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

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

**Cover Sheet**

Name of Principal : [Mr. Stephen A.Russo]{.underline}

Official School Name : [Berwick Elementary School]{.underline}

School Mailing Address: [400 Texas Street]{.underline}

[Berwick, Louisiana 70342-0249]{.underline}

Tel. [( 985) 384 - 8355]{.underline} Fax [( 985) 384 - 5427]{.underline}

Website/URL
[www.stmary.k12.la.us/berwickelem](http://www.stmary.k12.la.us/berwickelem)
[E-mail sarusso@stmary.k12.la.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent[\* Mr. Lloyd Dressel]{.underline}

District Name[: St. Mary Parish Tel. ( 337) 836 -- 9661]{.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 [Mrs. Marilyn La Salle]{.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.

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

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

**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: [16]{.underline} Elementary
schools

Middle schools

[5]{.underline} Junior high schools

[6]{.underline} High schools

[1]{.underline} Other (Alternative School)

[28]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$3,603]{.underline}

Average State Per Pupil Expenditure: [\$3,759]{.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
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[9]{.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**       28        35                     **63**       **7**                             

  **1**       43        37                     **80**       **8**                             

  **2**       28        29                     **57**       **9**                             

  **3**       39        30                     **69**       **10**                            

  **4**       31        26                     **57**       **11**                            

  **5**       44        44                     **88**       **12**                            

  **6**                                                     Other       1         1           2

                                    **TOTAL                                                   416
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [83%]{.underline} White

the students in the school: [14%]{.underline} Black or African American

[2%]{.underline} Hispanic or Latino

[0,8%]{.underline} Asian/Pacific Islander

[0.8%]{.underline} American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[8.9%]{.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 14
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 35
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        49
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    437
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     8.9
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    891.8
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
[0.005%]{.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: [57%]{.underline}

[236]{.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: [15%]{.underline}

[63]{.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 [10]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [19]{.underline} Specific Learning Disability

[4]{.underline} Hearing Impairment [27]{.underline} Speech or Language
Impairment

[3]{.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) [1]{.underline} [0]{.underline}

Classroom teachers [24]{.underline} [0]{.underline}

Special resource teachers/specialists [6]{.underline} [0]{.underline}

Paraprofessionals [8]{.underline} [0]{.underline}

> Support staff [9]{.underline} [0]{.underline}
>
> Total number [48]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio: [20]{.underline}

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

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

  Daily student attendance 95.9        95.9        95.7        96.2        95.9

  Daily teacher attendance 93.4        93.3        92.5        93.1        92.7

  Teacher turnover rate    10          0           0.04        0           0

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

With the mission statement, "Together we can make a difference in
helping all students reach higher academic goals," Berwick Elementary
School leads St. Mary Parish in student academic achievement. Nestled in
the city of Berwick, in a rural parish in the southeastern part of
Louisiana, Berwick Elementary serves approximately four hundred and
eighteen students in kindergarten through fifth grade. It truly remains
a "neighborhood school" with the public library, town hall, post office,
and other municipal buildings all within walking distance of its campus.
The original school building was completed in 1926 and it has provided a
sound education for the students, parents, and grandparents of our
community. As a result of our high academic standards, Berwick
Elementary proudly services gifted students in self-contained classrooms
from the east end of our parish.

Berwick Elementary has been recognized as a "School of Academic
Achievement" with "Exemplary Growth" by the Louisiana State
Accountability System. This recognition included monetary rewards that
were used to purchase materials and fund tutoring to increase student
achievement on state standardized tests. Berwick Elementary has also
received a "School Performance Score "of three stars, which is quite
remarkable considering the fact that we are in a high poverty area with
57% of our students qualifying for free or reduced lunch.

Berwick Elementary prides itself in maintaining a great relationship
with the community that so strongly supports it. Business partners
provide much needed financial support for purchasing additional teacher
materials and equipment for students to enjoy. Our sponsors have also
generously donated money to motivate and reward student performance.
Their financial support has also allowed our school to buy wonderful
supplemental programs such as *Accelerated Reader*, which has greatly
impacted reading achievement. Berwick Elementary holds special
assemblies and appreciation days to recognize and reward our business
partners and we invite them to be guest readers or speakers at our
school.

Berwick Elementary has strong support from parents. Many parents
volunteer for a wide range of activities in which our school is involved
and they are invited to visit classrooms often. Reading and Math
workshops are held throughout the year to inspire parents to learn about
the curriculum that is offered and practical ideas are given for helping
students at home.

Berwick Elementary School has a veteran staff that is highly qualified
and relentless in the pursuit of academic excellence. Teachers
effectively communicate expectations, concerns, and praise so that
parents know exactly how their child is progressing. In the annual
school survey sent out each fall, parents have agreed that our faculty
is the best thing about our school, followed by the open communication
between the school and the home.

With teachers who care, parents and business partners who are really
involved, and children who believe in working hard to do their best, you
can see why Berwick Elementary is living up to its mission. We are
making a difference not only within our community, but also in our
parish and state.

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

1\. In reading, all children are formally assessed every 8 weeks.
Students are regrouped across age lines for instruction based on the
result of this assessment. A trained assessor, using the *Reading Roots
Assessment,* tests students primarily in first grade*.* This
individually administered assessment determines student proficiency in
oral reading for accuracy, comprehension, word recognition, and sound
spelling. These students are also individually assessed every ten days
by their reading teacher using the *"Fast Track Phonics"* assessment,
which confirms mastery of skills taught and identifies those areas in
need of remediation. Students in second through fifth grade are
administered group tests developed by *Harcourt Publishing Company* to
determine effective strategy use in comprehension and writing. All
teachers conduct ongoing informal assessments and observations for
fluency and comprehension. Students placed in reading tutoring are given
the *Tutoring Assessment Checklist* to determine what areas in reading
are problematic so that specific instruction can be provided. Periodic
*Analysis of Strategy Use* tests are given to determine if students are
truly using the reading strategies taught and if these strategies should
be presented in a different way.

The state required *Developmental Reading Assessment* is given every
fall to the students in second and third grade at Berwick Elementary.
This test is also administered individually by homeroom teachers to
determine the percentage of students reading on, above, or below grade
level. This test involves oral reading for accuracy and competence in
comprehension. The test is re-administered in the spring so that these
results can be compared to the testing information obtained in the fall.
Results are analyzed and growth patterns are noted. First graders are
included in the spring testing.

The *Iowa Test of Basic Skills* is administered each spring to students
in the first, second, third, and fifth grade. This standardized test
assesses reading, language arts, and math concepts and includes science
and social studies testing in third and fifth grade.

The most important test given in Louisiana is the *Louisiana Educational
Assessment Program for the 21^st^ Century* better known as the "LEAP."
This test was designed to stop social promotion and to give students who
may not have learned basic curriculum more time, attention, and
resources to succeed in school and in life. A practice test is given in
the fall and the complete test is given in early spring to fourth grade
students at Berwick Elementary. This test measures student achievement
in reading comprehension, language arts, math, science, and social
studies. Scores are grouped according to five levels of proficiency:
Below Basic, Approaching Basic, Basic, Mastery, and Advanced. This year
students must pass the "basic level" on the "LEAP" in math and English
in order to pass fourth grade. Passing standards for this test are
increased each year. Students who are not successful in passing the
"LEAP" are given the opportunity to attend remediation classes during
the summer and are re-tested.

2\. In reading, *Reading Roots* and *Harcourt Publishing Company*
eight-week assessments are used to determine progress, regrouping and
placement, and areas of remediation. Reading classes are created by
placing students on the instructional level that best suits their
reading needs. The lowest scoring first graders, as well as other "at
risk" students, are assigned individualized tutoring. Tutoring
assessments are given and the results are analyzed. Specific tutoring
instruction is developed from these results and individual student goals
are created. Periodic testing determines if tutoring instruction is
effective and children who become proficient in reading skills are
released. They are replaced with other prioritized students who would
benefit from reading tutoring. In addition to weekly communication with
reading teachers, tutors attend assessment review meetings to share
information about tutored students. After each assessment period, all
teachers meet to examine tests and to review grading data. General areas
of weakness are targeted and techniques for improving instruction are
shared. Teachers often demonstrate effective instructional techniques at
meetings and peer observations are conducted. In addition, children who
excel on reading assessments are placed in levels that are challenging.

"LEAP" and Iowa results are analyzed and specific areas are targeted for
improvement. For example, our students scored poorly in "measurement"
and after a school wide effort to focus on this important math skill,
scores in this area improved greatly. After the practice "LEAP" is
administered in the fall, the data is analyzed and students who may be
at risk for performing well on the test are assigned "LEAP" tutoring.
This program is held for an hour daily after school dismisses.
Instruction is tailored to fit the needs of students attending tutoring.
Also, students who are high achievers are invited to become members of a
Math Club. (Their reading needs are already met in advanced reading
classes.) To reinforce difficult "LEAP" concepts, teachers create "LEAP"
booklets for additional practice.

3\. *Reaching For Results* publishes an annual "School Report Card"
which contains the Louisiana School Accountability System results for
Berwick Elementary. The report card includes our school's performance
score, "SPS" which is determined by the yearly calculation of three
items: the "LEAP 21" assessment, Iowa Test of Basic Skills, and
attendance. It shows how well our school is performing and how much it
has improved. The "School Report Card" is sent home to parents each
fall.

Teachers receive "LEAP 21" and IOWA test results. The results are
reviewed with students and individual student reports are sent home for
parents to review. Berwick Elementary sends home a monthly newsletter
and the general results are reported. Our local and state newspapers
also publish the results annually.

After every eight-week assessment in reading, an informational letter is
sent home in each student's report card. This letter tells parents what
level their child has mastered in reading and where they will be placed
for the next nine-weeks. The overall percentage of students reading on
or above grade level is calculated and shared with parents in the school
newsletter and at parent workshops. This "Magic Number" is also
announced and posted throughout the school.

Berwick Elementary also conducts "Parent Teacher Conference Day" twice a
year and classroom grades, as well as any testing results, are
discussed.

4\. Berwick Elementary shares successful programs with other schools in
our parish through monthly principals meetings. Administrators also
attend inservices at these monthly meetings on topics such as classroom
management, "How to Conduct Effective Parent Teacher Conferences", and
"Grade Level Expectations." Our administrator then shares these ideas
with our faculty through planned activities for "hands on" practice.
Teachers are given the opportunity to interact and voice their opinions
about the topics presented. Our administrator returns each month to
share how our faculty implemented the activity as well as any other
innovative ideas used to deal with school wide issues. In addition, our
principal posts special school activities and ideas on Louisiana's state
principal website under a section entitled "Blackboard." Berwick
Elementary has received many compliments for various ideas posted on
this website. Reading facilitators also meet monthly to discuss
effective techniques to improve reading instruction. Ideas shared at
these meetings are also shared at Berwick Elementary. Effective ideas
are implemented and successes shared with reading facilitators at other
schools.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Berwick Elementary School is an exemplary school due to the
dedication of its faculty. The teachers work together to ensure that a
positive and challenging curriculum is available for all students in
addition to the state mandated curriculum. In math, we use a "Problem of
the Day" to motivate the students before beginning the lesson. Another
math program that has increased test scores is *Every Day Math Counts*.
This program is taught for 15 minutes in addition to the regular math
curriculum and it is a quick cumulative activity that reinforces
practical math concepts. A special character called \"Zero the Hero\"
visits classes to observe school days ending in zero and a special
school wide celebration is held when the 100th day of school arrives.
Other important math activities include the "Practice Counts" workbooks
and various partner games. We utilize a weekly exercise called "Quik
Wits" in which students must do more than merely recite facts, they have
to literally think through the problem and arrive at a solution. We also
have Internet worksheets known as "Math Stories" available which were
purchased through the generosity of a parent. Manipulatives are used
regularly and math is applied to "everyday life" situations on a regular
basis. Our school has two "Math Lead" teachers who attend workshops and
bring knowledge gained back to the faculty. Students who are superior
math students are invited to attend the "BES Math Club" meeting once a
week where enrichment programs requiring higher order thinking skills
are presented. Several "Family Math and Science Nights" are held so that
parents can become more involved in what their children are learning in
a fun, non-threatening atmosphere. Each fall, students participate in
the *St. Jude\'s Children\'s Hospital Math Marathon* to raise money for
St. Jude\'s Hospital in a way that reinforces their math skills.

In addition to the regular language arts curriculum, students are given
sentences at the beginning of each day to correct. All students write
stories on a regular basis utilizing the \"LEAP 21\" rubric for grading
and some classes use *The Shirley Method* which teaches grammatical
structure through the use of jingles and rhymes. School wide activities
also include a "Young Authors" contest. Students submit compositions in
the realms of fiction, nonfiction, or poetry. The winning submissions
are published in a \"Young Author\'s\" booklet, and the winners are also
awarded trophies, ribbons, and a copy of the booklet. All teachers
receive copies for their classroom library. Students also write essays
during \"Red Ribbon Week\", a special week set aside each year to teach
students how to avoid the dangers of drug and alcohol abuse. The winning
essays are announced and read by the winners at a school wide assembly
where skits are performed and school sponsors are honored. For Veterans'
Day students write essays, which are read by the author at the Veteran's
Day Program.

To supplement the parish mandated social studies and science curriculum,
teachers employ a variety of activities. In social studies, current
events and social studies skill questions and activities begin each
lesson. Students also participate in \"Newspapers in Education Week\"
activities. In science, learning activities known as "investigations"
are conducted daily to enhance motivation prior to reading the lesson.
Field trips to nature centers, observatories, Renaissance Fairs, and
other locations of interest are coordinated with lessons learned.
Activities involving the Garden Club and Arbor Day tree planting are
also conducted. Our state, Louisiana, is studied and celebrated in great
depth during \"Louisiana Week.\" Many special activities, including
guest speakers, readers, and parent/child workshops are held and the
week is culminated with a school wide \"Louisiana Festivals\"
celebration. We have a very strong 4-H club, which meets at school and
has won several awards.

Our school is fortunate to have three self-contained gifted classes. The
students, in grades three through five, are exposed to a challenging
curriculum with enrichment activities not normally available to other
students. They are able to move at a faster pace and cover a wide
variety of interesting materials. The students are able to utilize the
Internet to assist with assignments. Berwick also houses the only
self-contained classes for hearing-impaired children, with some children
mainstreamed for certain subjects during the school day. We also provide
special services for children with learning difficulties and speech.

At Berwick Elementary we are very fortunate to have a great school
gymnasium where we provide physical education and health daily to most
classes. All PE classes participate in \"Jump Rope For Heart\" to raise
money for the *American Heart Association* and students compete for
recognition in the *President\'s Challenge Physical Fitness Awards
Program.* We also offer band in fifth grade with most students
participating in this extra curricular activity. Two annual performances
are held, so that students can demonstrate what they have learned. An on
going character education curriculum, called *Character Counts,* is
implemented through weekly classroom lessons and activities. Students
are recognized monthly for demonstrating outstanding character traits.

2\. Berwick Elementary School uses the *Success for All* program to
teach reading. The St. Mary Parish School District chose this program
after several years of plummeting reading scores and the fact that it is
scientifically research based*. Success for All* has been in place for
seven years and has raised our school's level of reading achievement. At
the kindergarten level, reading takes place in various forms all day to
prepare students for the formal instruction that begins in December.
Emphasis is on oral and written language development along with
activities that promote the identification of alphabet letters and
sounds. Students in first through fifth grade are assessed and regrouped
across age lines for ninety minutes of reading instruction. This
eliminates the need for grouping students within a reading classroom. In
first grade the emphasis is on language development with students
reading phonetically regular storybooks. Instruction focuses on phonemic
awareness, auditory discrimination, and sound blending as well as
meaning, context, and self-monitoring strategies. Students become fluent
through the practice of repeated story readings with partners. In second
through fifth grade, students use district-selected basals with advanced
classes moving into trade books in the spring. Students receive
structured opportunities to read, discuss, and respond to basal/trade
book stories in a variety of ways. Direct instruction is given weekly in
a chosen comprehension skill. Children have time to read silently for
pleasure and give "Book Club" presentations on a book enjoyed at home.
In addition, students in all grade levels participate in cooperative
learning activities and must read for twenty minutes every night. Our
lowest performing students, with the emphasis on first grade, are
assigned to a reading tutor for individual remediation and reinforcement
of skills taught in the reading class.

3\. *Accelerated Reader*, the computer based reading software program,
has been in use at Berwick Elementary for approximately ten years. The
program has grown, from a one

class participant on a single computer in the library, to a school wide
networked program

that is available in all classrooms. Word soon spread among the faculty
that there was a way to track students' recreational reading using a
method that appealed to students and had no additional paper work for
the teacher. The program permits a student to enjoy reading on a level
at which he/she can be successful regardless of his/her assigned grade.
The numbers of students waiting to get to a computer in the library
during recess attest to the popularity of the program. First grade
students are enrolled in the program as their ability permits in the
spring semester, first using the voice quizzes.

Teachers use *Accelerated Reader* to support the regular
district-approved reading curriculum and although they provide rewards
for high achievers, all children who reach their goal each month are
rewarded in some way. Funding for this wonderful program has come from
several sources including, our generous Parent Teacher Organization, the
Felterman Foundation, Berwick Elementary School, and grants. The smile
that emerges on the face of a student who has scored 100% on a quiz
makes one realize that we truly are making a difference in helping our
students reach higher academic goals\-\--and they are enjoying
themselves in the process.

4\. The professional staff at Berwick Elementary School incorporates
into its curriculum a variety of instructional strategies geared to meet
the individual needs of the students. Our school provides a well-rounded
education to students in kindergarten through fifth grade. BES also
houses the parish Gifted Education Program and we provide instruction to
children with special learning needs, so we teach students with a wide
range of ability levels. Our teachers utilize whole class instruction,
cooperative learning groups, and partnerships with special curriculum
programs and technology. In reading, students are grouped based on their
instructional level and children who have special needs receive
one-on-one tutoring by support personnel

Cooperative learning entails having the students work collectively
in-groups designed by their teacher. Teachers group the students
according to their ability with high-end achievers evenly distributed
amongst the various groups so that their ability elevates the collective
group learning experience. While students are working, the teacher plays
the role of a facilitator to ensure that the groups are on task.

Students are involved in a daily calendar math experience called *Math
Every Day Counts*, which incorporates visuals, graphs, number sense,
measurement and patterns. These concepts are also carried over into
another program called *Math Partner Games*, which are games based on
math skills taught in class. While playing the games students not only
get great math skills review but they also learn how to work together
and be a good sport.

Another area of emphasize focused on at BES is the incorporation of
technology. Our classrooms are all wired for the Internet and have
televisions that can be used as monitors for whole class instruction.
Teachers incorporate PowerPoint presentations in their regular
curriculum and they demonstrate programs that the students may use for
an activity. A small computer lab is housed in the school library. There
are fourteen computers that are available for student use. Most often
these computers are used for teacher directed student research of a
report topic, but they are also used by students taking *Accelerated
Reader* tests.

5\. Before the students arrive for the first day of school, the Berwick
Elementary faculty attends school-planned inservices. A full day is
devoted to the discussion of topics such as classroom management, how to
effectively deal with student conflict, and understanding poverty. Our
administrator plans monthly inservices throughout the year with emphasis
on test scores and effective instructional techniques. After the faculty
receives instruction, they are given opportunities to use what they have
learned in small group activities. Teachers are given time to reflect on
what they have learned and to share ways they will implement the
programs in their classroom. Teachers also come together as grade levels
to plan for instruction and extra curricular activities. Ideas are often
shared among different grade levels so students experience a smooth
transition as they are promoted each year. In addition, reading
component level meetings are held monthly to discuss any reading
concerns. The facilitator observes reading daily and provides immediate
feedback on an individual basis. Noted areas of concern are addressed at
the reading component level meetings and clarification is given for any
instructional issues. When necessary, inservices are presented by the
reading facilitator or a peer teacher. Mini demonstrations are also
presented and teachers are given the opportunity to observe their
colleagues. The reading facilitator follows up on the inservice or
demonstration with more classroom observations while providing immediate
feedback. The results are shared at the next meeting and as a result,
the cycle of effective instruction is followed.

Berwick Elementary School's scores remain the highest in the parish
because we have a dedicated faculty that works together to ensure that
our instruction fits the needs of our student population

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

Test: LEAP 21

Grade: 4^th^

2003 2002 2001

Number of students tested 83 98 67

Percent of total students tested 100% 100% 100%

Number of students excluded 0 0 0

Percent of students excluded 0% 0% 0%

Subject: English Language Arts Year: 2002-2003

Achievement Levels Berwick Elementary District State

%At or Above Approaching Basic 97.6 80.9 83.9

\% At or Above Basic 81.9 50.4 58.2

\% At or Above Mastery 39.7 10.4 14.1

\% At or Above Advanced 2.4 1.0 1.0

Subject: English Language Arts Year: 2001-2002

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 96.9 86.4 85.8

\% At or Above Basic 85.7 51.4 57.0

\% At or Above Mastery 38.8 13.5 18.7

\% At or Above Advanced 11.2 2.1 3.1

Subject: English Language Arts Year: 2000-2001

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 94.0 78.8 84.0

\% At or Above Basic 80.6 49.1 60.0

\% At or Above Mastery 38.8 10.6 15.9

\% At or Above Advanced 3.0 0.6 1.2

Test: LEAP 21

Grade: 4^th^

2003 2002 2001

Number of students tested 83 98 67

Percent of total students tested 100% 100% 100%

Number of students excluded 0 0 0

Percent of students excluded 0% 0% 0%

Subject: Math Year: 2002-2003

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 97.6 80.5 80.3

\% At or Above Basic 84.3 52.4 57.0

\% At or Above Mastery 39.7 13.4 15.7

\% At or Above Advanced 7.2 2.4 2.6

Subject: Math Year: 2001-2002

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 91.8 71.4 75.3

\% At or Above Basic 74.5 42.3 50.7

\% At or Above Mastery 28.6 9.0 12.5

\% At or Above Advanced 5.1 0.8 2.1

Subject: Math Year: 2000-2001

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 98.5 69.4 76.9

\% At or Above Basic 92.5 44.0 53.5

\% At or Above Mastery 44.7 9.5 12.7

\% At or Above Advanced 10.4 2.3 1.7

Test: LEAP 21

Grade: 4^th^

2003 2002 2001

Number of students tested 83 98 67

Percent of total students tested 100% 100% 100%

Number of students excluded 0 0 0

Percent of students excluded 0% 0% 0%

Subject: Science Year: 2002-2003

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 98.8 84.7 86.0

\% At or Above Basic 79.5 42.8 51.0

\% At or Above Mastery 36.1 9.5 14.2

\% At or Above Advanced 6.0 1.3 1.8

Subject: Science Year: 2001-2002

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 97.0 83.7 85.5

\% At or Above Basic 77.6 48.6 56.4

\% At or Above Mastery 34.7 8.8 14.4

\% At or Above Advanced 11.2 1.7 3.5

Subject: Science Year: 2000-2001

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 98.5 80.4 85.3

\% At or Above Basic 86.6 38.1 51.8

\% At or Above Mastery 37.3 6.7 13.8

\% At or Above Advanced 10.4 0.7 2.0

Test: LEAP 21

Grade: 4^th^

2003 2002 2001

Number of students tested 83 98 67

Percent of total students tested 100% 100% 100%

Number of students excluded 0 0 0

Percent of students excluded 0% 0% 0%

Subject: Social Studies Year: 2002-2003

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 96.3 79.2 83.8

\% At or Above Basic 87.9 53.6 59.0

\% At or Above Mastery 42.1 9.0 13.4

\% At or Above Advanced 8.4 1.4 1.7

Subject: Social Studies Year: 2001-2002

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 94.8 75.4 79.4

\% At or Above Basic 83.6 46.9 54.5

\% At or Above Mastery 27.5 5.6 9.1

\% At or Above Advanced 2.0 0.4 1.1

Subject: Social Studies Year: 2000-2001

Achievement Levels Berwick Elementary District State

\% At or Above Approaching Basic 100.0 72.6 79.4

\% At or Above Basic 95.5 42.0 55.9

\% At or Above Mastery 40.3 6.3 11.7

\% At or Above Advanced 10.4 0.6 1.2

Subgroup: % Proficient Test: LEAP 21 Subject: English Language Arts

2003 2002 2001

Indian 50%

Asian 100%

Black 50% 70.6% 85.7%

Hispanic 50% 100%

White 88.2% 89.6% 81.4%

Limited English Proficient

Poverty 75.0% 80.4% 75.0%

Students with Disabilities 66.7% 55.6% 28.6%

Subgroup: % Proficient Test: LEAP 21 Subject: Math

2003 2002 2001

Indian 50% Asian 100%

Black 83.3% 64.7% 85.7%

Hispanic 100% 100% 100%

White 86.6% 76.6% 93.2%

Limited English Proficient

Poverty 77.8% 68.6% 90.6%

Students with Disabilities 77.8% 11.1% 57.1%

Test: Iowa

Grade: 3rd

National Percentile Rank 2003 2002 2001

Berwick Elementary 75% 71% 59%

District 50% 45% 41%

State 55% 50% 50%

Nation 50% 50% 50%

Test: Iowa

Grade: 5th

National Percentile Rank 2003 2002 2001

Berwick Elementary 67% 65% 66%

District 48% 46% 46%

State 56% 51% 52%

Nation 50% 50% 50%