##### *1REVISED 3/16/05*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_[X]{.underline}\_ Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [Mrs. Paula Q. Jones]{.underline}

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

Official School Name [Showell Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [11318 Showell School
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Berlin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Maryland\_\_\_\_\_\_\_\_\_
21811-3250\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[Worcester]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_[0312]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 410 ) 632-5350]{.underline} Fax [( 410 ) 632-5359
\_\_\_\_\_\_\_]{.underline}

Website/URL [www.worcester.k12.md.us \_\_\_]{.underline} E-mail
[PQJones@mail.worcester.k12.md.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\* [Dr. Jon Andes]{.underline}

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

District Name [Worcester County]{.underline} Tel. [( 410 )
632-5000]{.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. Marion Butler

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

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)

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

**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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[5]{.underline}\_\_
Elementary schools

\_\_[3]{.underline}\_\_ Middle schools

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

\_\_[3]{.underline}\_\_ High schools

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

\_\_[14]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$9,418.00]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\_\$8,765.00]{.underline}\_\_\_

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

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

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

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

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

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

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

  **PreK**    25        14                     **39**       **7**                             

  **K**       57        57                     **114**      **8**                             

  **1**       48        51                     **99**       **9**                             

  **2**       53        61                     **114**      **10**                            

  **3**       60        58                     **118**      **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   484
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [90]{.underline} % White

the students in the school: [4]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

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

[0]{.underline} % 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:
\_\_\_[15]{.underline}\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  34
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           37
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   71
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 490
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  15%
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          15
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[4]{.underline}\_\_\_%

\_\_\_[21]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[3]{.underline}\_\_\_

Specify languages: Spanish, Chinese, and Shona

9\. Students eligible for free/reduced-priced meals:
\_\_\_[26]{.underline}\_\_\_%

Total number students who qualify: \_\_[125]{.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:
\_\_\_[10]{.underline}\_\_\_%

\_\_\_[51]{.underline}\_\_\_Total Number of Students Served

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

\_[5]{.underline}\_\_Autism \_[0]{.underline}\_\_Orthopedic Impairment

\_[0]{.underline}\_\_Deafness \_[2]{.underline}\_\_Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_[16]{.underline}\_Specific
Learning Disability

\_[0]{.underline}\_\_Emotional Disturbance \_[28]{.underline}\_Speech or
Language Impairment

\_[0]{.underline}\_\_Hearing Impairment \_[0]{.underline}\_\_Traumatic
Brain Injury

> \_[0]{.underline}\_\_Mental Retardation \_[0]{.underline}\_\_Visual
> Impairment Including Blindness

\_[0]{.underline}\_\_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) \_\_[2]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_[28]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[12]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_[17]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[12]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[71]{.underline}\_\_\_ \_\_\_\_[1]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[17:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

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

  Teacher turnover rate      9 %         5 %         2 %         7 %         8 %

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

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

**PART III ‑ SUMMARY**

Showell Elementary School is located between the small town of Showell
and the growing community of Ocean Pines, in the northern end of
Worcester County on Maryland's Eastern Shore. Showell opened in 1976 as
a result of the population explosion in Worcester County. The school
currently enrolls 497 students in Early Intervention/Pre-kindergarten
through third grade. Eight portable classrooms, along with the 52,610
sq. ft. school building, create the physical structure of our school.
However, the learning environment extends beyond the school itself to
include beautiful tree-covered lawns, several butterfly and botanical
garden areas, a newly renovated playground, a quarter mile walking
field, and a nature trail featuring an outdoor classroom area.

Seventy-two dedicated faculty and staff members work together to create
an average pupil/teacher ratio of 17:1. The current faculty reflects a
balance of seasoned and experienced teachers as well as beginning
teachers, all with innovative ideas and enthusiasm. As the first
Professional Development School in Worcester County, our partnerships
with local universities have strengthened with teacher candidates
enhancing our learning community. Showell's entire staff is committed to
meeting the varied academic, emotional, intellectual, and physical needs
of all students. Our student population is primarily white/non-Hispanic
and is drawn predominantly from middle-income households.

Improving student performance in the areas of academics, character
education, and technology continues to be our priority. Three
standardized assessments are used at Showell to analyze data and track
student performance: Maryland State Assessment (MSA) in reading and math
for third grade; Comprehensive Tests of Basic Skills (CTBS/5) in reading
and math for second grade; and the Gates-MacGinitie in reading for
kindergarten through third grade.

Many school programs contribute to the overall academic success. Our
all-day kindergarten and grades 1-3 utilize the Nation's Choice
Houghton-Mifflin reading program. Students have the opportunity to
participate in Accelerated Reader, a computerized reading comprehension
program. First through third grade students demonstrating difficulty
with reading skills receive tutorial services via Early Success and Soar
to Success programs. Thousands of books are distributed annually to our
students through Reading Is Fundamental. Our volunteer program
contributes valuable expertise and individualized attention for both
teachers and students.

The Instructional Consultation Team develops strategies collaboratively
with classroom teachers to help individual students improve academic
performance. Highly-able second and third graders are nominated,
evaluated, and recommended for daily enrichment which includes critical
and creative thinking skills. An After School Program provides extended
childcare and features homework assistance and tutorial opportunities.

First through third grade students participate in CCC Success Maker Math
Lab, an individualized program designed to reinforce and introduce
sequential math concepts. Annually, Showell students complete
individual, small group, or class Science projects for the Worcester
County Science Fair. Involvement in the Worcester County Tech Fest
produces award-winning computer graphics, Power Points, sequential
skills, and photography. A full-time technology coach, with a 24 unit
mobile computer lab, enhances our daily technological proficiency. Our
child focused philosophy is summarized by the motto "TO DO IS TO BE".
Showell was named a Character Education School in 2002 because of its
school-wide Character Kids Program coordinated by the school counselor,
2003's Maryland State Elementary Guidance Counselor. Students are
recognized weekly for acts of honesty, caring, respect, fairness, and
responsibility.

The faculty and staff work together to provide a quality education and
to establish an intrinsic sense of PRIDE for each and every child. As
our child friendly version of our mission statement says: "Showell's
mission is to encourage **[P]{.underline}**roductive citizens who become
**[R]{.underline}**esponsible life-long learners, provide
**[I]{.underline}**nstruction that is challenging for all in a
**[D]{.underline}**iverse and safe environment, and share
**[E]{.underline}**xcellence in partnership with our school, our
families, and our community."

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

1.  **Description of the Maryland School Assessment**

From 1993 until 2002, Maryland used the Maryland School Performance
Assessment

Program (MSPAP) to assess and monitor student and school progress. This
program included performance tasks that assessed grades 3, 5, and 8
Maryland Learning Outcomes in reading, writing, language usage,
mathematics, science, and social studies. The MSPAP measured the
performance of Maryland schools by illustrating how well the students
solve problems individually, their ability to apply what they have
learned to real world problems, and how well students can relate and use
knowledge from different subject areas. School achievement was measured
on three proficiency levels: Excellent, Satisfactory, and Not Met.

In March, 2003 -- in response to new requirements from the federal
Elementary and Secondary Education Act of 2002 (ESEA, a.k.a. No Child
Left Behind) -- Maryland introduced the Maryland School Assessment
(MSA). The MSA was administered to students in grades 3, 5, and 8 in
mathematics and geometry in grade 10, and 3, 5, 8, and 10 in reading.
Student, school, district, and state achievement is measured on three
proficiency levels: Advanced (above grade level), Proficient (on grade
level), and Basic (below grade level).

The MSA produces a score that describes how well a student masters the
reading and mathematics content specified in the Maryland Content
Standards and the Voluntary State Curriculum (VSC). MSA scores are
criterion-referenced scores depicting student performance against the
Maryland VSC. Test items consist of a mixture of selected response
(multiple choice) and brief constructed response (open-ended short
answer) items. All results are reported by the total student population
and in the following subgroups: major racial and ethnic groups, special
education students, English language learners, and economically
disadvantaged students. Assessment results are communicated to parents
through the use of the Maryland School Assessment Home Report.
Additional information on the Maryland's assessment system can be found
on: [www.mdreportcard.org](http://www.mdreportcard.org/) and
[www.mdk12.org](http://www.mdk12.org/).

Showell Elementary School has shown significant growth on the state
assessment in all of the assessed sub-groups for both reading and math.
Over the past three years the school has made at least a 34% increase on
the required reading assessment and a 36% increase on the required math
assessment of third grade students scoring at or above the proficient
level (see attached charts). We feel our success is attributed to the
various programs and activities addressed and supported in our School
Improvement Plan. Some of the programs and activities include: a new
Houghton-Mifflin reading program in grades K-3, SOAR and Early Success
reading tutorial programs, the After School Program (enrichment and
tutorial), individualized reading and math intervention plans,
differentiated instruction, weekly brief constructed response questions
reviewed and shared, individualized math lab (CCC lab), and etc.

Our economically disadvantaged population has excelled in the \"at and
above proficient level\" category with a 30% in reading and a 32% in
math three years ago to a 94% in both reading and math on the 2003-2004
test. Our African American population scored a 63% in both reading and
math for the "at or above proficient level" in 2001-2002 and on the
2003-2004 test they reached 100% in both categories. Our special
education population scoring at the "at and above proficient level" did
extremely well by scoring a 75 % in reading and a 58% in math which was
an average growth of 37% in 2003-2004.

Showell Elementary School is exceptionally pleased with its successes on
the Maryland State Assessment. Our school takes great pride in being one
of the highest performing elementary schools in the state of Maryland.
The Maryland School Assessment results contain a great deal of
information which is reviewed frequently to assist us in making
important decisions related to improving the quality of education for
[all]{.underline} students. Careful analysis of pertinent and
appropriate data will promote better programs and improved student
performance.

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

In order to truly understand and improve both student and school
performance, instructional decisions must be data driven. For that
reason assessment data plays an essential role in our daily instruction
at Showell Elementary. The focus of our Strategic Planning effort is to
consistently evaluate the goals and activities through formal (MSA,
CTBS, Gates, County Reading Theme Skills Assessments) and informal
(Informal Reading Inventories, weekly teacher created quick
writes/BCR's, student checklists, teacher observations, and class work)
assessments in order to decide whether or not we are meeting the needs
of all of our students.

The classroom teachers share and analyze assessment data daily during
team meetings with their grade level teammates and weekly with the
Curriculum Resource Teacher and the administrators. Using school
designed organizational charts to collect demographic and assessment
data; the grade level teams disaggregate assessment information and make
educational decisions concerning the different subgroups and areas
needing instructional modifications. Examples of model student work are
shared by teachers, helping students to strive for higher quality when
responding to brief constructed response questions in all subject areas.
In their way, grade level team meetings support the evaluating, pacing,
and measuring of student performance and progress.

Low performing students at all grade levels are monitored every 6-8
weeks through the Individual Intervention Plans developed by the
Academic Implementation Team. The students are identified through formal
and informal assessments; and the classroom teacher, administrators, and
the curriculum resource teacher meet to discuss strategies that can be
used to ensure that all students are successful. If the identified low
performing students are not finding success, the Instructional
Consultation Team (ICT) is utilized to provide more one to one
assistance to the classroom teacher.

The teachers of Showell Elementary School are committed to excellence
and are continually making changes to their daily instructional
strategies that will benefit the students in their classrooms. The
utilization of their own expertise and resources offers the students of
Showell Elementary School with the best educational program a school
system can provide.

3.  **Describe how the school communicates student performance,
    including assessment data, to parents, students, and the
    community.**

Showell Elementary School promotes school-home communication in an
effort to strengthen the educational experiences of all students.
Student performance, including assessment data, is disseminated to
students, parents and the community in a variety of ways. Daily morning
announcements highlight student achievements, including our "Character
Kids" program. This program honors students in pre-kindergarten through
grade three who have been nominated by faculty and staff for displaying
positive behavior. Monthly grade level celebrations share academic,
technological and character highlights. Bulletin boards throughout the
school display students' work. Our school marquee displays weekly
highlights and announcements. The school's newsletter, "The Exchange",
provides snapshots and articles of school/student related events and
recognizes students' performance in all grade levels. Formal and
informal parent-teacher conferences are held throughout the year to
provide feedback on student progress. Teachers consistently communicate
with parents/guardians by way of phone, e-mail, midterms, progress
reports, and quarterly report cards. Throughout the year parents have
the opportunity to learn about

testing procedures, classroom/school-wide expectations, parental
responsibility, and curriculum when

they attend our parent gatherings: Back-to School Night and Parent
Orientation, grade level musicals, Maryland State Assessment Night,
Bridging to Fourth Grade and Parenting Workshops. We encourage

all families to attend.

Family involvement is strongly encouraged at Showell Elementary School.
Parents serve on school committees, School Improvement Advisory
Committee (SIAC), Parent Teacher Association

(PTA) executive board and Accreditation for Growth (AFG) action teams
and planning council. Informal communication occurs frequently, as
Showell Elementary has a very effective and productive parent volunteer
program that provides reading tutorial and mentoring services to
students. As new data and information about testing is received, our
administration and teachers inform the parents/community of student
performance by articles in the newsletter, evaluation forms, checklists,
home reports, etc. The MSA report card is also made available through
press releases.

Students are provided immediate feedback as part of their lessons. For
example, daily objectives, rubrics, and scoring tools are shared with
the students before, during, and after instruction. This method helps
the student to maintain focus, to know what is expected and how to
succeed. Our school takes pride in the established communication links
that highlight student performance to family and community.

4.  **Describe how the school has shared and will continue to share its
    successes with other schools.**

Showell Elementary School has become a model school through the hard
work of its dedicated staff. We are committed to sharing our students'
successes as well as our professional knowledge for the benefit of all
children. Our staff recognizes the importance of building upon the
tradition of academic achievement in Worcester County. Successes
include:

-   Showell shares its accomplishments and successes with other schools
    in Worcester County through Administrators and Supervisors meetings,
    regional principals meetings, Board of Education meetings, county
    inservice meetings, the Accreditation for Growth brochure and
    billboard, and school newsletters. Press releases regarding Maryland
    School Assessment scores for our school are reported in school
    newsletters, local newspapers, through the Worcester County Board of
    Education website
    ([www.worcesterK12.md.us](http://www.worcesterK12.md.us/)), and the
    Maryland State Department of Education website
    ([www.marylandpublicschools.org](http://www.marylandpublicschools.org/)).

-   Through the Accreditation for Growth process, Showell has had and
    will continue to have many opportunities to collect and share
    strategies and successes with the other schools seeking Middle
    States Accreditation.

-   Faculty members annually attend state, national and international
    conferences to gather and share current educational strategies and
    trends.

-   Our faculty plans, presents and participates in numerous ongoing
    Worcester County staff development days.

-   Annually several of our first grade teachers have been invited to
    share their best practices at State of Maryland International
    Reading Association Council (SoMIRAC).

-   Third grade teachers, special education teachers, guidance
    counselor, and curriculum resource teacher meet with teachers from
    the neighboring intermediate school to vertically articulate
    curriculum, students' successes and progress, and help ensure a
    smooth transition between the schools.

-   In an effort to improve community outreach, Showell teachers partner
    with business people and retired teachers to host an afternoon of
    "Dr. Seuss" which focuses on the importance of reading.

-   Showell is a Professional Development School with Salisbury
    University, the University of the Maryland Eastern Shore, and
    Wilmington College. We network with other schools on current and
    professional trends.

    **PART V -- CURRICULUM AND INSTRUCTION**

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

Maryland's Voluntary State Curriculum (VSC) has been adopted by
Worcester County and each curriculum area is based on the State Content
Standards and Learning Outcomes.

**Reading/Language Arts:** The five essential components of the
Reading/Language Arts curriculum are phonemic awareness, phonics,
fluency, vocabulary, and text comprehension. The VSC-based performance
standards are met in a variety of ways: guided and independent reading,
direct and differentiated instruction, technology/internet usage, daily
writing/editing, instruction and reinforcement of the writing process,
and systematic and explicit intervention strategies. The
Houghton-Mifflin reading series is utilized in grades K-3. Additional
resources include the Literacy Library (hundreds of leveled books in
multiple copies), children's periodicals, and dictionaries/books donated
by various community and service organizations. Our rigorous reading
program is enhanced by participation in the Eastern Shore Reading
Council's Young Authors' Contest, monthly reading calendars tracking
individual time spent reading at home, "A Book in Every Book Bag" school
goal, and other supportive activities. Showell's Accreditation for
Growth Academic Reading objective is supported by a long term plan for
maximizing reading instruction and student performance. Teachers utilize
the Worcester County Reading/Language Arts checklist to document student
progress.

**Mathematics:** The VSC-based performance standards are met in a
variety of ways: through daily problem solving activities emphasizing
real life situations, through computational practice, through emphasize
on logical reasoning strategies and having students explain how they
solve mathematical problems. Students keep journals and write
constructed responses to higher order thinking questions. The resources
utilized include Heath's Making Connections for grades K-3, Activities
Integrating Math and Science (AIMS), trade books, CCC math lab, and math
resource lab for grades 2 -- 3. Showell's Accreditation for Growth
Academic Math objective is supported by a long term plan for maximizing
mathematical instruction and student performance.

**Science:** The VSC-based performance standards are met through
activity and inquiry based learning. Thematic units include
environmental, earth, physical, and life sciences, as well as the
scientific processes. Students work individually, in pairs, and
cooperatively to analyze, hypothesize, predict, conclude, and
investigate science concepts. The resources utilized include Scott
Foresman, MacMillan/McGraw-Hill, Holt Science, trade books, AIMS
activities, and supplementary materials. Third grade students have hands
on experimentation with the Maryland Agriculture in the Classroom Mobile
Aquatics Laboratory. Students in all grades experience science-related
field trips and guest speakers.

**Social Studies:** The VSC-based performance standards are taught
through integrated lessons, literature, field trips, current events, and
textbook series. Thematic units include: history, geography, map skills,
communities, health, and cultural diversity. The resources utilized
include MacMillan/McGraw-Hill, Social Studies Alive, children's
periodicals and *The Daily Times*, "Ms. Betty's Trunk" (a collection of
historical artifacts), field trips, guest speakers, and other
supplementary materials. Every March Showell encourages participation in
a Maryland essay, poem, and art contest, as well as a spring Geography
Bee for all grades.

**Specials:** Showell develops the whole child by delivering art, music,
physical education, media, technology, and character education. The
Special Education team, including special education teachers, therapists
(speech, occupational, and physical), and school psychologist and ELL
departments provide valuable expertise in all curriculum areas.

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

The goal of the Worcester County Public Schools' Reading/Language Arts
program is to develop competent readers and writers who will become
life-long, articulate communicators. Showell Elementary's goal is to
foster the love of reading and create life-long readers. The principal
promotes her personal goal of "A Book in Every Book Bag" during daily
announcements. There are many days when she will check book bags of
students to see if they have a book to take home at night. All students
are given opportunities to succeed and are provided with the skills and
strategies needed to function in a literate and culturally diverse
society.

In accordance with No Child Left Behind (NCLB) Legislation, Showell
utilizes a scientifically research-based reading program. The
Houghton-Mifflin Reading Program is used in Kindergarten through grade
3. It involves the learners in a wide range of experiences and a variety
of genres, enabling them to use listening, speaking, reading, and
writing skills proficiently. Grades 1 and 2 utilize 180 minutes of
reading instructional time daily whereas grade 3 has a daily 150 minute
block of instruction. Students are engaged in purposeful learning and
ongoing assessment activities which monitor and guide instruction
(County's Theme Skills Assessments every 6-8 weeks). Organization for
differentiated instruction is a key element because teachers make
instructional decisions based on individual student and group needs.
Students are given the opportunity to read content-specific materials
that reflect three reading purposes: reading to be informed
(non-fiction), reading to perform a task (science investigations, how-to
materials), and reading for literary experiences (fiction, plays,
poetry). The teachers organize their daily reading lessons around the
Worcester County Public Schools Daily Framework chart which divides the
language arts block into interactive reading (whole group), guided
reading (small group), writing/language (process and grammar), and
remediation/enrichment.

Showell offers an extensive Literacy Library with multiple copies of
leveled fiction and non-fiction books to supplement guided reading
groups. Additionally, each grade houses its own grade-level libraries.
Students are given an opportunity to self-select books through the
Reading Is Fundamental program (RIF). Students are encouraged to
participate in the Accelerated Reader program. Supplemental reading
support services (Early Success for grades 1--2 and Soar to Success for
grade 3) are provided by paraprofessionals through the reading recovery
labs.

The joy of reading is celebrated in many ways, including a special Dr.
Seuss read aloud day. Local county commissioners, Board of Education
members, attorneys, judges, and retired teachers spend the day sharing
their favorite literature with the students. Annually a famous
children's author visits the school to share his/her craft through
music, drama, slides, and writing workshops. During daily team meetings
and bi-monthly faculty meetings, the reading curriculum is continually
evaluated and supplemented as teachers discuss how reading instruction
can be enhanced.

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

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

Technology is infused throughout the Pre-kindergarten through grade 3
curriculums, supporting Showell Elementary School's Mission. The
technology initiative enhances a dynamic and evolving curriculum which
promotes life-long learning skills. Showell's Accreditation for Growth
Technological Proficiency objective is supported by a long term plan for
both teacher and student growth. A Technology Proficiency Checklist is
utilized in all grade levels to document student progress. The checklist
includes the following technology skills: basic operations and concepts,
productivity tools, and research. Our teachers are afforded the
opportunity to earn technological proficiency certification via leveled
summer Technology Institutes, weekly team meetings, and professional
inservice days.

Showell's technology coach assists in direct technology instruction with
students, the maintenance of equipment, technology support, and training
for teachers. In the weekly grade level team meetings, the tech coach
provides instruction and strategies for teachers to facilitate the use
of technology throughout their curriculum. Teachers share successful
technological applications during bi-monthly faculty meetings. Teacher
candidates from the universities provide a fresh perspective and new
ideas throughout the year. Continual communication of new activities and
strategies encourages school-wide experimentation and growth in the
field of technology.

The Worcester County Board of Education recently funded a 24 unit
portable laptop computer lab with a mobile storage cart and laser
printer which is utilized in classroom instruction. All teachers have
classroom computers and can model computer skills for groups of
students. Each classroom is equipped with a 27" television projection
device which provides an opportunity for the teacher to display internet
sites, word documents, Power Points, etc. Showell is wired for internet
access which allows students and teachers to travel beyond the classroom
walls.

Twice a week students in grades 1 through 3 attend the Computer
Curriculum Corporation Lab (CCC) for individualized math instruction.
Weekly Pre-kindergarten and kindergarten students attend a lab to learn
computer components, practice keyboarding, and use skill based programs.
Annually Showell has been well represented in the Maryland Tech Fest
with students' original art, graphics, photography entries, and Power
Points. Showell students and teachers are becoming proficient users of
technology in our ever-changing society.

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

Teachers at Showell have a daily half hour team planning time that is
primarily used for discussion about students' needs, Voluntary State
Curriculum, resources needed or available, and the best instructional
methods to attain objectives. Teachers analyze student work samples and
plan cooperatively to develop meaningful activities. The special area
teachers (music, art, physical education, and media) contribute their
ideas and expertise to all teams. Once a week each grade level team
meets with the technology coach for computer idea updates, hands on
instruction, and sharing of best practices. In addition, the teams meet
once a week with the curriculum planner, vice principal and/or principal
to share news, review assessments, and to stay updated.

A wireless computer lab and new digital cameras are providing an
assortment of differentiated instructional opportunities in all subject
areas. Flexible, small, and large group instruction is made easier with
Salisbury University, University of Maryland Eastern Shore, and
Wilmington College method students and student interns. Our early
intervention teacher and special education team share methods that work
with our special education students and join teachers for inclusion
sessions. The ELL teacher works hand in hand with classroom teachers. A
gifted and talented teacher challenges highly able children and provides
math resource assistance. Paraprofessionals have been trained to assist
young readers in our SOAR/Early Success reading intervention program.

Low performing students at all grade levels are monitored every 6-8
weeks through the Individual Intervention Plans. An IC team, led by the
guidance counselor, also assists teachers by offering ideas and
suggestions to help provide instructional strategies for all students.
Regularly scheduled follow up conferences are helpful for teachers with
questions or concerns about youngsters. The enthusiastic students at
Showell are highly motivated learners being served by dedicated
professionals who are striving to develop every child's potential.

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

Professional development is ongoing at Showell. Faculty and staff avail
themselves when the county provides and funds workshops for technical
training, inservicing on new textbook adoptions and curricula.
Individual and groups of teachers propose summer staff development based
on current needs and are submitted yearly to the Board of Education for
funding. Teachers who attend conventions and/or workshops are provided
opportunities to share best practices. Several teachers are annual
presenters at the SoMIRAC spring conference. The Pre-kindergarten and
kindergarten teachers have been able to participate in MMSR training.
Many faculty and staff are active members of the Eastern Shore Reading
Council and the Eastern Shore Writing Project and participate in
conferences and activities. Professional journals, magazines, videos and
texts are housed in our media center to lend support when necessary.

Through the Accreditation for Growth process, the 12 Middle States
standards survey helped Showell identify needs and concerns of our
paraprofessionals, faculty, staff and administration. Action and
implementation teams were formed to address the identified needs in the
areas of: academics, character education, and technology. Our subsequent
professional development sessions for the year focused on the identified
needs. Annual updates of the school improvement plan will help the
schools Planning Council to develop yearly professional
activities/workshops that will promote student progress.

As the original Professional Development School in the county, and in
association with Salisbury University, we continue to host
teacher-candidates both in methods observations and internships. The
co-teaching model provides students more individual attention while
supporting varied learning styles. Planning is a continuous conversation
between the two parties characterized by energetic brainstorming,
innovative thinking and ongoing reflection. Interns and mentors
collaborate and share coordinated instructional roles with each other.
It is a win-win situation impacting student achievement.

**Blue Ribbon School: *[Showell Elementary School]{.underline}***

**Maryland School Assessment (MSA)**

**Content: *[Reading]{.underline}* Grade: *[3]{.underline}* Publisher:
*[Harcourt]{.underline}***

**Maryland School Performance Assessment Program (MSPAP)**

**Content: *[Reading]{.underline}* Grade: *[3]{.underline}* Publisher:
*[CTB McGraw-Hill]{.underline}***

+------------------------------+-------------+------------+-----------+
| **Test**                     | **MSA**     | **MSA**    | **MSPAP** |
+------------------------------+-------------+------------+-----------+
| **Year**                     | **          | **2        | **20      |
|                              | 2003-2004** | 002-2003** | 01-2002** |
+------------------------------+-------------+------------+-----------+
| **Testing Month**            | **          | **March**  | **May**   |
|                              | Feb/March** |            |           |
+------------------------------+-------------+------------+-----------+
| **SCHOOL SCORES**            |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 8%          | 19%        | 35%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 92%         | 81%        | 65%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 32%         | 16%        | 8%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 107         | 146        | 125       |
+------------------------------+-------------+------------+-----------+
| Percent of total students    | 100%        | 100%       | 95%       |
| tested                       |             |            |           |
+------------------------------+-------------+------------+-----------+
| Number of students excluded  | 0           | 0          | 3         |
+------------------------------+-------------+------------+-----------+
| Percent of students excluded | 0%          | 0%         | 2%        |
+------------------------------+-------------+------------+-----------+
| **SUBGROUP SCORES**          |             |            |           |
+------------------------------+-------------+------------+-----------+
| 1.  African American         |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 0%          | 38%        | 25%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 100%        | 63%        | 76%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 20%         | 25%        | 13%       |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 5           | 8          | 8         |
+------------------------------+-------------+------------+-----------+
| 2.  White                    |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 9%          | 17%        | 36%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 92%         | 83%        | 65%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 34%         | 17%        | 8%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 94          | 132        | 120       |
+------------------------------+-------------+------------+-----------+
| 3.  Special Education        |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 42%         | 50%        | 50%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 58%         | 50%        | 50%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 17%         | 10%        | 14%       |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 12          | 10         | 14        |
+------------------------------+-------------+------------+-----------+
| 4.  FARMS                    |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 6%          | 31%        | 67%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 94%         | 69%        | 34%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 12%         | 4%         | 4%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 17          | 26         | 27        |
+------------------------------+-------------+------------+-----------+
| **STATE SCORES**             |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 29%         | 42%        | 66%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 71%         | 58%        | 31%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 13%         | 9%         | 4%        |
+------------------------------+-------------+------------+-----------+

**Blue Ribbon School: *[Showell Elementary School]{.underline}***

**Maryland School Assessment (MSA)**

**Content: *[Math]{.underline}* Grade: *[3]{.underline}* Publisher:
*[CTB]{.underline}***

**Maryland School Performance Assessment Program (MSPAP)**

**Content: *[Math]{.underline}* Grade: *[3]{.underline}* Publisher:
*[CTB McGraw-Hill]{.underline}***

+------------------------------+-------------+------------+-----------+
| **Test**                     | **MSA**     | **MSA**    | **MSPAP** |
+------------------------------+-------------+------------+-----------+
| **Year**                     | **          | **2        | **20      |
|                              | 2003-2004** | 002-2003** | 01-2002** |
+------------------------------+-------------+------------+-----------+
| **Testing Month**            | **          | **March**  | **May**   |
|                              | Feb/March** |            |           |
+------------------------------+-------------+------------+-----------+
| **SCHOOL SCORES**            |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 5%          | 12%        | 31%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 95%         | 88%        | 69%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 47%         | 34%        | 10%       |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 107         | 146        | 130       |
+------------------------------+-------------+------------+-----------+
| Percent of total students    | 100%        | 100%       | 99%       |
| tested                       |             |            |           |
+------------------------------+-------------+------------+-----------+
| Number of students excluded  | 0           | 0          | 0         |
+------------------------------+-------------+------------+-----------+
| Percent of students excluded | 0%          | 0%         | 0%        |
+------------------------------+-------------+------------+-----------+
| **SUBGROUP SCORES**          |             |            |           |
+------------------------------+-------------+------------+-----------+
| 1.  African American         |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 0%          | 50%        | 38%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 100%        | 50%        | 63%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 40%         | 25%        | 0%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 5           | 8          | 8         |
+------------------------------+-------------+------------+-----------+
| 2.  White                    |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 5%          | 10%        | 31%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 95%         | 90%        | 70%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 49%         | 36%        | 11%       |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 94          | 132        | 123       |
+------------------------------+-------------+------------+-----------+
| 3.  Special Education        |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 25%         | 20%        | 77%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 75%         | 80%        | 24%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 8%          | 30%        | 0%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 12          | 10         | 17        |
+------------------------------+-------------+------------+-----------+
| 4.  FARMS                    |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 6%          | 35%        | 64%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 94%         | 65%        | 36%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 24%         | 4%         | 4%        |
+------------------------------+-------------+------------+-----------+
| Number of students tested    | 17          | 26         | 28        |
+------------------------------+-------------+------------+-----------+
| **STATE SCORES**             |             |            |           |
+------------------------------+-------------+------------+-----------+
| \% at Basic                  | 28%         | 35%        | 69%       |
+------------------------------+-------------+------------+-----------+
| \% at or Above Proficient    | 72%         | 65%        | 31%       |
+------------------------------+-------------+------------+-----------+
| \% at Advanced               | 20%         | 15%        | 2%        |
+------------------------------+-------------+------------+-----------+