##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[**X**\] High \[ \] K-12 \[ \] Charter

Name of Principal [Ms. Susan Whiten]{.underline}

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

Official School Name [Long Beach High School]{.underline}

(As it should appear in the official records)

School Mailing Address [300 East Old Pass Road]{.underline}

[Biloxi MS 39532-4402]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_\_Harrison\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
State School Code
Number\*[\_\_\_2422-16\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(228) 863-6945]{.underline}

Web site/URL [www.lbsd.k12.ms.us]{.underline} E-mail
[whitens@lbsd.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\* [Mrs. Carrolyn Hamilton]{.underline}

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

District Name [Long Beach School District]{.underline} Telephone [( 228)
864-1146]{.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. Grady Holder]{.underline}

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

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

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

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

**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 for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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**

1\. Number of schools in the district:

  ---------- ------------------------------------------------------------
  3          Elementary Schools

  1          Middle Schools

             Junior high schools

  1          High schools

             Other

  5          TOTAL
  ---------- ------------------------------------------------------------

2\. District per Pupil Expenditure: [\$9971.63]{.underline}

Average State per Pupil Expenditure: [\$7996.15]{.underline}

**This figure is slightly inflated due to one time Katrina recovery
federal funds.**

**SCHOOL**

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
>
> \[ **x** \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

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

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only: **Other includes 16
self-contained special education students**

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

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       **100**   **112**     **212**

  **2**                                                     **10**      **104**   **113**     **217**

  **3**                                                     **11**      **117**   **95**      **212**

  **4**                                                     **12**      **102**   **106**     **208**

  **5**                                                     **Other**   **8**     **8**       **16**

  **6**                                                                                       

                                    **TOTAL                                                   **865**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of

**the school:**

  --------- -------------------------------------------------------------
  83        \% White

  11        \% Black or African American

  2         \% Hispanic or Latino

  3         Asian/Pacific Islander

  1         \% American Indian/Alaskan Native

  **100**   **% Total**
  --------- -------------------------------------------------------------

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      126
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      86
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    212
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 865
                            the school as of October 1  

  **(5)**                   Total transferred students  .25
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           25
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages:

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

Total number students who qualify: \_[364]{.underline}\_\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_[7]{.underline}\_\_\_\_%

\_\_[62]{.underline}\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

  ---- ----------------------- ---- --------------------------------------
  0    Autism                  1    Orthopedic Impairment

  0    Deafness                10   Other Health Impaired

  0    Deaf-Blindness          42   Specific Learning Disability

  0    Emotional Disturbance   0    Speech or Language Impairment

  1    Hearing Impairment      0    Traumatic Brain Injury

  6    Mental Retardation      1    Visual Impairment Including Blindness

  1    Multiple Disabilities        
  ---- ----------------------- ---- --------------------------------------

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

    **Number of Staff**

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

                                                                                 

  Admistrators                              3                                    

  Classroom teachers                        61                                   2

  Special resource teachers/specialists     5                                    

  Paraprofessionals                         5                                    

  Support staff                             24                                   

  Total number                              98                                   2

                                                                                 
  ----------------------------------------- ----------------------------- ------ -----------------------------

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

Students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [15:1]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate. In 2004-2005 the highest year of
teacher turnover, two teachers retired, four teachers relocated to other
areas because of a spouse's transfer at work, one teacher left to begin
coaching on a college level, and one teacher left to begin a family.

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

  Daily student attendance  95%         94%         95%         92%         92%

  Daily teacher attendance  96%         96%         95%         96%         95%

  Teacher turnover rate     13%         17%         14%         3%          8%

  Student dropout rate      2%          3%          4%          3%          3%
  (high)                                                                    

  Student drop-off rate     30%         26%         32%         \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

13. ***High Schools Only.***

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _[213]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \        |
|                                                         | _[30]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \        |
|                                                         | _[55]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_       |
|                                                         | [1]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _[13]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_       |
|                                                         | [1]{.under |
|                                                         | line}\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | >          |
|                                                         |  \_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | >          |
|                                                         |  \_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**[PART III ‑ SUMMARY]{.underline}**

Long Beach High School is rich in history and tradition that dates back
to its first graduating class in 1960. Throughout these many years
teachers, support staff, and administrators-with the support and
involvement of this "bedroom community"- have been instrumental in
creating one of the top-performing schools in the state, currently a
Level 5 Superior school.

Built in 1959, the original school campus has had additions, including a
fine arts center with a drama theater, choir facilities, and band hall.
LBHS has 56 classrooms plus three computer labs, library/media center,
technology discovery wing for the ninth grade, a career center. Long
Beach takes pride in its progressive approach to education while
utilizing traditional methods of instruction. There are five new
computers in over eighty percent of the classrooms with thirty-five
teaching sympodiums located in all core subject classes and several
elective classes. LBHS shares its off-campus Vocational Technical Center
with a neighboring school district.

The Vo Tech facility provides a curriculum that broadens our outreach to
the interests of all students. Many take advantage of three AP classes
and the Dual Enrollment Program, in which they can earn up to fifteen
hours of college credit in English, algebra, and world history on our
campus, taught by our instructors. The Cisco networking class was the
first in the state. ACT prep courses are offered several times a year
for a minimal fee. There is a broad-based curriculum that focuses on the
required state subjects with electives that reflect an eclectic mix of
student interests.

Along with the highest level of academia, LBHS affords ample
opportunities for students to participate in athletics, the arts, and
extracurricular activities. The choir and band consistently earn
superior ratings in competition. The drama department performs musicals,
dramas, and comedies. The athletic teams, including cheerleaders and the
dance team, compete successfully each year for district titles and state
championships. The Forensic organizations participants have won honors
and accolades. Recently, a broadcast journalism class was started that
produces closed-circuit reports and interviews. Clubs and organizations
form an integral support system for the school and the community as
members participates in numerous service projects. The Student Council
has been recognized locally, regionally, and nationally for its
projects.

Reaching every student can only be possible because of a dedicated staff
and supportive community. All teachers and administrators at LBHS are
committed professionals who have created a school climate that
encourages excellence and high achievement. Currently, eight teachers
have National Board Certification with other staff members recognized in
the community and the state for their hard work and their merits. The
staff promotes the mission of the school district: to produce globally
competitive graduates and responsible citizens utilizing the best
opportunities while drawing on all community resources. This mission is
accomplished because of our beliefs that all people can learn; each
person is created with dignity, worth and unique abilities; learning is
a lifelong process; high expectations lead to increased performance;
change is essential to growth; education provides an individual the
opportunity to pursue his or her dream.

"There is inside you/all of the potential/to be whatever you want to
be/all of the energy/ to do whatever you want to do." These lines, taken
from a poem by Donna Levine, reflect the spirit of our school. The staff
works sedulously to help every student experience the premise of this
poem by instilling in them a love and respect for learning and
succeeding and by creating a school environment that promotes superior
achievement in academics, athletics, the arts, and extracurricular
activities. LBHS wants every student to experience his/her dimension of
greatness.

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

**1. Assessment Results:**

The Mississippi Subject Area Testing Program (SATP) consists of
end-of-course, criterion-referenced tests in Algebra I, Biology I,
English II, and U.S. History from 1877. The SATP provides a meaningful
assessment of secondary academic content tied to the state\'s content
standards and promotes instructional strategies integrating both content
and problem solving. All Subject Area Tests count for graduation. The
Subject Area Tests are used for holding schools accountable for academic
achievement, the academic growth (improvement) of students, and for the
computation of Adequate Yearly Progress (AYP). Long Beach High School
has a history of academic excellence. LBHS is committed to continuing to
move our students from minimal and basic performance levels to
proficient and advanced levels.

The performance classification assigned to a school will be determined
by the percentage of students at the school who are performing at
criterion levels (basic and proficient) and the degree to which student
performance has improved over time (based on an expected growth value
for the school). The results from the Achievement Model and the Growth
Model are combined to assign each school a school performance
classification as follows: Level 5 - superior-performing; Level 4 -
exemplary; Level 3 - successful; Level 2 - under-achieving, and Level
1 - low-achieving. Information about Mississippi's school performance
classifications may be found at www.mde.k12.ms.us.

The English II Subject Area Test measures knowledge of language
conventions and reading comprehension. The 85 multiple-choice question
test contains items that measure the two assessment strands addressing
language conventions and reading comprehension. During the three year
span LBHS students earned consistent scores on overall performance and
for all subgroups while scoring significantly higher scores than the
state average. The most significant improvement is an increase in the
percentage of students passing the test from 73% in 2001-2002 to 89 % in
2005-2006.

The Algebra I Subject Area Test which consists of 65 multiple-choice
items measures a student's knowledge of and skill level in applied
Algebra. Algebra I scores have been our greatest advancement for both
overall performance and sub-groups. From 2003-2004 to 2005-2005 the
Algebra students improved from 73% to 81% in the percentage of students
scoring proficient and above. During the same time frame LBHS black
students rose from 60% proficient and above to 82% proficient and above
while the economically disadvantaged experienced a growth of 20 % from
65 % to 84% in proficient and above scores.

For the last three years LBHS earned a Level 5 classification despite
the fact that in 2005-2006 the teachers lost a month of instruction due
to the devastation of Hurricane Katrina to our community, schools, and
citizens. The successes in our test scores are attributed to
after-school tutoring, pre-SATP study sessions, compensatory classes,
and the dedication of the teachers. Teachers spend many hours outside of
class time with the students. The teachers actively engage the parents
in school work through phone conversations, e-mail, and on-line lesson
plans.

**2. Using Assessment Results:**

Long Beach High School values and utilizes the data that assessment
results provide to plan, evaluate, and improve our programs. The
district uses a tracking sheet for MCT results that follows the student
from school to school. Homeroom teachers at LBHS serve the same students
throughout their high school career. One of the teachers' first tasks of
the new school year is to track the MCT scores for incoming ninth
graders and share these scores with the student's teachers. The scores
are also given to the student's guidance counselor and administrator. In
this way several people take ownership of the ninth grader, and the
instruction becomes more prescriptive for the student.

Immediately upon receipt of SATP the principal begins data analysis to
determine areas of concerns and strengths of the school. Administration
utilizes the data to make decisions about scheduling and remediation
programs. The assessment data is very helpful to recognize strengths and
weaknesses in curriculum and accomplished teachers. Teachers as a
department and as individuals set goals for the year based on the data.
Many of the goals extend to feeder courses for the subject area test.
Accomplished teachers share best practices with other teachers.

The students are made aware of the results both individually and as a
school through teacher and administration communication. Students know
the goals of LBHS and strive to excel on each test. One measure of this
is the interest in becoming a member of the "400 Club". This club
recognizes and rewards all students who earn a 400 or above scaled score
on the subject area test.

Each department, even those who do not test, reviews the test data and
plans for improvement. We employ cross-curricular strategies as
identified by the SATP teachers in all classes. Analysis of the test
data identifies which strategies are most appropriate for improvement.

**3. Communicating Assessment Results:**

The state of Mississippi requires every school to report their
accountability results each year. The school district publishes a
district and school report that is mailed to parents each year to inform
them of the district and school progress. This information is also
available on the district web page for parents and community members. A
presentation of assessment results is given each year to the community
and the School Board in a public meeting. Each semester the principal
mails a letter to the parents of each student enrolled in a subject area
tested class. This letter provides information about the test, a testing
calendar, and the expectations for each student. During the Open House
held for the community and parents each semester, subject area teachers
provide a schedule of tutoring sessions and study sessions. As teachers
recognize a need for intervention or remediation, parents are contacted,
and this contact is maintained on a regular basis. Teachers document
this contact each grading term and it is reviewed by the administration.
A list of students who are at-risk in subject area classes is compiled.
The parents of these students are contacted by a Guidance Counselor
and/or an administrator. Students are issued individual progress reports
at least every four-and-a-half weeks but usually more frequently.

The district-wide newsletter is mailed to parents quarterly. This
contains information about assessment results and a calendar of testing.
In addition this newsletter informs parents about the achievements of
the schools and the district. The district's web page keeps parents and
community members informed of accomplishments and activities. In
addition the school utilizes the many media outlets to make information
available.

4.  **Sharing Success:**

Sharing our successes and seeking the help of other schools is a vital
component of assessment. The administrators actively participate in a
coast wide group of principals. These meetings provide an opportunity to
share ideas that work and seek answers to those questions that still
exist. Administrators share successes during professional development
meetings. One such success is the use of the tracking sheets of the MCT
test results to identify and address at-risk ninth graders. During
school year 2004-2005 the English teachers in an effort to improve test
scores organized, facilitated, and hosted a meeting of all local English
teachers. We realized from this meeting that we did many things that
were unique and successful. One example is requiring a compensatory
class for identified lower achieving students as a pre-requisite to
English II. Many of our teachers are Nationally Board Certified. These
teachers are mentors for teachers from many districts that are engaged
in the process of becoming Nationally Board Certified. The successes of
the Long Beach teachers are an integral part of this mentoring. Long
Beach High hosts many student teachers from the two local colleges. The
direct observation of our teaching strategies in conjunction with the
mentoring of our teachers spreads to other young teachers. Recently an
English teacher was asked to speak to a class of student teachers on the
daily oral language program used in English II classes. Many of our
teachers are asked to present professional development activities at
other districts. Most recently a teacher worked with math teachers on
the use of technology in the classroom. Several teachers presented at
the Ms. Council of Teachers of Mathematics convention. One presentation
was on a method used in Algebra I classes to teach factoring polynomials
that helped to increase our test scores.

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

**1. Curriculum:.**

Long Beach High School affords its students an academically challenging
curriculum that provides for the educational needs and special interests
of all students. Our students are provided the opportunity to develop
intellectually through experiences in subject matter content and methods
of instruction. Furthermore, they have 129 courses from which to choose
in order to fulfill the 28 total units required for graduation. In
addition to the core classes, students are encouraged to invest in their
futures via AP courses, Honors classes, vocational - technical
opportunities, Duel Enrollment with the community college, and cultural
offerings. Moreover, we are a Tech Prep site offering integrated
curriculums in English, math, and science. Graduation requirements are 4
English credits, 3 math credits including Algebra I and geometry, 3
science credits including Biology I, 3 ½ credits of history, health,
fine arts, and technology.

The language arts program contributes to the nucleus of our school's
curriculum. Reading, writing, listening, and speaking are stressed as
valued components of every lesson. Here students are shown through
literature an understanding and appreciation of our recorded social and
cultural heritage. Classes run the gamut from Compensatory English to
Honors English. Furthermore, this department is responsible for our
school's yearbook, literary magazine, and broadcast journalism classes.
Additional information on this department is discussed later in this
document.

Our math curriculum is extensive. Sixteen different math classes are
offered to fulfill the varying mathematical needs of our students. They
may choose from a selection of nine weeks classes, semester classes, or
even a year-long math class. Such time scheduling and individual
research projects provide the most flexible of all of our core
components.

Social studies students are exposed to the broad tapestry of human
experience through their historical research and study of the world's
great cultures. From geography and U.S. government to world history and
economics, students are provided with an appreciation of mankind's past.
Sociology examines the socialization process and our role in society
while psychology introduces the stages of human growth and development.

Our science program instills all of the skills necessary to ensure that
our students are competitive through hands-on investigative work.
Biology, anatomy, marine science, botany, chemistry, and physics are our
traditional course offerings which are lab -based classes. However, we
also ensure scientific success through our science skills class and our
spatial information science that includes the use of SIS to explore,
investigate, collect data, analyze data, present findings, and suggest
solutions to current problems through individual and group activities.

Business and technology at Long Beach High School are integral to our
students' complete education. We offer a wide assortment of classes
ranging from desktop publishing and power point to web page design and
graphic arts.

In addition we enhance our students' cultural experiences through our
three years of Spanish, P.E., and an impressive lineup of fine arts
class offerings in order to facilitate divergent rather than convergent
thinking and to encourage human communication within and across
cultures. We offer 4 levels of art, band, choir, and three levels of
theatre classes. Also our students may enroll in Health I and II,
Aquaculture I and II, Auto body mechanics and repair I and II, food
production, drafting, metal trades, and technology applications at the
district Vo-tech center in Pass Christian.

Finally Long Beach seniors have the option of an extensive Duel
Enrollment program in conjunction with our local community college. We
have 2 sections of College English I and II, College History I and II,
and College Algebra. These classes give about 100 of our seniors the
chance to jump start their college education while still in high school.

**2b. English:**

Using the guidelines outlined by the National Council of Teachers of
English and Mississippi's language arts framework, our English
curriculum engages students in literature and grammar/composition with
careful and deliberate integration of speaking, listening, writing, and
reading skills. English I-IV, Honors English I-IV, and Compensatory
English all employ diversified methods of instruction ranging from role
playing, cooperative learning, guest speakers, hands-on technology
learning, special projects, and research papers (grades 10-12). Through
careful planning of its teachers, the English department places strong
emphasis on the development of reading skills and maintains high
expectations regarding student achievement in reading. Many of our
students are required to read several novels/plays over the summer
break. Developmental reading skills are provided to students who have
inadequate reading backgrounds or abilities. Our teachers assume the
responsibility for keeping current on educational trends for assisting
at-risk readers through workshops, department meetings, and journals.
Consequently, our students participate in a comprehensive study through
vocabulary work, literary analytical challenges, classical reading,
literary response writing, journal writing, Daily Oral Language,
portfolios, small and large group discussions, oral presentations,
career center exploration, and media center instruction. Furthermore,
tutorial programs are in place (offered by either teachers or student
tutors) to assist students with specific reading deficiencies.

Careful attention is given to ensure that the English curriculum is
vertically and horizontally aligned through meetings and follow-up of
teachers in all levels of our school grades K-12. Addressing the range
of learning abilities through the scope and sequence of the curriculum
provides for the complete preparation of our students. Moreover, because
our staff and administration recognize that language arts is at the core
of all content areas, reading and writing are integrated across the
curriculum in order to bring together the concepts and skills of
separately taught subjects. Such emphasis makes students aware of the
relevance of the English program to their careers and lifestyles.

**3. Additional curriculum area.**

Because part of our mission at Long Beach High School is to offer
students a variety of programs and experiences, we have developed our
fine arts department in order to educate the "whole" student. This
category lends itself to great parental and community involvement,
thereby allowing us to utilize another resource in teaching our
students. Our choir, band, art, theatre, and speech classes are some of
our particular strengths. These departments afford our students with an
alternate means of expression apart from the understandable restraints
of the traditional classroom, and they do so while reinforcing the
concepts and strategies presented in the mainstream curriculum. They
develop craftsmanship and the ability to apply aesthetics to their
individual lives. Because the perceptions and understandings developed
in these programs cannot be acquired any other way, they contribute to
our students' ability to think critically and analytically. They
facilitate human communication and allow our students to articulate
their own special sense of being. Artistic and musical expression
influence behavior and each of our fine arts allows students to delve
deeper into the study by offering four years of their subject. Our
concert choir students may participate in Madrigals and additional
ensembles; our band students may choose to participate in Colorguard or
Indoor Drumline; our art students may choose to participate in the
National Art Society; our speech students may join Forensics, mock
trial, or Youth Congress in order to hone their speaking skills; and our
theatre students may choose to study theatre production, dramatic
criticism, or become a member of Thespians or Bearcat Players. Our fine
arts department rounds out the education of our students thereby adding
a vital dimension to their scholastic foundation.

**4. Instructional methods:**

Long Beach High School recognizes that a plethora of instructional
methods are necessary in order to meet the needs of the students in the
twenty-first century. Because not all students learn in the same way or
at the same pace, our staff balances a variety of teaching styles and
learning strategies so that our students can claim success. Our teachers
are constantly stretching themselves to find the best approach to
provide a superior education for our students. Whether it is through
reading professional journals, continuing education, National Board
Certification, workshops, classroom observation, or department sharing,
our teachers stay on the "cutting edge" of teaching techniques. A trip
down any given hallway will provide numerous examples of varying
teaching styles and proof that our teachers will do whatever it takes to
ensure that our students learn.

Diversified methods of instruction are offered to each student, such as
role playing, media groups, cooperative learning groups, peer response
groups, modeling, special performances and/or guest speakers, technology
application of subject matter, student presentations, individual
learning projects, special assignments, field trips, and hypothetical
situations to prepare for real-life situations, publishing, and outside
group projects. Our students are accustomed to a variety of teaching
approaches within the classrooms. Furthermore, our block scheduling
which gives each class 94 minutes of instruction time allows students a
longer period of uninterrupted time with which to participate in these
varied instructional tools.

Moreover, our students have the opportunity for after and before school
tutoring from teachers and students alike. Nova Net is used for
remediation, improvement of skills, and credit recovery.

Furthermore, our classrooms are equipped with computers and a sympodium
allowing for maximum learning through technology. Our students are
accustomed to incorporating technology into the learning process.

**5. Professional Development:**

Professional development focuses on improving instruction as a means to
improve student achievement. The committee of teachers and
administration reviews student assessment data, grade reports,
discipline reports, and attendance reports, to determine areas of need.
Information gathered from supervision of teachers is also included in
the data pool. Based on all of this data the school develops a plan for
improving student achievement.

Academic departments meet monthly to address specific topics of concern
with instruction. Each department prioritizes goals and an
implementation plan to address defined weaknesses in subject area tested
classes. In addition each individual teacher defines two goals, one
teacher specific and one institutional goal, for professional
development. Teachers use learning communities to address these goals. A
personal plan of action is agreed upon by the teacher and the principal.
The supervision of teachers is focused in part on this plan. Recently
professional development focused on the use of sympodiums in the
classrooms and TI calculators in all math classes and upper level
sciences. This technology can be infused into lessons.

New teachers are involved in monthly professional development for
orientation to district expectations and programs in addition to working
with a mentor. Vertical teams for grades 6-12 meet regularly to ensure
that students have a rigorous curriculum in all grades and that there is
appropriate alignment.

The success of our professional development plan is evident in the state
assessment results. The teachers understand that they have a major
responsibility in the success of the students.

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

Subject [English II\_\_]{.underline} Grade [10]{.underline} Test [State
of Mississippi English II Test]{.underline}

Edition/Publication Year [Yearly]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

  --------------------------------- ----------- ------------ --------------
                                    2005-2006   2004-2005    2003-2004

  Testing months                    December    December and December and
                                    and April   April        April

  **SCHOOL SCORES**                                          

  **TOTAL** (School Mean Scaled     348         348          351
  Score)                                                     

  At or Above Basic %               81          87           88

  At or Above Proficient %          57          51           54

  At or Above Advanced%             10          8            10

  Number of students tested         228         235          249

  Percent of total students tested  97          100          99

  Number of students alternatively  0           0            0
  assessed                                                   

  **SUBGROUP SCORES**                                        

  Black                                                      

  At or Above Basic %               82          70           77

  At or Above Proficient %          27          17           47

  At or Above Advanced%             0           5            12

  Number of students tested         22          33           17

  White                                                      

  At or Above Basic %               80          89           89

  At or Above Proficient %          60          58           55

  At or Above Advanced%             10          10           11

  Number of students tested         192         194          215

  Asian                                                      

  At or Above Basic %               86          NA\*\*       NA\*\*

  At or Above Proficient %          64          NA\*\*       NA\*\*

  At or Above Advanced%             29          NA\*\*       NA\*\*

  Number of students tested         14          NA\*\*       NA\*\*

  Economically disadvantaged                                 

  At or Above Basic %               73          68           76

  At or Above Proficient %          52          22           48

  At or Above Advanced%             11          4            3

  Number of students tested         85          23           38

  Disabled                                                   

  At or Above Basic %               36          92           NA\*\*

  At or Above Proficient %          4           57           NA\*\*

  At or Above Advanced%             0           0            0

  Number of students tested         7           4            15

  **STATE SCORES**                                           

  TOTAL ( State Mean Scale Score)   329         322          332

  At or Above Basic %               67          72           73

  At or Above Proficient %          37          35           37

  At or Above Advanced%             5           5            5
  --------------------------------- ----------- ------------ --------------

\*\* No members of this group

Subject [Algebra I\_\_]{.underline} Grade [9, 10]{.underline} Test
[State of Mississippi Algebra I Test]{.underline}

Edition/Publication Year [Yearly]{.underline} Publisher [Harcourt
Educational Measurement]{.underline}

  --------------------------------- ----------- ------------ --------------
                                    2005-2006   2004-2005    2003-2004

  Testing months                    December    December and December and
                                    and April   April        April

  **SCHOOL SCORES**                                          

  **TOTAL** (School Mean Scaled     369         377          369
  Score)                                                     

  At or Above Basic %               99          96           98

  At or Above Proficient %          81          83           73

  At or Above Advanced%             24          31           25

  Number of students tested         147         229          216

  Percent of total students tested  95          100          97

  Number of students alternatively  0           0            0
  assessed                                                   

  **SUBGROUP SCORES**                                        

  Black                                                      

  At or Above Basic %               100         96           92

  At or Above Proficient %          82          74           60

  At or Above Advanced%             18          14           21

  Number of students tested         17          28           28

  White                                                      

  At or Above Basic %               96          98           99

  At or Above Proficient %          82          84           75

  At or Above Advanced%             25          39           34

  Number of students tested         123         218          208

  Economically disadvantaged                                 

  At or Above Basic %               100         96           95

  At or Above Proficient %          84          72           65

  At or Above Advanced%             24          23           30

  Number of students tested         38          30           38

  Disabled                                                   

  At or Above Basic %               NA\*\*      NA\*\*       96

  At or Above Proficient %          NA\*\*      NA\*\*       76

  At or Above Advanced%             NA\*\*      NA\*\*       9

  Number of students tested         NA\*\*      NA\*\*       11

  **STATE SCORES**                                           

  TOTAL ( State Mean Scale Score)   352         355          351

  At or Above Basic %               72          85           90

  At or Above Proficient %          43          69           54

  At or Above Advanced%             17          21           18
  --------------------------------- ----------- ------------ --------------

\*\* No members of this group