 | 85.2 |
+-------------------------------+------+------+------+------+------+
| \% Whites                     | 8    | 9    | 89%  | 88%  | 9    |
|                               | 7.5% | 3.3% |      |      | 0.4% |
+-------------------------------+------+------+------+------+------+
| 2\. Sex                       |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Male                          | 2    | 2    | 2    | 2    | 2    |
|                               | 76.1 | 78.6 | 81.6 | 68.1 | 78.4 |
+-------------------------------+------+------+------+------+------+
| \% Males                      | 5    | 4    | 38%  | 56%  | 4    |
|                               | 3.8% | 4.4% |      |      | 0.4% |
+-------------------------------+------+------+------+------+------+
| Female                        | 2    | 2    | 2    | 2    | 2    |
|                               | 69.9 | 73.8 | 83.5 | 75.2 | 82.7 |
+-------------------------------+------+------+------+------+------+
| \% Females                    | 4    | 5    | 62%  | 44%  | 5    |
|                               | 6.2% | 5.6% |      |      | 9.6% |
+-------------------------------+------+------+------+------+------+
| 3\. Economically              | 2    | 2    | 2    | 2    | 2    |
| Disadvantaged                 | 72.1 | 80.5 | 84.9 | 65.6 | 72.2 |
+-------------------------------+------+------+------+------+------+
| \% Economically Disadvantaged | 25%  | 1    | 25%  | 29%  | 17%  |
|                               |      | 5.2% |      |      |      |
+-------------------------------+------+------+------+------+------+

\* Information Not Available

## Criterion Reference Test Results Appendix B 

Test: Subject Area Testing Program Publisher: Harcourt

Algebra I

All students who were enrolled in Algebra I and were required to pass
the Algebra I SATP in order to graduate were tested.

+-------------------------------------------+-------+--------+-------+
| # SATP -- Algebra I                       | 20    | 2      | 20    |
|                                           | 02-03 | 001-02 | 00-01 |
+-------------------------------------------+-------+--------+-------+
| # Month Tested - April                    |       |        |       |
+-------------------------------------------+-------+--------+-------+
| # North Pontotoc High School              |       |        |       |
+-------------------------------------------+-------+--------+-------+
| TOTAL                                     | 74    | 122    | 100   |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 387.1 | 351.5  | 337.9 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 98.6% |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 87.8% |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 47.3% |        |       |
+-------------------------------------------+-------+--------+-------+
| Number of students tested                 | 74    | 122    | 100   |
+-------------------------------------------+-------+--------+-------+
| Percent of total students tested          | 100%  | 100%   | 100%  |
+-------------------------------------------+-------+--------+-------+
| SUBGROUP SCORES                           |       |        |       |
+-------------------------------------------+-------+--------+-------+
| 1\. Economically Disadvantaged (Total \#  | 20    | 21     | 11    |
| tested)                                   |       |        |       |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 391.2 | 363    | 354.4 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 100%  |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 85%   |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 50%   |        |       |
+-------------------------------------------+-------+--------+-------+
| 2\. Race                                  |       |        |       |
+-------------------------------------------+-------+--------+-------+
| Black (Total \# tested)                   | 5     | 10     | 6     |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 392.6 | 350.7  | 321.5 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 100%  |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 100%  |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 60%   |        |       |
+-------------------------------------------+-------+--------+-------+
| White                                     | 69    | 112    | 94    |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 384.4 | 351.7  | 339.0 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 98.6% |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 87%   |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 46.4% |        |       |
+-------------------------------------------+-------+--------+-------+
| 3\. Gender                                |       |        |       |
+-------------------------------------------+-------+--------+-------+
| Female (Total \# tested)                  | 38    | 63     | 56    |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 389.8 | 346.9  | 337.5 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 97.4% |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 86.8% |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 44.7% |        |       |
+-------------------------------------------+-------+--------+-------+
| Male (Total \# tested)                    | 36    | 59     | 44    |
+-------------------------------------------+-------+--------+-------+
| Mean Score                                | 389.8 | 356.5  | 338.5 |
+-------------------------------------------+-------+--------+-------+
| At or Above Minimal                       | 100%  | \*     | \*    |
+-------------------------------------------+-------+--------+-------+
| At or Above Basic                         | 100%  |        |       |
+-------------------------------------------+-------+--------+-------+
| At or Above Proficient                    | 88.9% |        |       |
+-------------------------------------------+-------+--------+-------+
| At Advanced                               | 50%   |        |       |
+-------------------------------------------+-------+--------+-------+
| Mississippi Statewide Scores              |       |        |       |
+-------------------------------------------+-------+--------+-------+
| TOTAL                                     |       |        |       |
+-------------------------------------------+-------+--------+-------+
| State Mean Score                          | 339.5 | 335.9  | 323.9 |
+-------------------------------------------+-------+--------+-------+

\* Information Not Available -- Proficiency levels were not available
until 02-03.

## Criterion Reference Test Results Appendix C

Test: Subject Area Testing Program Publisher: Harcourt

English II

All students who were enrolled in English II and were required to pass
the English II SATP in order to graduate were tested.

+-------------------------------------------+--------+--------+--------+
| # SATP -- English II                      | 2      | 2      | 2      |
|                                           | 002-03 | 001-02 | 000-01 |
+-------------------------------------------+--------+--------+--------+
| # Month Tested - April                    |        |        |        |
+-------------------------------------------+--------+--------+--------+
| # North Pontotoc High School              |        |        |        |
+-------------------------------------------+--------+--------+--------+
| TOTAL                                     | 100    | 99     | 74     |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 351.1  | 342.6  | 311.9  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 90%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 61%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 7%     |        |        |
+-------------------------------------------+--------+--------+--------+
| Number of students tested                 | 100    | 99     | 74     |
+-------------------------------------------+--------+--------+--------+
| Percent of total students tested          | 100%   | 100%   | 100%   |
+-------------------------------------------+--------+--------+--------+
| SUBGROUP SCORES                           |        |        |        |
+-------------------------------------------+--------+--------+--------+
| 1\. Economically Disadvantaged (Total \#  | 25     | 19     | 8      |
| tested)                                   |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 355.8  | 341    | 314.9  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 88%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 68%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 8%     |        |        |
+-------------------------------------------+--------+--------+--------+
| 2\. Race                                  |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Black (Total \# tested)                   | 9      | 5      | 7      |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 354.6  | 304.4  | 315.9  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 100%   |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 56%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 0%%    |        |        |
+-------------------------------------------+--------+--------+--------+
| Hispanic (Total \# tested)                | 1      |        |        |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 286    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 0%     |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 0%     |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 0%     |        |        |
+-------------------------------------------+--------+--------+--------+
| White                                     | 90     | 94     | 67     |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 350.8  | 344.7  | 311.5  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 90%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 62%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 8%     |        |        |
+-------------------------------------------+--------+--------+--------+
| 3\. Gender                                |        |        |        |
+-------------------------------------------+--------+--------+--------+
| Female (Total \# tested)                  | 50     | 54     | 46     |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 353.9  | 347.9  | 317.1  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 92%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 64%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 6%     |        |        |
+-------------------------------------------+--------+--------+--------+
| Male (Total \# tested)                    | 50     | 45     | 28     |
+-------------------------------------------+--------+--------+--------+
| Mean Score                                | 347.2  | 336.3  | 303.4  |
+-------------------------------------------+--------+--------+--------+
| At or Above Minimal                       | 100%   | \*     | \*     |
+-------------------------------------------+--------+--------+--------+
| At or Above Basic                         | 88%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At or Above Proficient                    | 58%    |        |        |
+-------------------------------------------+--------+--------+--------+
| At Advanced                               | 8%     |        |        |
+-------------------------------------------+--------+--------+--------+
| Mississippi Statewide Scores              |        |        |        |
+-------------------------------------------+--------+--------+--------+
| TOTAL                                     |        |        |        |
+-------------------------------------------+--------+--------+--------+
| State Mean Score                          | 328.9  | 321.4  | 304.7  |
+-------------------------------------------+--------+--------+--------+

\* Information Not Available -- Proficiency levels were not available
until 02-03.