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

*U.S. Department of Education*

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

Name of Principal [Ms. Mary Jane Hudak]{.underline}

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

Official School Name [Clara Barton Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_[764 Beverly
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_[West Mifflin]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[PA]{.underline}\_\_\_\_\_\_\_\_\_\_[15122-3235]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Allegheny]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code
Number\*\_\_\_\_\_[103029603]{.underline}\_\_\_\_\_\_\_\_\_\_

Telephone [( 412 ) 466-1820]{.underline} Fax [( 412 )
469-3357]{.underline}

Web site/URL [www.wmasd.org]{.underline} E-mail <hudakmj@wmasd.org>

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

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

(Principal's Signature)

Name of Superintendent\* \_\_\_\_[Mr. Patrick Risha]{.underline}

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

District Name [West Mifflin Area School District]{.underline} Tel. [(
412 )\_\_466-9131 Ext. 111]{.underline}

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

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

Name of School Board

President/Chairperson Mr. John Donis

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

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_\_[4]{.underline}\_
Elementary schools

\_\_\_[1]{.underline}\_ Middle schools

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

\_\_\_[1]{.underline}\_ High schools

\_\_\_\_\_ Other

\_\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$11,431.00]{.underline}\_

Average State Per Pupil Expenditure: [\_\_\_\$10,850.18\_]{.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
>
> \[XX\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       14        20                     **34**       **8**                             

  **1**       22        29                     **51**       **9**                             

  **2**       17        26                     **43**       **10**                            

  **3**       13        19                     **32**       **11**                            

  **4**       14        26                     **40**       **12**                            

  **5**       21        16                     **37**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   237
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [73]{.underline} % White

the school: [26]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[4]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      6
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    10
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 237
                            the school as of October 1  

  **(5)**                   Total transferred students  .04
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_.01]{.underline} \_\_%

\_\_\_\_[2]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

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

Total number students who qualify: \_\_[100]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_[14]{.underline}\_\_\_\_\_\_%

\_\_[33]{.underline}\_\_\_\_\_Total Number of Students Served

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

\_\_\_\_Autism \_\_[7]{.underline}\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_\_[8]{.underline}\_Specific Learning Disability

\_\_[3]{.underline}\_Emotional Disturbance \_[12]{.underline}\_Speech or
Language Impairment

\_\_[1]{.underline}\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_ \_[1]{.underline}\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_ [11]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[8]{.underline}\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[23]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

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

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

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

  Daily student attendance  95%         95%         95%         95%         N/A

  Daily teacher attendance  96%         97%         96%         96%         N/A

  Teacher turnover rate     1 %         1 %         1 %         2 %         N/A

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The West Mifflin Area School District is located 12 miles east of
Pittsburgh, PA in the heart of the Mon Valley. Once surrounded by a
thriving steel industry, the demise of the mills in the 1980's had and
still has a tremendous economic impact on our region. Proud of our past,
striving for new economic development, West Mifflin is a true melting
pot of diverse socio-economic background as well as ethnicity. Providing
educational service to 3190 students, the suburban West Mifflin Area
School District represents the "real world" with entrenched roots. Proud
of our state of the art high school and stadium, with current planning
for a new middle school, Clara Barton is one of four elementary schools.
Once a neighborhood school, 90% of Clara Barton students are now bused
to our 29.10-acre campus on the south end of the borough. Close to the
Allegheny County Airport, Century III Mall, and the south campus of
Community College of Allegheny County, Clara Barton serves students from
Whitaker and West Mifflin Borough.

Our mission of the West Mifflin Area School District is to provide all
students with a quality education in a safe and caring environment. We
will achieve this mission by encouraging students to develop to their
maximum potential and to value lifelong learning. We are dedicated to
enabling students to be responsible, contributing, and ethical citizens.

Clara Barton has two-½ day Kindergartens and 2 classes each of
1^st-^5^th^ grades. Our average class size is 20 students. The exception
is our current 1^st^ & 2^nd^ grade classes, which have 26 students per
class.

Our school is a school that is committed to meeting the needs of its
students to maximize their potential. With 41% of our students receiving
free and reduced lunches, we offer a before school breakfast program. We
operate on a block schedule that pairs grade levels of special area
classes during the same period. This creates a collaborative planning
period for grade level teachers 3-4 days per week.

Clara Barton provides a comprehensive curriculum with integrated
instruction supported by appropriate technology. Our school has a
30-work station computer lab, 2 smart boards, 2 computer workshops per
classroom and 3 workstations in the library.

Our school has tremendous community support. Local businesses provide
financial support for special projects. Attendance at school programs is
high. Our active PTA funds a well-rounded menu of in-school activities,
off site learning, and after-school activities. Our local police, along
with our local magistrate and mayor, provide a wealth of information
with their luncheon visits and special appearances.

Our namesake's mantra "You must never think of anything except the need
and how to meet it" is embraced as a true belief statement of the staff
and faculty at Clara Barton. We work collaboratively with students,
parents, and the community believing we can teach all students, at all
levels by designing our curriculum and teaching strategies to meet the
individual needs of each student. Through bi-monthly grade level
meetings, we analyze academic needs through assessments and develop
opportunities for all students to attain proficiency at state
benchmarks. Always thinking of the "need", we work as a team,
Kindergarten-5^th^ grade, to support each other and develop
instructional strategies to improve and review our curriculum.
Additional support is offered through our Read to Succeed personnel,
Title I Reading and Math programs, librarians, special needs personnel,
counselors, and our gifted teacher. Through our Accountability Block
Grant, an after school tutorial program and a 3 week summer school
program were initiated. Clara Barton staff is especially proud of their
development, writing, and printing of a primary and intermediate
dictionary now used district wide.

At Clara Barton all 237 students of such diverse socio-economic needs
flourish emotionally, socially, and academically in a caring nurturing
environment. Trained in Glasser's Responsibility Training along with a
Character Education Program, our students respect others and show
support for our elderly through our "Take Your Grandparent to Lunch
Day". Our students have honored our World War II veterans and remembered
our elderly in nursing facilities. Learning is a lifelong process that
occurs outside the classroom as well as inside.

Believing that early intervention is the key, technology programs such
as Star Literacy Assessment for Kindergarten and Essential Skills Sight
Word Phonics and Reading Comprehension software for grades 2 & 3 are
utilized along with Study Island a tutorial package for Math and Reading
for grades 2-5. In addition, Clara Barton has a building wide writing
assessment component Kindergarten --5^th^ grade with weekly prompts and
daily journal writing including student self-evaluation.

Always thinking of our "need" and how to meet it, the Clara Barton staff
is proud of its school and community.

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

**1. Assessment Results:** Clara Barton employs a number of local
assessment instruments to measure student achievement in reading and
math. The Terra Nova is used in first and second grades and the PSSA is
given in to students in grades three to five. For the PSSA, the state
provides school and individual student results in four levels of student
performance, advanced, proficient, basic, and below basic. Results of
the assessment are reported for individual students, schools, and
districts.

Proficiency levels for students are defined as follows:

Advanced: Superior academic performance indicating an in-depth
understanding exemplary display of skills.

Proficient: Satisfactory academic performance indicating a solid
understanding and adequate display of skills.

Basic: Marginal academic performance, work approaching, but not yet
reaching satisfactory performance. This level indicated a partial
understanding and limited display of skills.

Below Basic: Inadequate academic performance that indicates little
understanding and minimal display of skills.

For addition information, the Assessment section of the Pennsylvania
Department of Education's website,

**[http://www.pde.state.pa.us]{.underline}**

The reading and math PSSA test included open-ended task and
multiple-choice items. Open-ended tasks are useful in measuring
students' problem solving abilities in math, reading comprehensions, and
critical thinking. In order to demonstrate Adequate Yearly Progress
(AYP), schools must reach certain ranges. The targets for 2003-2004 were
35% proficient or advanced in math and 45% proficient or advanced in
reading. For the 2004-2005 school year, the target levels were increased
to 45% in math and 54% in reading. The targets for 2005-2006 remained
the same.

An examination of the data from the PSSA shows an increase in the
percentage of students scoring at the Proficient and Advanced categories
in reading and math. In reading, the school increased the proficient
level of students from 21% in 2003 to 63% in 2006 and reduced the number
of students in basic from 32% to 13%. In math Clara Barton increased the
number of students at the advanced level from 33% in 2003 to 53% in
2006. We also reduced the number of students at the basic level from 26%
in 2003 to 11% in 2006. In the below basic category, we reduced the
number from 9% in 2003 to 3% in 2006.

For economically disadvantaged students in reading, the percentage of
students scoring at the advanced level increased from 8% in 2005 to 13%
in 2006; in the proficient level, the students increased from 46% in
2005 to 60% in 2006; in the basic level, the students increased from 15%
in 2005 to 20% in 2006. We reduced the number of students in below basic
from 31% in 2005 to 7% in 2006.

In math, the economically disadvantage students increased from 31% in
2005 to 47% in 2006 in the advanced category. In the proficient category
the students maintained from 46% in 2005 to 46% in 2006. We reduced the
number of students in the basic category from 15% in 2005 to 0% in 2006.
The number of students in the below basic category decreased from 8% in
2005 to 7% in 2006.

**2. Using Assessment Results:** Data analysis is essential in guiding
instruction and decision-making. Focusing on student performance, the
staff and faculty analyzed the data, identified the areas of need, set
instruction priorities and realigned the curriculum where needed. At
Clara Barton, we analyzed where the gaps occurred and developed pacing
charts to ensure that needed instruction was taught directly and
systematically. Bi- monthly, the staff and faculty met in grade level
meetings to discuss how the students could meet the standards. When
students were not meeting benchmark targets, the Title I and the Read to
Succeed personnel were utilized along with computerized tutorial
programs. These initiatives have resulted in closing the achievement gap
for these students.

At the beginning of each school year, Title I, along with the staff,
administered curriculum based assessment tests in reading and math.
Results of the assessment determines student and class performance
levels with emphasis on adaptations to instruction for academic success.

For reading in grades 2-5, students complete an oral reading fluency
assessment weekly and graph their progress in words per minute. This is
a powerful motivator to ensure continued student improvement. A majority
of students have met benchmark scores and continually set their goals
higher and higher for words read per minute. For those students who have
scored below benchmarks, flexible grouping was initiated with the
emphasis on partner reading and repeated reading techniques.

All kindergarten students complete a phonemic awareness assessment two
times a year in November and May to assess their progress in
phonological awareness. Our results have shown that the main indicators
of first grade reading success; segmenting phonemes, improved by 90%
from November to May. After analyzing the results of the November
assessment, Kindergarten teachers use a phonological awareness
curriculum they developed with particular emphasis on the deficit skill
areas shown on the test.

**3. Communicating Assessment Results:** The West Mifflin Area School
District communicates school and student performance to parents,
students, and community stakeholders in a variety of ways. Standardized
test scores from the Terra Nova and the Stanford Achievement test, as
well as student accomplishments are regularly shared with the community
through the district's website, community newsletter, newspaper
articles, monthly meetings between the superintendent and parents. In
addition, student achievement-either individually or collectively- is
highlighted at each Board Work Session.

Parents also receive an individual student report on their child's
performance. This report provides the parents with their child's scores
and performance levels in math and reading. It also provides detailed
information on their child's performance on each of the Pennsylvania
Academic Standards categories assessed. Included in this report are
activities that parents can plan with their children to promote academic
growth. Additional ideas and activities to help their children are
provided by the Grow Network website at
[www.PAgrow.com](http://www.PAgrow.com/). Parents also have an
opportunity to discuss their child's PSSA performance at Parent-Teacher
conferences as well as individualized standardized test scores. Parents
and teachers share their perspectives and develop plans to promote
student success.

**4. Sharing Success:** Sharing best practices at Clara Barton, we learn
from each other at our bi-monthly grade level meeting, common planning
time, County wide in-service through the Allegheny Intermediate Unit,
cross grade level meetings, and school wide meetings.

Outside the district our success is shared with the local chapter of Phi
Delta Kappa, South Hills Area School Districts Association meetings, and
with other school districts of our Intermediate unit.

In addition, Clara Barton Elementary had a unique opportunity to share
its success on the PSSA when we were asked to present a power point
presentation at the Pennsylvania Training and Technical Assistance
Network on October 11, 2006. One feature of the presentation was how we
attempted to meet the needs of our sub groups. As presenters, we were
able to share statewide strategies we used to improve our scores. This
unique opportunity allowed us a statewide forum for sharing student
success.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The Art Curriculum at Clara Barton Elementary School
    balances specific learning objectives from the Pennsylvania Visual
    Arts Standards with independent creative thought so that each child
    can enhance their own higher-level thinking and problem solving
    skills. Inter-disciplinary projects and multi-cultural themes help
    promote student cooperation and the appreciation of art, within a
    60-minute class.

The staff and faculty at Clara Barton have realigned the math curriculum
to coincide with the PA state standards. Realizing that success on the
PSSA was everyone's responsibility, Clara Barton teachers are central to
the ongoing success of our PSSA results. All teachers have an hour and a
half math block that allows for team teaching with student emphasis on
explaining the strategies of the how and why of problem solving.
Extensive board work is utilized by all students with follow-up through
Study Island, our computer math program.

The standards based Social Studies curriculum is coordinated with
geography, history, economics, social and economic diversity along with
political analysis. A variety of resources including textbook, web-based
and teacher made material are utilized. Our Health curriculum is linked
authentically to other curriculum areas, connecting wellness, nutrition,
and cultural differences within communities to create life long habits
and attitudes.

Benchmarks are set for each grade level to develop competency in using
computers as learning tools. In addition, all fifth graders are enrolled
in a 40-minute class period to enhance computer competency. Our students
and teachers utilize technology everyday. The software and web sites are
critical to reinforcing the essential academic skills related to
reading, writing and math. Incorporating a 40-minute computer lab
period, all students are assured an opportunity to go "above and beyond"
with their learning.

Students receive 80 minutes of vocal/general music per week with the
opportunity to participate in a chorus as well as play a musical
instrument. Proud of its strong music department, students also have the
opportunity to attend a free 6-week class in the summer to enhance their
instrumental skills. In addition, all elementary students are exposed to
our High School musical and participate in a yearly elementary chorus
presentation. Using differentiated instruction, our students develop
skills in appreciating and practicing artistic expression. A PTA
supported reflections program also enhances participation in art, music,
photography and musical expression. The 4^th^ & 5^th^ grade chorus,
band, and orchestra prepare for a District-wide Elementary Music
Festival when all 4 elementary buildings join together for an evening
program at the High School. Traditionally, students in the 1^st^, 2^nd^,
and 4^th^ grade attend the Pittsburgh Symphony school time concerts
every year.

Our 40 minute Physical Education curriculum is committed to teaching
lifetime fitness by providing activities students will pursue their
entire life. Collaborating with our Music department, folk dancing and
good eurhythmics are taught. In addition, our Physical Education
department developed a "Fun" Fitness Day for the entire building in
June. Healthy competition, appropriate social interaction, and fitness
activities are developed in the organized physical education
environment. Lastly, our Physical Education department is involved in
charitable work through the American Heart Association in their Jump
Rope for Heart Program.

Science revolves around scientific inquiry and hands on activities
designed to teach core concepts within the National Science Standards.
To develop the scientific process of discovery, imagination, curiosity,
flexibility, sensitivity to living things, and respect for evidence are
used to help students develop scientific reasoning and problem solving
skills. In-depth investigation includes process skills, critical
thinking skills, and research.

2\. **Reading:** Adhering to Pennsylvania State Standards for Reading,
writing, speaking, and listening, Clara Barton Elementary uses a
balanced literacy approach combining word knowledge, fluency
comprehension and writing. A systematic sequence of skills helps
students understand the sound system and gain meaning from a variety of
text. The McMillian/ McGraw Hill Series is our core reading program. The
primary level grades have a 2-hour language arts block with emphasis on
flexible grouping.

Training in research based reading practices were provided by Dr. Jill
Wilson, our consultant from Allegheny Intermediate Unit. The district
provided teachers in grades 2-5 with monthly in-service training. At
each training session, the scientifically based instructional strategies
in word knowledge, fluency, comprehension, and writing were taught. Then
teachers were observed by Dr. Wilson and each respective building
principal monthly to insure that implementation of effective practices
were being used. Additional materials were purchased to enhance the
reading curriculum where obvious gaps were identified. Student products
were purchased for word knowledge and fluency. During the school year, a
six-week schedule of assessments is maintained. Classroom teachers use a
combination of skills and benchmark assessments to determine student
proficiency. District writing prompts and reading performance tasks have
been devised for each grade level. Teachers discuss student work and
performance at our bi-monthly grade level meetings. Conversation will
focus on student needs and what services can be rendered to ensure
growth and improvement. Tutorial computer programs such as Star
Literacy, Essential Skills Sight Word, Phonics, Reading Comprehension,
Breakthrough To Literacy and Study Island are utilized.

The PTA sponsored Book Fairs and participation in Mon Valley Reads, and
Read Across America are part of a collaborative effort of enriching our
curriculum and encouraging a positive attitude toward literacy. Students
received Reading is Fundamental books three times a year.

3.  **Additional Curriculum Area:** Eight years ago, West Mifflin
    acknowledged the need for developing a systematic writing system.
    Through collaboration with Dr. Jill Wilson, a consultant for AIU,
    teachers were trained to teach writing directly and systematically
    using her book, Help Me Write: ADAPTing the Writing Process. All
    elementary teachers in West Mifflin School District then devised a
    writing assessment system with prompts, rubrics and student
    checklist. This assessment system is an on-going process occurring 4
    times a year.

At Clara Barton all students write daily in journals and respond to
prompts weekly. Weekly prompts are posted outside each room so other
students can read and enjoy other student writing. Students now have
their own dictionary, which includes the 500 most used words in writing,
state writing rubric, and a thesaurus. The staff at Clara Barton took
the initiative to develop a primary and intermediate dictionary for all
elementary students district-wide.

The West Mifflin Area School district offers a forty-minute Spanish
language block for all students in grades 1-5. Developing skills in
listening, speaking, reading and cultural appreciation are taught in a
developmental sequence.

Appreciation of reading, along with information problem-solving, are key
components fully integrated into each subject area set forth in the
Pennsylvania school library information specialist tool kit for
implementing information literacy in schools. The librarian collaborates
with teachers to design lessons or provide classroom resources that
extend, enhance, and reinforce student learning.

Making lifelong learners begins in kindergarten when the students come
to the library to enjoy the magic of stories. Cultivating a love for
literature, our librarian uses storytelling, reads aloud, puppetry, and
book talks to motivate students to read. From the power of borrowing
books to developing an information problem-solving model, our students
develop a love for literature and become independent readers.

4.  **Instructional Methods:** Clara Barton teachers use an array of
    instructional methods to promote learning.

Believing that assessment and instruction are tightly woven, we have
used the PA writing rubric when planning and assessing authentic student
writing. Our students and faculty use the state developed rubrics for
open-ended writing responses in Math and Reading Assessments as well as
demonstration, lectures, student drill, recall, explanations,
investigations, simulations and the use of computer technology.

Our language arts program employs an integrated approach that allows the
children to recognize the need for clear writing, speaking, and
listening. Teachers use modeling throughout language arts instruction,
emphasizing techniques that they want their students to master. During
guided reading instruction, a teacher may "think aloud" demonstrating
the process of interpreting, summarizing, synthesizing, or inferring.
Our students "write across the curriculum: responding to open-ended
questions in all content areas. Teachers in the later primary and
intermediate grades focus a portion of daily instruction on the Reading
and Mathematics anchors provided by the Pennsylvania Department of
Education. Using the anchors, teachers have created materials that make
learning fun and interesting. As an example, a game of Math Olympics was
created with categories based upon the Pennsylvania Mathematics
Standards. Supplementing all of these classroom efforts is an
after-school tutoring component, which provides additional support for
students. Most importantly, while we rely on research-based strategies,
our teachers maintain a professional respect and appreciation for one
another's ideas, suggestions, and perspectives on instructional
challenges.

Understanding that variety and flexibility are essential for effective
teaching, common practices include modeling, scientific inquiry,
cooperative learning, differentiated instruction, team teaching,
creative problem solving, peer teaching, direct instruction, flexible
grouping, and technology.

Knowing learning is a life long process, the Clara Barton staff instills
a love of learning in a caring, nurturing environment.

5.  **Professional Development:** The West Mifflin Area School District
    recognizes that highly trained teachers with an expansive pedagogy
    will positively impact student achievement. Consequently, our
    district embarked on a district wide professional development
    program that realigned our curriculum to the state standards. In
    addition, assessment questions were developed for all areas of
    instruction with assessments occurring every six weeks.

The need to improve student-reading achievement was a major focus. A new
reading series, which focuses on vocabulary, phonics, comprehension, and
fluency, has been adopted. Several teachers are attending the AIU
Reading Achievement Center to improve instruction at the primary level.
Equally important, in an effort to improve science and social studies
achievement, new textbooks were researched and adopted with curricular
changes and standards reflected in teacher prepared curriculum maps.

Our Read To Succeed grant offered major growth and development at the
elementary level. Reading specialists, with new strategies and research
based instruction, and ongoing classroom assessment at the primary level
are an example of strategies utilized.

Our program meets the needs of our first year teacher(s) with a
mentoring program initiated by our AIU with teachers developing their
own respective action plans mentored by tenured staff.

Professional development also occurs during common planning time as well
as in district department chair committee meetings. The district
conducts full days of in-service for staff development. These days are
either district-wide or building based. A collaborative effort has been
established with the University of Pittsburgh to help the district grow
as a team collectively working toward a common goal. New initiatives are
a priority for staff development. Exciting new initiatives in recent
years have included using data to drive instruction and instructional
strategies to adapt materials and processes for all learners, and
technology integration. In addition, a countywide in-service program is
held in October for all Allegheny County teachers offering over 200
professional development choices at various school locations.

In addition to the district's scheduled in-service days, the district
provides financial support each year for professional workshops and
college credits.

These professional development initiatives advance our capacity to meet
the diverse needs of all our students through effective practice.

**PART VII - ASSESSMENT RESULTS**

  ---------------------- -------------- ----------- ----------- ----------- ----------- ----------
  CLARA BARTON                                      Grade 5                             
  ELEMENTARY                                        Math Scores                         

                         Test -                                                         
                         Pennsylvania                                                   
                         System of                                                      
                         School                                                         
                         Assessment                                                     

  MATH - Grade 5         2005-2006      2004-2005   2003-2004   2002-2003   2001-2002   Comments

                                                                                        

  \% at Proficient plus  87             79          54          66          56           
  Advanced                                                                              

  \% at Advanced         53             37          21          34          23           

  \# of Students Tested  38             38          42          47          52           

  \% of Students Tested  100            100         100         100         100          

  \# of Students         0              0           0           0           0            
  Excluded                                                                              

  \% of Students         0              0           0           0           0            
  Excluded                                                                              

                                                                                        

  **SUBGROUP SCORES**                                                                   

                                                                                        

  **Economically                                                                         
  Disadvantaged**                                                                       

  \% at Proficient plus  94             77          32          58          **\***       
  Advanced                                                                              

  \% at Advanced         47             31          13          8           **\***      

  \# of Students Tested  15             13          16          12          **\***       

  \% of Students Tested  100            100         100         100         **\***       

  \* Subgroups are                                                                      
  printed only when the                                                                 
  total number of                                                                       
  students in a group is                                                                
  at least 10.                                                                          
  ---------------------- -------------- ----------- ----------- ----------- ----------- ----------

  ---------------------- -------------- ----------- ----------- ----------- ----------- ----------
  CLARA BARTON                                      Grade 4                             
  ELEMENTARY                                        Math Scores                         

                         Test -                                                         
                         Pennsylvania                                                   
                         System of                                                      
                         School                                                         
                         Assessment                                                     

  MATH - Grade 4         2005-2006      2004-2005   2003-2004   2002-2003   2001-2002   Comments

                                                                                        

  \% at Proficient plus  54             **\***      **\***      **\***      **\***       
  Advanced                                                                              

  \% at Advanced         5              **\***      **\***      **\***      **\***      

  \# of Students Tested  37             **\***      **\***      **\***      **\***       

  \% of Students Tested  100            **\***      **\***      **\***      **\***       

  \# of Students         0              **\***      **\***      **\***      **\***       
  Excluded                                                                              

  \% of Students         0              **\***      **\***      **\***      **\***       
  Excluded                                                                              

                                                                                         

  **SUBGROUP SCORES**                                                                   

                                                                                        

  **Economically                                                                         
  Disadvantaged**                                                                       

  \% at Proficient plus  44             **\***      **\***      **\***      **\***       
  Advanced                                                                              

  \% at Advanced         0              **\***      **\***      **\***      **\***      

  \# of Students Tested  16             **\***      **\***      **\***      **\***       

  \% of Students Tested  100            **\***      **\***      **\***      **\***       

  \* Subgroups are                                                                      
  printed only when the                                                                 
  total number of                                                                       
  students in a group is                                                                
  at least 10.                                                                          
  ---------------------- -------------- ----------- ----------- ----------- ----------- ----------

**+2005-06 school year -- pilot test for grade 4**

+2005-06 school year -- pilot test for grade 4

  ---------------------- -------------- ----------- ---------------------- ----------- -- ---
  CLARA BARTON                                      Grade 3 Math Scores                   
  ELEMENTARY                                                                              

                         Test -                                                           
                         Pennsylvania                                                     
                         System of                                                        
                         School                                                           
                         Assessment                                                       

  MATH - Grade 3         2005-2006      2004-2005                          2003-2004      

                                                                                          

  \% at Proficient plus  86             86          \% at Top plus 3^rd^   57             
  Advanced                                          Quartile                              

  \% at Advanced         43             23          \% at Top Quartile     20             

  \# of Students Tested  42             35          \# of Students Tested  46             

  \% of Students Tested  100            100         \% of Students Tested  100            

  \# of Students         0              0           \# of Students         0              
  Excluded                                          Excluded                              

  \% of Students         0              0           \% of Students         0              
  Excluded                                          Excluded                              

                                                                                          

  **SUBGROUP SCORES**                                                                     

                                                                                          

  **Economically                                                                           
  Disadvantaged**                                                                         

  \% at Proficient plus  74             82          \% at Top plus 3^rd^   53             
  Advanced                                          Quartile                              

  \% at Advanced         27             27          \% at Top Quartile     18             

  \# of Students Tested  15             11          \# of Students Tested  17             

  \% of Students Tested  100            100         \% of Students Tested  100            
  ---------------------- -------------- ----------- ---------------------- ----------- -- ---

  --------------------- -------------- ----------- ------------------------ ----------- --
  CLARA BARTON                                     Grade 3 Reading Scores               
  ELEMENTARY                                                                            

                        Test -                                                          
                        Pennsylvania                                                    
                        System of                                                       
                        School                                                          
                        Assessment                                                      

  Reading - Grade 3     2005-2006      2004-2005                            2003-2004   

                                                                                        

  \% at Proficient plus 69             68          \% at Top plus 3^rd^     46          
  Advanced                                         Quartile                             

  \% at Advanced        15             14          \% at Top Quartile       13          

  \# of Students Tested 42             35          \# of Students Tested    42          

  \% of Students Tested 100            100         \% of Students Tested    100         

  \# of Students        0              0           \# of Students Excluded  0           
  Excluded                                                                              

  \% of Students        0              0           \% of Students Excluded  0           
  Excluded                                                                              

                                                                                        

  **SUBGROUP SCORES**                                                                   

                                                                                        

  **Economically                                                                        
  Disadvantaged**                                                                       

  \% at Proficient plus 53             64          \% at Top plus 3^rd^     30          
  Advanced                                         Quartile                             

  \% at Advanced        0              0           \% at Top Quartile       12          

  \# of Students Tested 100            100         \# of Students Tested    17          

  \% of Students Tested                            \% of Students Tested    100         
  --------------------- -------------- ----------- ------------------------ ----------- --