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

*U.S. Department of Education*

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

Name of Principal: Mr. Bruce Lay

Official School Name: Jefferson Middle School

School Mailing Address: 200 Fairbanks Road

City, State, Zip Code: Oak Ridge, Tennessee 37830-7030

County: Anderson

State School Code Number: 25

Telephone: (865)425-9301 Fax: (865)425-9339

Web site/URL: [http://jms.ortn.edu](http://jms.ortn.edu/) E-mail:
<blay@ortn.edu>

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

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

(Principal's Signature)

Name of Superintendent: Dr. Thomas Bailey

District Name: Oak Ridge Schools Telephone: (865)425-9001

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)

School Board Chairperson: Mr. John Smith

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**

**DISTRICT**

1\. Number of schools in the district: 4 Elementary schools

2 Middle schools

1 High school

1 Other

8 TOTAL

2\. District Per Pupil Expenditure: \$10,153

Average State Per Pupil Expenditure: \$7,469

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

4\. Number of years the principal has been in his position at this
school: 6

5\. Number of students:

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

  **PreK**                                                  **7**       91        85          176

  **K**                                                     **8**       89        84          173

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**       80        70                     150          **Other**                         

  **6**       91        64                     155                                            

                                    **TOTAL                                                   654
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 76 % White

the school: 16 % Black or African American

4 % Hispanic or Latino

4 % Asian/Pacific Islander

0% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 11%

8\. Limited English Proficient students in the school: .4 %

3 Total Number Limited English Proficient

Number of languages represented: 3

Specify languages: Spanish, Korean and Chinese

9\. Students eligible for free/reduced-priced meals: 27%

Total number students who qualify: 178

10\. Students receiving special education services: 13%

86 Students Total

> Number of students with disabilities according to conditions
> designated in the Individuals with Disabilities Education Act:

5: Autism

21: Other Health Impaired

36: Specific Learning Disability

5: Emotional Disturbance

14: Speech or Language Impairment

5: Mental Retardation

11\. Number of Staff:

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

Administrator(s) 2

Classroom teachers 41 4

Special resource teachers/specialists 10 1

Paraprofessionals NA

> Support staff 19
>
> Total number 72 5

12. Average school student-classroom teacher ratio: 15:1

13\. Attendance patterns of teachers and students as a percentage:

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

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

  Daily teacher attendance  97%         95%         95%         97%         97%
  \*                                                                        

  Teacher turnover rate     14%         12%         7%          10%         9%
  \*\*                                                                      

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

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\* In the two lowest years for teacher attendance, one teacher was out
for an entire year, another for half of a year and a third teacher was
out for more than two months, all due to illness.

\*\* Teacher turnover in recent years has been fueled by no single
factor. Retirement has been the primary reason for teacher departures,
though others have left for opportunities outside of public education,
some have transferred within the school system and one teacher
contracted cancer and died.

**PART III ‑ SUMMARY**

Jefferson Middle School is located in Oak Ridge, Tennessee, in the
Appalachian Mountains in eastern Tennessee. It serves approximately 650
students in grades five through eight. It has two elementary feeder
schools and is one of two middle schools in Oak Ridge, each of which
feeds the single high school in the district.

Oak Ridge, Tennessee is a city of just over 25,000, founded by the
federal government in 1942 for the development of nuclear weapons. As a
city founded expressly for scientific research and development, its
initial population was a very educated group. At one time it was
believed Oak Ridge had more Ph.D.s per capita than any other city in the
world. This highly educated population demanded that the school system
be academically rigorous, as well as superior in other areas such as the
arts, and in a willingness to pay for programs, staff and facilities
which would promote excellence. This tradition has continued.

The current Jefferson Middle School moved to its present site in 1968.
The student body consisted of grades seven through nine and the school,
accordingly, was named Jefferson Junior High. In 1985 sixth grade was
added and in 1994 ninth grade was moved to the high school
simultaneously with the arrival of the fifth grade, creating the
alignment seen today and changing the structure and hence the name to
Jefferson Middle School. At this time the school adopted a middle school
model which included academic teams at each grade level designed to
foster a sense of belonging to a smaller, more personal group and to
encourage cross-curricular coordination of classes in terms of both
student work load and content.

The student population is predominantly white (76%), though there is a
significant mixture of African-American (16%) and Asian (4%) populations
as well as a growing Hispanic (4%) population. The number of students
who are eligible for free and reduced lunch has increased in recent
years to its current level of 27%. The school, as a result of a large
number of local technical industries, continues to draw well educated
families from around the nation and world. In recent years, it has also
increasingly drawn from surrounding areas, which include families from a
lower socio-economic and educational background. Additionally, an
increasing Hispanic population has impacted the schools as has the
continuing migration from New Orleans and the gulf coast as a result of
Hurricane Katrina and its aftermath.

The staff of Jefferson is guided by a mission statement that includes a
belief that our job is to promote the development of responsible,
independent, and educated citizens in a challenging, yet supportive
learning environment. This fundamental principle has been consistently
applied as Jefferson has encouraged its students to pursue a rigorous
academic program, while including their families and the community in a
collaborative effort. Athletics, vocational education and the arts as
well as development of social skills critical to success are emphasized
alongside core academics. A strong ethical base and a sense of ownership
in one's own learning are also underscored. The staff recognizes not
only the reality of diversity among co-workers and students, but the
value that diversity adds to the educational experience. A collegial
atmosphere and a positive learning environment are promoted through a
safe and orderly school with an aesthetically welcoming physical
environment.

The result of this philosophy, combined with strong community support
and a highly competent and committed staff and hard work on the part of
students is a very high level of achievement in a widely divergent range
of arenas. Students from Jefferson have been repeatedly recognized for
excellence in regional competitions in art, basketball, creative
writing, volleyball, math, technology, orchestra, spelling, geography,
chess and band. Students have been recognized nationally in art, math,
Spanish, French and academic achievement. Perhaps as important, students
at Jefferson complete numerous public service projects throughout the
year, collecting food, books, gifts at Christmas and money for worthy
causes.

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

1.  **Assessment Results:** Jefferson Middle School participates in the
    Tennessee Comprehensive Assessment Program or TCAP
    (<http://www.state.tn.us/education/assessment/tsach03nproflvl.shtml>).
    The state develops the instruments used to measure student
    performance and determines cut off levels to be designated
    proficient and advanced. Student performance on these instruments is
    used to develop a system-wide report card
    (<http://www.k-12.state.tn.us/rptcrd06/system.asp?S=012>) and a
    report card for the individual school
    (<http://www.k-12.state.tn.us/rptcrd06/school1.asp?S=0120025>).

In developing the test, the state has determined that Reading/Language
arts questions will cover content, meaning, vocabulary,
writing/organization, writing/process, grammar/conventions, and
techniques and skills. The areas remain the same throughout all grade
levels while the difficulty of the questions increases. The state
reports that proficient students will generally answer a minimum of 22%
to 43% of these questions correctly, while students with a minimum of
41% to 60% correct answers will be determined to be advanced. The
specific levels vary by grade level.

The state determined that in the area of mathematics, the questions will
cover number and operations, algebraic thinking, real world problem
solving, data analysis and probability, measurement and geometry. The
state reports that proficient students will answer correctly a minimum
of 34% to 61% of these questions, while students with 58% to 91% correct
answers will be determined to be advanced. The specific levels vary by
grade level and content area.

Jefferson Middle School far exceeds minimum standards on virtually every
category at every grade level among every subgroup
(<http://www.k-12.state.tn.us/rptcrd06/school1.asp?S=0120025>). The
state of Tennessee awards a letter grade, from "A" to "F" for math,
reading/language, social studies and science. While the state average is
"B" in the first two categories and a "C" in the latter two categories,
Jefferson is routinely awarded an "A" for "exemplary" achievement in
every category.

In the areas of math and reading/language arts, Jefferson students have
a very high rate of meeting or exceeding the state's definition of
proficient. The percentage of the overall student body exceeding state
standards is over 50% in every category at every grade level. The
percentage of students who meet or exceed the state definition of
proficiency in each area at every grade level is 94% to 97%. This means
that, as a group, only 3% to 6% of the students at Jefferson do not
achieve proficiency in these areas.

There are three overlapping subgroups as defined by NCLB legislation
whose populations make up a significant number of the student body at
Jefferson. These include Economically Disadvantaged (27%), Black,
Non-Hispanic (16%) and Special Education students (13%). While the
performance of each of these subgroups is lower than the larger
population, the achievement levels remain very high.

Among the Economically Disadvantaged group, the reading and math scores
across all grade levels indicate that between 88% and 100% meet or
exceed state standards on the most recent tests. Among the Black,
non-Hispanic, population, 82% to 96% meet or exceed state standards.
Finally, Special Education students, while they are the lowest scoring
of the sub-groups, have also achieved at a high level, with proficiency
rates on the most recent reading and math tests across the grade levels
ranging from 59% to 92% and averaging 75%. The test scores for special
education students partially reflect the fact that a component of
eligibility for inclusion in this group is a lag in performance.

2.  **Using Assessment Results:** Student assessment is an integral
    component in any evaluation of pedagogy. Most often this comes in
    the non-standardized testing of student knowledge via teacher
    developed instruments. Teachers at Jefferson constantly re-evaluate
    their methods of teaching based on the information they receive from
    such assessments. Additionally, teachers meet routinely to discuss
    student performance with other academic teachers in order to better
    understand a particular student's difficulty. Subject specific
    meetings are also held to discuss assessment information with
    colleagues from across grade levels to make certain the curriculum
    is consistent, comprehensive and appropriate developmentally.

Standardized test results are used to engender staff discussion,
including the possible alteration of structures or teaching methods. As
an example, when subtests revealed a relative weakness in reading among
students, an additional systematic program including reading aloud,
silently and both were instituted in study classes school-wide. Groups
of subject area teachers target skills revealed by the standardized
tests as presenting a greater level of difficulty for our students. Some
teachers have requested the school psychologist reformulate test results
into a format more directly related to classroom instruction.

Special Education teachers within our school work with regular classroom
teachers to help them develop and become proficient in strategies that
not only help main-streamed special education students, but that benefit
all students and address particular deficiencies revealed on mandated
testing results.

Beginning each academic year, the principal systematically meets with
teachers regarding test results for their current students, in academic
teams, special area groups and with individual teachers. Particular
students are targeted for additional help and teachers, seeing common
weaknesses, allow more time for particular skills or alter their
instruction for those skills. Teachers offer additional help to students
before and after school, and often the students targeted by assessment
results are encouraged or required to attend those sessions.

3.  **Communicating Assessment Results:** Communicating student
    performance has always been a priority at Jefferson Middle School
    and has received particular attention in recent years due to the
    advent of technology allowing parents and students greater and more
    timely access to the information.

Routine information regarding student performance is communicated
through several traditional methods. Teachers are encouraged to and
often call parents regarding concerns or changes in student performance.
Parents are encouraged to contact teachers for conferences and all
teachers have a set time during the day when all four academic teachers
could meet with a parent. Additionally, there are parent conference days
in which teachers actively solicit particular parents to come to the
school to discuss their child's progress. Report cards are sent home via
students once each nine weeks, but a progress report which is identical
to the report card is sent home at the half-way point during each
quarterly grading period. If students are not passing a core class at
the mid-term, a notice is also mailed home. When reports are going home
a special announcement is posted on the webpage and on the marquee in
front of the school.

The addition of technology has dramatically shifted parent contact and
the reporting of assessments or student performance. E-mail is now
heavily used by teachers in daily communication with parents. All
teacher e-mail addresses are available on the school website and many of
the academic teams collect e-mail addresses from parents at the
beginning of the year. Teachers now maintain individual websites that
give additional information and all test, quiz and homework grades are
posted each week to K-12 Planet which is a software program allowing
students and parents continual, password protected access to their
grades as they are assigned.

Individual standardized test results are distributed directly to
students when they are received by the school. Parents are alerted to
expect them by the school's website and marquee. The aggregate results
are made available on both the district and state websites. Local papers
also report comparative data for the region's schools.

4.  **Sharing Success:** The staff of Jefferson Middle School
    understands the importance of sharing professional successes with
    other teachers, while at the same time appreciating what they might
    learn from others. The Oak Ridge Schools has provided a regular
    forum for teachers to meet across the system to discuss such
    successes. Jefferson teachers are active participants in these
    exchanges both by grade-level and content area.

Within the district, teachers also actively establish seminars and
in-service sessions to discuss successful strategies or approaches. One
teacher presented strategies for using teacher websites as instructional
tools to other schools in the district. Another teacher presented at a
system-wide meeting on the use of LCD projectors and Power Point as an
instructional tool. Numerous training sessions have been conducted by
our technology trainer regarding K-12 Planet software and other
technology successes in our school. Staff members will soon give a
presentation regarding online safety for students designed to help
teachers and parents respond to this growing concern.

Teachers also present to state and national conferences. Members of the
Technology Student Association (TSA) team presented a unit to teachers
at a national TSA conference. A presentation was made by a member of our
music department at both a state and national conference. The Jefferson
Art teacher presented at the National Art Education Association
Convention after winning the National Middle Level art educator award,
discussing the art program at Jefferson with an emphasis on the
Artist-in Residence program and advocacy strategies including billboards
picturing student artwork and permanent art displays in community
buildings.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum Summary:** The curriculum at Jefferson Middle School is
    designed to meet the needs of all students. Students needing extra
    support access that help in the form of special education classes
    and remedial reading taught by a reading specialist at every grade
    level. Students in a general curriculum are encouraged to meet
    demanding requirements and expectations. Students with special
    talents and abilities are offered opportunities to excel through
    advanced and supplemental classes as well as competitive teams and
    clubs after school.

The curriculum for the fifth grade includes language arts, mathematics,
reading, science and social studies. Advanced classes are offered in
mathematics. Students receive instruction for a portion of the year in
art, computer keyboarding, general music and word etymology. Physical
education is required for all students on an alternating day schedule
with these courses. Students may also take, as part of their academic
day, band or orchestra for a full year. Currently forty-eight fifth
grade students (32%) take band, while forty (27%) take orchestra.

The sixth grade curriculum includes language arts, mathematics, reading,
science and social studies. Advanced classes are offered in mathematics.
Students receive instruction for a portion of the year in art, music,
teen living and technology. Physical education is required for all
students on an alternating day schedule with these courses. Students may
also take, as part of their academic day, band or orchestra for a full
year. Currently forty-two sixth grade students (27%) take band while
thirty-seven (24%) take orchestra.

The seventh grade curriculum includes English, mathematics, science and
social studies. Advanced classes are offered in English and mathematics,
with some math students beginning algebra. Students receive instruction
for half the year in art and music, which alternates for all students
with physical education. Most students begin foreign language
instruction in Spanish (currently ninety-four students -- 53%) or French
(currently twenty students -- 11%). Approximately half continue or begin
music instruction in the form of band (currently 35 students -- 20%),
orchestra (currently 31 students -- 17%) or chorus (currently 22
students -- 13%). Each of the foreign language and music classes are
hour-long, full year courses. Still others pursue technology related
courses.

The eighth grade curriculum includes English, mathematics, science and
social studies. Advanced classes are offered in English and mathematics,
with many beginning algebra and some beginning geometry. Students
receive instruction for half the year in computer applications and a
quarter of the year in teen living and foundations of technology, each
of which alternates for all students with physical education. Many
students continue foreign language instruction in Spanish (currently
forty-six students -- 27%) or French (currently eighteen students --
10%). Approximately half continue or begin music in the form of band
(currently 22 students -- 13%), orchestra (currently 39 students -- 23%)
or chorus (currently 29 students -- 17%). Each of the foreign language
and music classes are hour-long, full year courses. A full-year art
course is offered, with approximately one third selecting this option.
Still others pursue technology related courses.

2b. **English Curriculum:** In the fifth grade, students receive one
hour each of reading instruction and language arts instruction daily.
During reading instruction, students learn specific reading skills, work
on vocabulary activities, and are introduced to a variety of reading
materials. Book studies and the Accelerated Reader program may be
included. In language arts, the curriculum includes speaking, writing,
and listening. Students study parts of speech, proper usage, and
mechanics and engage in various types of writing, including a research
paper.

Sixth grade students, similarly, have an hour of instruction each day in
both reading and language arts. In reading, students continue to work on
vocabulary and specific reading skills, while discovering new works of
literature. Writing in response to reading is an important component of
the class. The language arts curriculum involves speaking, writing, and
listening. Students study parts of speech, proper usage, and mechanics,
including capitalization, punctuation, and proper spelling. Students
progress from writing sentences to writing extended forms of
composition.

Seventh grade curriculum centers on the study of grammar, literature,
and composition. Students engage in a formal, sequential study of
traditional grammar and read a range of literature in order to improve
comprehension, develop their vocabularies, and encourage their
appreciation of superior writing. Students write narrative, descriptive,
and expository essays. Students placed in advanced English proceed at an
accelerated pace and have more rigorous expectations in writing,
vocabulary, and reading.

Eighth grade students in English focus on writing and vocabulary
development in conjunction with the study of short stories, poetry, and
the novel. The major goal in writing is the effective planning and
development of single and multi-paragraph papers. Grammar principles are
reviewed and refined. Students placed in advanced English proceed at an
accelerated pace and have more rigorous expectations in writing,
vocabulary, and reading.

Students needing additional support in either reading or English may be
served, if eligible, in special education classes at each grade level.
Additionally, a full-time reading specialist teaches courses for each
grade level individually tailoring instruction to emphasize
comprehension, vocabulary development, and word attack skills. The
reading program is intended to foster a positive attitude toward
reading.

Students who excel in language arts are encouraged to join an
after-school book club or the Creative Writing club which is also
offered after school each week.

3.  **Additional Curriculum Area (Social Studies):** Students at
    Jefferson have a full hour of daily instruction in social studies
    from grades five through eight. The focus shifts between their state
    and country and the rest of the world, at large. Fifth grade
    students are given a background in the history and geography of the
    state of Tennessee and the United States. In sixth grade, the
    emphasis shifts to the larger world, focusing on map and globe
    skills, ancient civilizations, the Middle Ages, current events, and
    nations of the world. Students gain a broader awareness of the world
    through studying the cultures of different nations.

Seventh and eighth grade repeat the cycle in reverse, while taking
students to a deeper understanding of the concepts and issues involved.
In the seventh grade, world regions are studied with an emphasis on
locations, culture, ethnic groups, landforms, climate, current events
and international issues, while including an emphasis on Tennessee
geography. Students research, design and present a number of projects
culminating with the International Fair in May.

Eighth grade students focus on American history. Major units of study
include Native American cultures, European exploration, colonization,
the American Revolution, the Constitution and the Bill of Rights, the
Early National Period, Westward Expansion, Slavery and the Civil War and
Reconstruction, Industrial Expansion, and early 20^th^ century topics.
The history and development of Tennessee are also explored. The course
includes research projects, presentations, lecture, debates, role-play,
map-study and discussion of current events, each with an emphasis on
developing students' critical thinking skills as well as their knowledge
of American History. A four-day field trip to Charlottesville,
Jamestown, Williamsburg, Yorktown and Petersburg, VA, focusing primarily
on colonial history, takes place in early November.

Throughout the social studies curriculum, the school's mission of
developing a better informed citizenry is pursued through emphasis on
the ethical questions presented by history, a broad appreciation of
diverse cultures and an understanding of the origins and components of
our own democracy. Trips and other experiences are designed to challenge
and complicate student thinking.

4.  **Instructional Methods:** In many ways, the Jefferson staff
    emphasizes a traditional model of instruction, with lecture and
    discussion an apparent central feature of the classroom experience.
    Teachers are particularly protective of their instructional time and
    a committed effort on the part of secretaries, administrators and
    support staff respects the need for uninterrupted quality time in
    the classroom. Extending the traditional structure, research is
    given a strong place in instruction for every grade level. In fifth
    grade, students are introduced to the library and print resources,
    as well as databases and online resources and the use of these is
    expanded and deepened throughout the students' time at Jefferson.
    Finally, both homework and organization are stressed by teachers
    across the school and all students are required to utilize a
    planner.

Technology has impacted the delivery of information. Many teachers
continue to utilize overhead projectors, whiteboards and traditional
videos, but increasingly teachers are also presenting information via
Power Point presentations through LCD projectors or connected
televisions, streaming video, electronic Interactive Whiteboards, and
WebQuests. Students are expected to master the same technology and
demonstrate competence in their usage. Increasingly, students are given
electronic templates as guides for projects and are submitting those via
the Internet.

Instruction also takes the form of trips and direct experience. Students
travel to caverns in the fifth grade, the state capitol in the sixth
grade and take an extensive four day trip in the eighth grade to
historic sites in Virginia, including Monticello, Jamestown, Yorktown
and Williamsburg. Students also visit the surrounding mountains for day
and over-night trips to study ecology and history. Additionally,
students travel to art exhibits and events such as plays and
international dance and dramatic presentations in Knoxville, Atlanta,
Asheville and other cities in our region.

Teachers emphasize direct experience through contact with primary source
data, encouraging students to think critically to reach their own
conclusions. Additionally, students have contact with nationally known
authors, such as Jack Gantos, Kimberly Willis Holt, Susan Tolan, Donna
Jo Napoli and others who travel to the school to speak to and interact
with the young persons directly. A longer-term, residence program has
also been employed to have artists work with students for extended
periods of time during a school year.

5.  **Professional Development:** There are different components to the
    professional development program in the Oak Ridge Schools. All
    teachers are required during the course of each academic year to
    complete a minimum of thirty hours of training or development
    outside the hours of responsibility for students; however many
    teachers go far beyond these requirements because of their deep
    interest in and commitment to their profession.

One component within the thirty hours is opportunities offered within
the system. All certificated staff participates in a session at the
beginning of the year. Nationally known speakers cover topics ranging
from understanding differing learning styles, to utilizing instructional
technology in innovative ways to a re-focus on children with special
emotional or educational needs. This is followed by sessions through the
course of the school year focusing on such areas as curriculum
development, teaching techniques, classroom control and more extensive
information on specific learning problems. Some of these are system-wide
and some are developed at the school level to meet more specific needs
perceived by the staff. The total of these types of hours may reach as
much as twenty-four of the required thirty hours.

Teachers are also required to find a minimum of six hours of training or
instruction outside the system. These generally consist of opportunities
specific to the subject area of the teacher and focus on expanding their
expertise in their field of study. In this component, specifically,
teachers often far exceed the hours required simply due to their own
passion centering on their subject matter.

Most teachers at Jefferson have advanced degrees, while others have
extensive post-graduate study, bringing a high level of knowledge and
commitment to their field. A high level of knowledge and dedication to
their subject, combined with ongoing professional development produces a
classroom environment in which the teachers' enthusiasm becomes
contagious, resulting in a true culture of achievement in which most
students at Jefferson Middle School genuinely want to learn and apply
themselves accordingly.

**PART VII - ASSESSMENT RESULTS**

Table 1

Jefferson Middle School

Grade: 5th Reading/Language Arts

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April        April

  **SCHOOL SCORES**                                             

  \% Proficient plus Advanced          97          94           96

  \% Advanced                          57          55           50

  Number of students tested            150         163          152

  Percent of total students tested     100         100          100

  Number of students alternatively     0           0            0
  assessed                                                      

  Percent of students alternatively    0           0            0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  **1. Economically Disadvantaged**                             

  \% Proficient plus Advanced          90          87           90

  \% Advanced                          15          24           11

  Number of students tested            48          45           30

  **2. Black, not of Hispanic**                                 

  \% Proficient plus Advanced          96          81           81

  \% Advanced                          28          25           15

  Number of students tested            25          16           20

  **3. Special Education**                                      

  \% Proficient plus Advanced          76          63           79

  \% Advanced                          6           6            8

  Number of students tested            17          16           15
  ------------------------------------ ----------- ------------ -----------

Table 2

Jefferson Middle School

Grade: 5th Mathematics

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          97          98          94

  \% Advanced                          69          55          54

  Number of students tested            150         162         153

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          94          96          83

  \% Advanced                          51          29          12

  Number of students tested            47          45          31

  **2. Black, not of Hispanic**                                

  \% Proficient plus Advanced          96          100         70

  \% Advanced                          44          19          27

  Number of students tested            25          16          20

  **3. Special Education**                                     

  \% Proficient plus Advanced          69          73          65

  \% Advanced                          6           7           13

  Number of students tested            16          15          15
  ------------------------------------ ----------- ----------- -----------

Table 3

Jefferson Middle School

Grade: 6th Reading/Language Arts

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          95          98          92

  \% Advanced                          58          61          56

  Number of students tested            172         147         169

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          88          97          73

  \% Advanced                          38          27          25

  Number of students tested            48          37          37

  **2. Black, not of Hispanic**                                

  \% Proficient plus Advanced          86          100         65

  \% Advanced                          14          33          24

  Number of students tested            22          15          24

  **3. Special Education**                                     

  \% Proficient plus Advanced          77          87          54

  \% Advanced                          9           13          9

  Number of students tested            22          15          15
  ------------------------------------ ----------- ----------- -----------

Table 4

Jefferson Middle School

Grade: 6th Mathematics

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          94          96          89

  \% Advanced                          55          58          49

  Number of students tested            172         147         172

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          88          89          61

  \% Advanced                          35          30          13

  Number of students tested            48          37          38

  **2. Black, not of Hispanic**                                

  \% Proficient plus Advanced          82          93          53

  \% Advanced                          14          47          21

  Number of students tested            22          15          26

  **3. Special Education**                                     

  \% Proficient plus Advanced          59          80          46

  \% Advanced                          9           13          6

  Number of students tested            22          15          16
  ------------------------------------ ----------- ----------- -----------

Table 5

Jefferson Middle School

Grade: 7th Reading/Language Arts

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          96          95          89

  \% Advanced                          54          57          50

  Number of students tested            164         188         184

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          93          85          75

  \% Advanced                          32          33          15

  Number of students tested            44          48          39

  **2.Black, not of Hispanic**                                 

  \% Proficient plus Advanced          95          85          76

  \% Advanced                          24          22          11

  Number of students tested            21          27          18

  **3. Special Education**                                     

  \% Proficient plus Advanced          92          76          57

  \% Advanced                          8           6           8

  Number of students tested            13          17          23
  ------------------------------------ ----------- ----------- -----------

Table 6

Jefferson Middle School

Grade: 7th Mathematics

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          96          94          85

  \% Advanced                          54          53          47

  Number of students tested            164         189         184

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          91          84          66

  \% Advanced                          34          20          15

  Number of students tested            44          49          39

  **2. Black, not of Hispanic**                                

  \% Proficient plus Advanced          90          89          70

  \% Advanced                          24          30          7

  Number of students tested            21          27          18

  **3. Special Education**                                     

  \% Proficient plus Advanced          69          63          39

  \% Advanced                          0           6           2

  Number of students tested            13          16          23
  ------------------------------------ ----------- ----------- -----------

Table 7

Jefferson Middle School

Grade: 8th Reading/Language Arts

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April       April

  **SCHOOL SCORES**                                            

  \% Proficient plus Advanced          97          93          94

  \% Advanced                          61          61          62

  Number of students tested            201         182         159

  Percent of total students tested     100         100         100

  Number of students alternatively     0           0           0
  assessed                                                     

  Percent of students alternatively    0           0           0
  assessed                                                     

                                                               

  **SUBGROUP SCORES**                                          

  **1. Economically Disadvantaged**                            

  \% Proficient plus Advanced          100         76          88

  \% Advanced                          25          33          18

  Number of students tested            44          33          17

  **2. Black, not of Hispanic**                                

  \% Proficient plus Advanced          88          79          68

  \% Advanced                          23          29          27

  Number of students tested            26          14          15

  **3. Special Education**                                     

  \% Proficient plus Advanced          79          65          60

  \% Advanced                          14          5           4

  Number of students tested            14          20          15
  ------------------------------------ ----------- ----------- -----------

Table 8

Jefferson Middle School

Grade: 8th Mathematics

Publisher: McGraw Hill

Edition: 1997

Test: TCAP

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

  Testing Month                        April       April        April

  **SCHOOL SCORES**                                             

  \% Proficient plus Advanced          96          92           93

  \% Advanced                          60          61           61

  Number of students tested            199         185          158

  Percent of total students tested     100         100          100

  Number of students alternatively     0           0            0
  assessed                                                      

  Percent of students alternatively    0           0            0
  assessed                                                      

                                                                

  **SUBGROUP SCORES**                                           

  **1. Economically Disadvantaged**                             

  \% Proficient plus Advanced          91          69           83

  \% Advanced                          30          26           12

  Number of students tested            44          35           17

  **2. Black, not of Hispanic**                                 

  \% Proficient plus Advanced          88          79           73

  \% Advanced                          27          36           13

  Number of students tested            26          14           15

  **3. Special Education**                                      

  \% Proficient plus Advanced          79          57           37

  \% Advanced                          14          0            1

  Number of students tested            14          21           15
  ------------------------------------ ----------- ------------ -----------