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

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

**Cover Sheet**

Name of Principal [Ms. Dee Shorts]{.underline}

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

Official School Name [Snow Hill Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [5708 Coulbourne Lane Drive]{.underline}

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

[Snow Hill MD 21863-4044]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(410) 632-1155]{.underline} Fax [(410) 632-1322]{.underline}

Website/URL [www.worcester.k12.md.us]{.underline} E-mail:
<dshorts@ezy.net>

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. Jon Andes]{.underline}

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

District Name [Worcester County Public Schools]{.underline} Tel. [(410)
632-2582]{.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: [Mr. Marian L. Butler Jr.]{.underline}

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_5\_\_]{.underline}
Elementary schools

[\_\_3\_\_]{.underline} Middle schools (Grades 4-8)

[\_\_0\_\_]{.underline} Junior high schools

[\_\_3\_\_]{.underline} High schools

> [\_\_3\_\_]{.underline} other (Briefly explain) 1- Special School for
> students with moderate and severe disabilities 1- Intermediate School
> (4, 5, and 6) and 1- Career and Technology Center

\_\_14\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
[\_\_\_\_\$8507\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\_\_\$8351\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

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

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

  **K**       37        34                     **71**       **7**                             

  **1**       31        42                     **73**       **8**                             

  **2**       33        40                     **73**       **9**                             

  **3**       38        52                     **90**       **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   307
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [65.2]{.underline} % White

the students in the school: [30.9]{.underline} % Black or African
American

[2.6]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[\_\_\_14.91]{.underline}\_\_\_\_\_%

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 19
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 25
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        44
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    295
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1491
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14.91
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[3.9]{.underline}\_\_\_%

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

Number of languages represented: [\_\_\_\_3\_\_\_\_]{.underline}

Specify languages: Pakistani, Russian, and Hispanic

9\. Students eligible for free/reduced-priced meals:
\_\_\_[53\_\_]{.underline}%

\_\_[163]{.underline}\_Total Number Students Who Qualify

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

10\. Students receiving special education services:
\_\_\_\_[14.9]{.underline}\_\_%

\_\_[\_\_51\_\_\_\_]{.underline}Total Number of Students Served

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

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

\_\_\_\_Deafness \_[2\_\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_4\_\_]{.underline}Specific Learning Disability

\_\_\_\_Hearing Impairment [\_44]{.underline}\_\_Speech or Language
Impairment

[\_\_1]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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

    **Number of Staff**

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

Administrator(s) [\_\_\_2\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[18]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_\_10\_\_\_]{.underline}
[\_\_\_\_5\_\_\_\_]{.underline}

Paraprofessionals \_\_[\_17]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[10\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[57\_\_\_\_]{.underline}
> \_\_\_\_[5\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio: 17:1

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

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

  Daily student attendance 94.8        95.3        95.2        95.9        95.1

  Daily teacher attendance 97.0        96.0        96.7        96.8        97.2

  Teacher turnover rate    .8          .8          .8          .8          .8

  Student dropout rate     N/A                                             

  Student drop-off rate    N/A                                             
  ------------------------ ----------- ----------- ----------- ----------- -----------

# 

# Part III - SUMMARY

Snow Hill Elementary School serves the Town of Snow Hill, population
2,409, as well as the surrounding farmlands and unincorporated boroughs
of central Worcester County. Neighborhoods in the town, as well as
surrounding communities, are predominantly comprised of low to
moderate-income households where children are living below the poverty
line, and households with a low percentage of college graduates.
Agriculture, specifically poultry and grain production, is the county's
major industrial employer.

Snow Hill Elementary School is one of five elementary schools in The
Worcester County School System. Snow Hill Elementary School, serving
students age 3 through grade 3, is part of a consortium of schools that
also includes Snow Hill Middle School (grades 4-8) and Snow Hill High
School (grades 9-12). Snow Hill Elementary School's student population
is 65% Caucasian, 31% African American, 3% Hispanic and 1% Asian. Over
54% of students are female. Based on eligibility for the Free and
Reduced Meals program (FARMS), 46% of the population is disadvantaged,
which is well above the county or state average. The special education
population at Snow Hill Elementary School comprises 14% of the school
population. Of the 14% receiving services, almost half of those
identified receive speech and language services only. Inclusive
environments at each grade level additionally support student needs
other than those identified through the Individual Education Program
process.

During the 2001-2002 school year, Snow Hill Elementary School applied
and received the Judith P. Hoyer Early Child Care and Education Learning
Grant. This grant helps to ensure school readiness for all
prekindergarten and kindergarten students at Snow Hill Elementary
School, by closing the school readiness gap between Caucasian and
African American children as they enter first grade. Integrated and
continuous services for children ages 0 - 5 and their families will be
provided through the coordination and/or expansion of existing public
and private resources.

Snow Hill is a close-knit community that works collaboratively to meet
the needs of our children. Snow Hill Elementary School has been very
fortunate to have strong community and parental support. The Parent
Teacher Association, in partnership with community civic organizations,
businesses, and individuals has worked diligently to support the efforts
of our school to raise funds to purchase and install new playground
equipment. Beginning with a Penny Drive and continuing with staff fund
raisers at Friendly's and McDonald's, students at Snow Hill Elementary
School are currently enjoying a state-of-the-art playground. Snow Hill
Ruritan, the local Sheriff's office, as well as the Worcester County Bar
Association, lend support to needy families in the community throughout
the year. The staff and community support is one of the main reasons for
our success.

According to a recent letter to the editor in a local newspaper, a
parent stated that, "At Snow Hill Elementary School, we have been truly
blessed with gifted, caring and compassionate teachers. Not only are the
teachers at SHES committed to giving our children the best education
possible, they are caring and compassionate people." Snow Hill
Elementary School has provided a warm, nurturing school family
environment.

During the 2002-2003 school year, Snow Hill Elementary School received
full accreditation through Middle States Association, as well as full
accreditation for the early childhood programs from MSDE. In the fall of
2002, Snow Hill Elementary became a school-wide Title I school. The
staff believes in the significance of working together as a team. United
together, our dedicated staff is committed to providing a challenging
and developmentally appropriate curriculum, which is based on the needs,
characteristics, interests and capacities of the children we serve. The
vision is to ensure that every student can learn and must have equal
opportunity for optimal individual growth. We believe it is important to
involve the students, families, school and community in the educational
process. The belief in the development of life-long learning skills to
promote success in an ever-changing society is the key to ensure that
all needs of all students are met at Snow Hill Elementary School.

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

**1. An explanation of state assessments**

Snow Hill Elementary School, from pre-kindergarten through grade three,
provides a coherent school-wide assessment plan designed to measure the
school's instruction and delivery of curriculum. Our academic program
ensures that all students meet the high standards as measured by the
Maryland School Performance Assessment Program (1993-2002), Maryland
School Assessment (2003-current), and as delineated in our Accreditation
for Growth Plan.

The Maryland School Performance Assessment Program (MSPAP) was
administered to Maryland students from May 1993 through the year 2002.
The Maryland School Performance Assessment Program consists of
criterion-referenced performance tests in reading, mathematics, writing,
language usage, science, and social studies for students in grades 3, 5,
and 8. In each content area, MSPAP results were reported through five
proficiency levels, with level 1 being the most proficient. Snow Hill
Elementary School scored above the state average on the 2002 MSPAP in
Reading and Math. Proposed performance standards for schools and local
systems to meet:

-   Satisfactory \-- 70% of students scoring at proficiency level 3 or
    above

-   Excellent \-- 70% of students scoring at level 3 or above, with at
    least 25% of students at level 2 or higher

Beginning in May 2003, Maryland began utilizing The Maryland School
Assessment (MSA), a criterion-referenced assessment, designed to fulfill
requirements in the No Child Left Behind Legislation (NCLB).
Administered to students in grades 3, 5, and 8, this state assessment
measures basic (below grade level), proficient (on grade level), and
advanced (above grade level) performance levels on the Maryland content
standards in reading and mathematics. Test items consist of a mixture of
selected response (multiple choice) and brief constructed response
items. Scores will indicate how well the student has learned the reading
and math content that Maryland has determined all students should know,
and how the student did in reading and math compared to other students
nationally. All results are reported by the total student population and
in the following subgroups: major racial and ethnic groups, special
education students, English language learners, and economically
disadvantaged students. Assessment results are communicated to parents
through the use of the Maryland School Assessment Home Report. County,
school, and individual scores are sent home to parents with a detailed
explanation.

Worcester County Public Schools also administer periodic county
assessments as milestones throughout the year. California Test of Basic
Skills (CTBS-5), Gates MacGinitie Reading Tests and norm-referenced
assessments are given to examine how our students are doing in
comparison to others at the same grade level. Using this data,
instructional decisions are made to address areas of concern. Snow Hill
Elementary School scored above the state average on the 2003 MSA in
reading and math. The Maryland School Assessment results contain a great
deal of information which is reviewed to assist us in making important
decisions related to improving the quality of education for
[all]{.underline} students. Careful analysis of pertinent and
appropriate data will promote better programs and improved student
performance.

**2. Show how the school uses assessment data to understand and improve
students and school performance.**

A school-wide effort in student and school improvement is evident as
data is analyzed in staff development meetings. Assessment results from
CTBS-5, Maryland School Assessment, and Gates MacGinitie Reading Test
are compared according to student subgroups, assessment history, and
state and county trends in order to increase student achievement.
Through the Accreditation for Growth (AFG) process, school action teams
analyze data to drive instructional decisions.

Under the guidance of our school administrators and curriculum resource
teacher, grade level teams look at county and state assessments to mold
our curriculum accordingly. Using Organizational Charts, teams
disaggregate data and assess areas needing instructional modifications.
Countywide and curricular assessments are reviewed with students both
individually and as a class. Sample responses are modeled on the
overhead so students can improve the quality of their writing. Exemplars
are shared by classroom teachers and during Snow Hill Elementary
School's morning announcements by the school's principal. Teachers also
share assessment results during parent conferences to increase
communication between home and school.

At-risk students are monitored quarterly using an Individual Learning
and Intervention Plan through Title I. Teachers, administrators, and the
curriculum resource teacher meet to discuss strategies to ensure that
all students are successful. These plans are monitored quarterly and
throughout the year based on assessment data.

**3. Describe how the school communicates student performance, including
assessment data,**

**to parents, students, and the community.**

Snow Hill Elementary School takes great pride in student achievement.
Student performance, including assessment data, is disseminated to
students, parents and the community in a variety of methods. Daily
closed circuit broadcasting of morning announcements is viewed in each
classroom, highlighting student achievements, including character
education, "Caught Being Good" students of the day/week/month, in
pre-kindergarten through grade three. Bulletin boards and posters
throughout the school display student work. The students receive daily
positive reinforcement in the classroom and school wide. Following each
marking period, there is an Academic Awards Assembly, which recognizes
individual student achievement.

Parent involvement is encouraged at Snow Hill Elementary School. Parents
serve on school committees, for example, School Improvement Advisory
Committee (SIAC), Parent Teacher Association (PTA) executive board and
Accreditation for Growth (AFG) planning and implementation teams. Snow
Hill Elementary School has a very effective and productive parent
volunteer program, which provides reading tutorial and mentoring
services to students. Administration informs these groups of student
performance on the assessment data. The MSPAP/MSA report card is also
made available through press releases. A Back-to-School Night and Parent
Orientation at the beginning of each school year allows teachers an
opportunity to set the tone for the upcoming school year. Topics
addressed are Title I status, classroom/ school-wide expectations,
testing procedures, and parental responsibility and involvement in their
child's education.

Snow Hill Elementary News is a monthly publication received by parents.
In addition, each classroom teacher writes a weekly newsletter
highlighting academic and class activities. Teachers document parent
contacts through the use of the Parent Contact Log. Parent Teacher
Association meetings and Parent Teacher conferences are held each term
to allow further one-on-one contact with the parents. Students, parents
and the community are informed of SHES student achievements in their
educational process. Our motto at Snow Hill Elementary School is
"Celebrate Success".

**4. Describe how the school will share its successes with other
schools.**

Winning the Blue Ribbon Award of Excellence for the State of Maryland,
along with the chance for national recognition, has been a significant
and exciting accomplishment for our small school. Snow Hill Elementary
School has received congratulations from parents, politicians, and
educators throughout the state.

Snow Hill Elementary School shares its accomplishments and successes
with other schools in Worcester County through monthly Administrators
and Supervisors Meetings, monthly regional Principals Meetings, County
Inservice Meetings, the Accreditation for Growth bulletin board, and
monthly school newsletters. Press releases regarding Maryland School
Performance Assessment Program/ Maryland School Assessment scores for
our school are made available through school newsletters, local
newspapers, through the Worcester County Board of Education website
(www.worcesterK12.md.us), and the Maryland State Department of Education
(www.marylandpublicschools.org) website. In our efforts to share our
strategies for success with other Maryland schools, we anticipate
establishing a website to make information available regarding our plan
for success and growth.

Snow Hill Elementary School is in the process of implementing an
after-school mentoring program. We are a Professional Development School
in conjunction with Salisbury University and the University of Maryland
Eastern Shore. We network with other schools on current and professional
trends. Head Start and several surrounding schools have visited our
school and have observed our Reading Language Arts instruction.

In addition, after being the first elementary school in Worcester County
to receive full accreditation from the Middle States Association, we
have had many opportunities to share the accreditation process with
other county schools.

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

**1. Describe the school's curriculum.**

Maryland's Voluntary State Curriculum (VSC) has been adopted by
Worcester County and Snow Hill Elementary School, for each curriculum
area based on State Content Standards and Learning Outcomes.

**Reading/Language Arts**: Snow Hill Elementary School provides an
uninterrupted block of Reading/Language Arts instruction for grades K --
3. The five essential components of the Reading/Language Arts curriculum
are: 1) Phonemic Awareness Instruction; 2) Phonics Instruction; 3)
Fluency Instruction; 4) Vocabulary Instruction; and 5) Text
Comprehension Instruction. Our performance standards are based on the
Content Standards for Reading/Language Arts as provided by the Maryland
State Department of Education. These standards are met through a wide
variety of ways: literature-based activities, direct and differentiated
instruction, cooperative learning, multimedia presentations, class
activities, technology/internet usage, daily writing/editing, and
reading, instruction and reinforcement of the writing process (including
daily Brief Constructed Responses and Selected Responses), library
lessons, computer technology lessons, curriculum resource lessons, Early
Success and Soar to Success instruction funded with Title I funds, and
the promotion of independent reading and the Accelerated Reader program.
Resources utilized are the Houghton-Mifflin Reading Series (K-1),
MacMillan/McGraw-Hill Reading Series for interactive reading (2-3), the
Literature Closet (a resource of leveled books with multiple copies of
various titles shared among the entire school population) for guided
reading, as well as the Worcester County curriculum guidelines,
Scholastic Spelling, Scholastic News, and various other support
literature to promote and maintain a rigorous reading program. Teachers
utilize the Worcester County Reading/Language Arts checklist to document
student progress.

**Mathematics**: Performance standards in Math are based on the Content
Standards for Mathematics, provided by the Voluntary State Curriculum
for Maryland and the National Standards developed by the National
Council of Teachers of Mathematics. Instruction involves: daily problem
solving, Brief Constructed Response and Selected Response questions,
computation, explanation of methods, real-life situations, logical
reasoning, journals, manipulatives, and differentiated instruction.
Among the resources utilized are Heath's Making Connections, Activities
Integrating Math and Science (AIMS), trade books, Math Resource Lab, and
an after-school MESA (Math Engineering and Science Association) Academy.

**Science**: Performance standards in Science are based on the Content
Standards for Science as provided by the Voluntary State Curriculum for
Maryland in addition to the Worcester County curriculum guidelines. Snow
Hill Elementary School utilizes activity and inquiry-based learning in
conjunction with test-based programs. Thematic units include, but are
not limited to: animal studies, weather, sound, magnets, and chemical
tests. Students work individually, in pairs, or in cooperative groups to
analyze, hypothesize, predict, conclude, and investigate science
concepts. Resources utilized are MacMillan/McGraw-Hill, Holt Science
text, trade books, AIMS activities, and other supplemental texts.
Children are encouraged to participate in the school and county-wide
Science Fair and MESA after-school Academy.

**Social Studies**: Performance standards in Social Studies are based on
the Content Standards for Social Studies by the Maryland State
Department of Education in addition to the Worcester County curriculum
guidelines. Social Studies is taught through integrated lessons,
literature, field trips, current events, and textbooks. Curriculum focus
is on history, geography, map skills, social awareness, and higher level
thinking skills. Among the resources utilized are the
MacMillan/McGraw-Hill, Social Studies Alive, and the Scholastic News
magazine.

**Art**: Worcester County's Art curriculum incorporates the State and
National standards. The curriculum integrates Reading/Language Arts,
Social Studies, Math, Science, and Music. It is a diverse curriculum
with emphasis on multicultural education. Students have participated in
Worcester County's Fine Arts Festival.

**2. Describe the school's reading curriculum.**

The goal of the Worcester County Public Schools' Reading/Language Arts
program is integrated to develop competent readers and writers who will
become articulate communicators. It is the school's goal that the
students will develop a lifelong love of reading. All students will be
given the opportunity to succeed. Students are provided with the skills
and strategies needed to function in a complex and culturally diverse
society.

In accordance with the No Child Left Behind (NCLB) Legislation, Snow
Hill Elementary School is using a scientifically research-based reading
program. The Houghton-Mifflin Reading Program is used in grades K-1. In
grades 2 and 3, a balanced program is provided by MacMillan/McGraw-Hill.
It involves the learners in a wide range of experiences, allowing them
to use listening, speaking, reading, and writing skills proficiently.
The school offers an extensive literature closet for all grade levels
and guided reading literature for grades K -- 3 to supplement guided
reading groups. Students are given an opportunity to self-select
different levels of books through the Reading Is Fundamental program
(RIF). Students are engaged in a variety of purposeful learning and
ongoing assessment activities. Organization for differentiated
instruction is a key element as teachers make instructional decisions
based on individual student and group needs. Supplemental reading
support services are provided by a Title I resource teacher and
paraprofessionals through a reading recovery lab. Early Success 1-2 and
Soar to Success provide early intervention for students who need
additional practice and support. A wide range of assessment tools are
used to modify instruction and facilitate learning through the
application of Language Arts skills. It is Snow Hill Elementary's
mission that children, parents, teachers, and the community form a
partnership which enables students to become independent and lifelong
learners.

**3. Describe one other curriculum area and show how it relates to
essential skills and**

**knowledge based on the school's mission (Technology).**

In order to support Snow Hill Elementary School's Mission, technology is
utilized in grades Pre-K through Grade 3. The technology initiative
enhances a dynamic and evolving curriculum, which promotes life-long
learning skills. Snow Hill Elementary School's AFG Technology objective
coincides with the Worcester County Technology Plan for 2002-2005. A
Technology Proficiency Checklist is utilized in all grade levels to
document student progress. Teachers are afforded the opportunity to earn
technology proficiency certification.

In April 2002, the Frazier Foundation awarded a grant to Snow Hill
Elementary School, which has allowed for the purchase of computers,
printers, scanners, and software for all grade levels, one laptop
computer, and an IMAC computer for the Media Center. In April 2003, the
School Accountability Funding for Excellence Program Grant was awarded
to SHES, which provided teacher training in the use of computers and
software. Snow Hill Elementary School acquired a Technology Coach for
the school year 2003-2004 who assists in instruction and maintenance and
provides technology support for teachers.

All students (Pre-K through grade 3) attend the Computer Curriculum
Corporation Lab (CCC) on a weekly basis. Snow Hill Elementary School is
wired for internet access, which allows students and teachers to utilize
internet resources for curriculum instruction in each classroom. The
state of Maryland has made available the World Book Online and the SIRS
Reference Data Base for teacher and student use. Title 1 funding has
provided 15 portable laptop computers with a mobile cart and a laser
printer that are utilized as part of classroom instruction. Closed
circuit television systems allow students to produce, direct, and anchor
morning announcements that are broadcast in each classroom
simultaneously. Due to the implementation of the AFG Technology
objective, students and teachers are becoming proficient users of
technology in our ever-changing society.

**4. Describe the different instructional methods the school uses to
improve student**

**learning.**

In order to improve student learning, a variety of instructional methods
are utilized at Snow Hill Elementary School to meet students' individual
needs. They include: differentiated instruction, reciprocal teaching,
small group, one-on-one tutoring, Title 1 Reading Intervention Lab
Programs, and inclusion practices.

The Title One Reading Intervention Lab provides daily support and
remediation for students in grades one, two, and three. In the lab,
students utilize Houghton Mifflin's Soar to Success/Early Success
programs. Paraprofessionals are extensively trained on scientifically
research-based strategies. Students are identified by assessment data
and teacher recommendation.

Classroom and Special Education teachers co-teach as they expose
students to the Voluntary State Curriculum and provide students with the
optimum learning environment in an inclusive setting. The inclusive
model is incorporated primarily for students with an Individualized
Education Program (IEP). Providing curriculum instruction to students
with an IEP in an inclusive setting ensures that students are receiving
instruction in their least restrictive environment.

Inclusion also benefits at-risk students in that educators provide
interventions for these students therefore decreasing special education
referrals. Pupil Service Team (PST) meetings consisting of classroom
teachers, special educators, guidance counselor, related service
providers, school nurse, and school administrators are a means to
identify possible at-risk students. Modifications and accommodations are
made for each child based on different learning modalities (visual,
auditory, tactile, and kinesthetic). In addition, all students benefit
from this inclusion model through additional teacher support. Since
every child is unique and different, these various instructional methods
are utilized to improve student learning.

**5. Describe the school's professional development program and its
impact on improving**

**student achievement.**

Snow Hill Elementary School has a yearly professional development
calendar which focuses on increasing staff knowledge in all areas of
curriculum to improve student achievement. Topics include: guided
reading, inclusion, closing the achievement gap based on Ruby Payne's,
[A Framework for Understanding Poverty,]{.underline} technology, writing
of brief constructed responses and selected responses. Common team
planning time is provided daily in each teacher's schedule to ensure
communication within grade-level teams. On-going assessment review
facilitates professional development that occurs during faculty meetings
and daily and weekly team meetings with the curriculum resource person,
teachers, and the administration. Weekly team meetings provide support
and instructional strategies for teachers in grades K-3 incorporating,
analyzing and interpreting testing data from MSA scores, Gates
MacGinitie scores, and county/school-developed reading and math
assessments. Weekly team meetings also incorporate discussions of MSA
expectations, strategies to write brief constructed and selected
responses in math and reading, and the Maryland Model for School
Readiness practices and framework.

SHES recognizes the importance of continuous professional development to
ensure optimal student growth. The staff members are active participants
and presenters in the county's ongoing professional workshops.
Throughout the year, several in-service days are planned for training
and updating information on reading and writing strategies (BCR/SR),
guided reading, inclusion, and technology. Staff members also
participate in various workshops, conferences, and visitations to other
schools in and out of the county to share and gain additional knowledge.
Paraprofessionals are also included in staff development to increase
their knowledge in the areas of: reading and math skills, diversity,
management skills, Early Success 1-2 programs, Soar to Success program,
and responding to brief constructed responses in reading and math. SHES
recognizes the importance of staff development as a critical element for
improving both student and school achievement.

***BLUE RIBBON SCHOOL: Snow Hill Elementary***

***MARYLAND SCHOOL ASSESSMENT (MSA) Content: READING***

***Snow Hill Elementary is a Pre-Kindergarten through Grade 3 school.***

Grade 3 Scores

  ---------------------------------------------- ------------------------
  CONTENT : READING                              2002-2003

  **TOTAL SCHOOL SCORES**                        MSA

  \% at Basic or Above                           100%

  \% at or Above Proficient                      66.7%

  \% at Advanced                                 8.9%

  Number of students tested                      90

  Percent of total students tested               100

  Number of students excluded                    0

  Percent of students excluded                   0.0

                                                 

  **SUBGROUP SCORES**                            

  ***African American***                         

  \% at Basic or Above                           100%

  \% at or Above Proficient                      56.7%

  \% at Advanced                                 0.0%

  Number of students tested                      30

  ***White***                                    

  \% at Basic or Above                           100%

  \% at or Above Proficient                      70.7%

  \% at Advanced                                 12.1%

  Number of students tested                      58

  ***Free & Reduced Meal Eligible***             

  \% at Basic or Above                           100%

  \% at or Above Proficient                      56.2%

  \% at Advanced                                 0.0%

  Number of students tested                      43

  ***Special Education***                        

  \% at Basic or Above                           100%

  \% at or Above Proficient                      7.7%

  \% at Advanced                                 0.0%

  Number of students tested                      13

  **STATE SCORES**                               

  \% at Basic or Above                           100%

  \% at or Above Proficient                      91.7%

  \% at Advanced                                 26.0%
  ---------------------------------------------- ------------------------

***BLUE RIBBON SCHOOL: Snow Hill Elementary***

***MARYLAND SCHOOL PERFORMANCE ASSESSMENT PROGRAM (MSPAP) Content:
Reading***

  --------------------------------------------- ------------ ------------
  CONTENT: READING                              2001-2002    2000-2001

  **TOTAL SCHOOL SCORES**                       MSPAP        MSPAP

  \% Below Satisfactory                         49.3%        59.1%

  \% at or Above Satisfactory                   45.1%        35.2%

  \% at Excellent                               5.6%         5.7%

  Number of students tested                     70           80

  Percent of total students tested              94.6%        90.9%

  Number of students excluded                   3            0

  Percent of students excluded                  4.1%         0.0%

  **SUBGROUP SCORES**                                        

  ***African American***                                     

  \% Below Satisfactory                         55.6%        65.0%

  \% at or Above Satisfactory                   40.7%        30.0%

  \% at Excellent                               3.7%         5.0%

  Number of students tested                     27           40

  ***White***                                                

  \% Below Satisfactory                         46.5%        55.3%

  \% at or Above Satisfactory                   46.5%        38.3%

  \% at Excellent                               7.0%         6.4%

  Number of students tested                     43           47

  ***Free & Reduced Meal Eligible***                         

  \% Below Satisfactory                         46.5%        55.3%

  \% at or Above Satisfactory                   33.3%        26.8%

  \% at Excellent                               7.4%         0.0%

  Number of students tested                     27           41

  ***Special Education***                                    

  \% Below Satisfactory                         80.0%        93.7%

  \% at or Above Satisfactory                   20.0%        6.3%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     10           16

                                                             

  **STATE SCORES**                                           

  \% Below Satisfactory                         65.6%        58.2%

  \% at or Above Satisfactory                   34.3%        41.8%

  \% at Excellent                               3.7%         5.3%
  --------------------------------------------- ------------ ------------

***BLUE RIBBON SCHOOL: Snow Hill Elementary***

***MARYLAND SCHOOL ASSESSMENT (MSA) Content: MATH***

***Snow Hill Elementary is a Pre-Kindergarten through Grade 3 school.***

**Third Grade Scores**

  ------------------------------------------------------- ---------------
  Content: Math                                           2002-2003

  **TOTAL SCHOOL SCORES**                                 MSA

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               75.5%

  \% at Advanced                                          13.3%

  Number of students tested                               90

  Percent of total students tested                        100

  Number of students excluded                             0

  Percent of students excluded                            0.0

                                                          

  **SUBGROUP SCORES**                                     

  ***African American***                                  

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               63.3%

  \% at Advanced                                          3.3%

  Number of students tested                               30

  ***White***                                             

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               82.7%

  \% at Advanced                                          17.2%

  Number of students tested                               58

  ***Free & Reduced Meal Eligible***                      

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               67.4%

  \% at Advanced                                          2.3%

  Number of students tested                               43

  ***Special Education***                                 

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               23.1%

  \% at Advanced                                          0.0%

  Number of students tested                               13

  **STATE SCORES**                                        

  \% at Basic or Above                                    100%

  \% at or Above Proficient                               64.5%

  \% at Advanced                                          9.5%
  ------------------------------------------------------- ---------------

***BLUE RIBBON SCHOOL: Snow Hill Elementary***

***MARYLAND SCHOOL PERFORMANCE ASSESSMENT PROGRAM (MSPAP) Content:
MATH***

  --------------------------------------------- ------------ ------------
  CONTENT MATH                                  2001-2002    2000-2001

  **TOTAL SCHOOL SCORES**                       MSPAP        MSPAP

  \% Below Satisfactory                         71.6%        80.7%

  \% at or Above Satisfactory                   28.4%        19.3%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     74           83

  Percent of total students tested              100.0%       94.3%

  Number of students excluded                   0            0

  Percent of students excluded                  0.0%         0.0%

                                                             

  **SUBGROUP SCORES**                                        

  ***African American***                                     

  \% Below Satisfactory                         82.1%        90.0%

  \% at or Above Satisfactory                   17.9%        10.0%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     28           40

  ***White***                                                

  \% Below Satisfactory                         66.7%        72.3%

  \% at or Above Satisfactory                   33.3%        27.7%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     45           47

  ***Free & Reduced Meal Eligible***                         

  \% Below Satisfactory                         79.3%        90.2%

  \% at or Above Satisfactory                   20.7%        9.8%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     29           41

  ***Special Education***                                    

  \% Below Satisfactory                         92.3%        100.0%

  \% at or Above Satisfactory                   7.7%         0.0%

  \% at Excellent                               0.0%         0.0%

  Number of students tested                     13           16

  **STATE SCORES**                                           

  \% Below Satisfactory                         69.2%        57.6%

  \% at or Above Satisfactory                   30.8%        42.4%

  \% at Excellent                               2.1%         4.6%
  --------------------------------------------- ------------ ------------