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

*U.S. Department of Education*

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

Name of Principal: Mr. Jason Watkins

Official School Name: Homer Long Elementary

School Mailing Address: 1518 N. BEAVER, P.O. BOX 1307

GUYMON, OK 73942-3127

County: TEXAS

State School Code Number: I008

Telephone: 580-3384370 Fax: 580-338-4307

Web site URL: www.guymontigers.com E-mail: jasonwatkins@guymontigers.com

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\*

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

District Name Tel. [( )]{.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

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

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

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

**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 for Civil Rights
(OCR) requirements is true and correct.

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[\_\_0\_\_]{.underline} Middle schools

[\_\_1\_]{.underline} Junior high schools

[\_\_1\_\_]{.underline} High schools

[\_\_1\_\_]{.underline} Other

[\_\_9\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$1278.00]{.underline}

Average State Per Pupil Expenditure: [\_\$2918.00]{.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
>
> \[ x \] Small city or town in a rural area
>
> \[ \] Rural

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

5 YEARS 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**    12        8                      **20**       **7**                             

  **K**       20        20                     **40**       **8**                             

  **1**       11        11                     **22**       **9**                             

  **2**       12        8                      **20**       **10**                            

  **3**       6         14                     **20**       **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   122
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [49]{.underline} % White

the school: [3]{.underline} % Black or African American

[48]{.underline} % Hispanic or Latino

[0]{.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: 6%

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

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

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

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 122
                            the school as of October 1  

  **(5)**                   Total transferred students  5.74
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [17%]{.underline}

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

Number of languages represented: 1

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: 60%

Total number students who qualify: 74

> 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[: 4%]{.underline}

[5]{.underline} Total Number of Students Served

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

\_\_\_\_Autism [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_ Specific Learning Disability

\_\_\_\_Emotional Disturbance [5]{.underline} Speech or Language
Impairment

[2]{.underline} Hearing Impairment \_\_\_\_ Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_ Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities [2]{.underline} Developmentally Delayed

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

    **Number of Staff**

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

Administrator(s) [\_\_\_1\_\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_5\_\_\_]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_\_ [\_\_\_2\_\_\_\_]{.underline}
>
> Total number [\_\_ 7\_\_]{.underline} [\_\_\_5\_\_\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers
[\_\_21:1\_\_\_\_\_]{.underline}

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

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

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

  Daily teacher attendance  97%         96%         95%         97%         95%

  Teacher turnover rate     0%          0%          20%         0%          20%

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

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

**Part III: SUMMARY**

Homer Long Elementary is a small neighborhood school that averages
approximately 122 students in grades pre-kindergarten through 3^rd^. The
small school building of 5 classrooms allows for a family like
environment. Homer Long serves a student population comprised of 50%
white and about 50% Hispanic with about half of those students coming
from a low socio-economic background.

The faculty at Homer Long is led by 2 veteran teachers one with 27 years
of experience and the other with 24 years of experience. The average
teaching experience for this building is 15.6 years. All the teachers in
Homer Long are certified and highly qualified according the guidelines
of No Child Left Behind. The administrator of this school holds a
standard administrators certificate for grades pre-k through 12^th^
grade. This school also has a full time counselor that teaches character
education and does one-on-one counseling for the school. Homer Long also
has a media specialist and a speech pathologist available.

Homer Long and its students and teachers have a love for reading.
Students are utilizing the Accelerated Reader program and are rapidly
improving their reading abilities. Accelerated Reader coupled with
cross-grade peer reading has greatly increased reading scores at Homer
Long as well. Every day students have "Drop Everything And Read" or
"D.E.A.R." time. This time allows for students to independently read or
be read to in the lower grades. Teachers participate in D.E.A.R. and
model reading for their students to show that reading is for everyone.
Reward programs are provided to the students that show steady progress
in reading and math achievement on a 9 weeks basis to encourage student
achievement.

Every student in Homer Long is offered the core subjects such as
reading, math, social studies, English, writing and the arts. It is the
philosophy of Homer Long that all students can learn in these subjects,
although it may be at different rates, in different modalities, and at
different levels. It is the mission of Homer Long to provide educational
experiences and a learning climate that ensures that each student has
the opportunity to be a productive and well prepared citizen. The
teachers and administrator at Homer Long Elementary believe that all
students can and will achieve success no matter their situation or
circumstance.

**[Part IV: INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1. Assessment Results:** Homer Long Elementary is a participant of the
Oklahoma School Testing Program (OSTP). The OSTP provides Oklahoma
schools the Oklahoma Core Curriculum Test (OCCT). The reading and
Mathematics portions of this criterion-referenced test are part of the
accountability requirements of the 2001 Federal Legislation, "No Child
Left Behind". The OCCT contains both "operational items that are used to
score students and "field test" items that are not scored. The
performance levels of this test are unsatisfactory, limited knowledge,
satisfactory, and advanced. The Academic Performance Index has a 700-800
range which is satisfactory and advanced is 801-999.

The criterion-referenced test, priority Academic Student Skills
(P.A.S.S.), is base on the state mandated curriculum for K-12 schools.
P.A.S.S. contains both process and content standards for each grade
level and curriculum area. For grade three, assessment results for
reading and math are reported and tracked. The results show consistent
gains in reading and math since 2003-2004 school year.

Since 2003, the overall reading scores for Homer Long have increased
from 41% of students meeting or exceeding to standards to 90% of student
meeting or exceeding the standards in reading. That is a 49% increase.
Reading increases could also be seen in sub-groups such as free and
reduced as well as Hispanic. Free and reduced students or low
socio-economic students scores improved from 18% in 2003 to 88% in 2005.
That is a 60% increase. The Hispanic sub-group increased their scores
from 37% in 2003 to 77% in 2005. That is a 40% increase. Since 2003, the
overall math scores for Homer Long have increased from 67% meeting and
exceeding standards to 80% meeting or exceeding standards in math. That
is a 13% increase. Math scores increased in sub-groups such as free and
reduced or low socio-economic and Hispanics. Free and reduced students
increase from 27% meeting and exceeding standards in 2003 to 67% in
2005. That is a 40% increase. Hispanic students increase their math
scores from 50% meeting and exceeding standards in 2003 to 56% in 2005.

The Academic Performance Index (API) is a scaled score that places
student into performance levels established for each test. Scores range
from 0-1500 with 1000 as the current state average. The primary purpose
of the API is to measure the performance of Oklahoma schools, while
monitoring Oklahoma's performance at the state level. Homer Long
improved its API score from 939 in 2003 to 1372 in 2005. That is a 433
point increase in 3 years. Information about district API scores can be
found at the Oklahoma State Department of Education website:
[http://www.sde.state.ok.us](http://www.sde.state.ok.us/).

**2. USING ASSESSMENT RESULTS**

Homer Long Elementary is suppose to receive its' test results each year
in May; however, that seldom happens. Schools such as Homer Long usually
don't get the results until late June or July. Once our district
receives its' test results, they are immediately sent to a software
company that puts the test results in an easy to access and read format.
This software allows our teachers and administrators to access and
analyze test results by filtering subgroups such as race, low
socioeconomic and gender. This information is given to the teachers by
the principal after weaknesses in sub groups are identified along with
their specific state objective number known as the PASS skills. The
teachers, after receiving their list, come up with a plan on how to
address the school's weaknesses. This plan is written in their CLEP plan
and is used as a "road map" on how to improve in each area of weakness.
The size of this school allows for teachers to communicate vertically
with other grade levels on the progress of the plan as well as obstacles
that they are encountering. This vertical communication allows the
teachers of students that are not being tested that year to be proactive
and begin removing any obstacles that might hinder plans to improve for
the next year. Adjustments in curriculum and or instruction are made
based on the weaknesses identified from the tests results.

Other assessments are used to monitor student progression in reading and
math throughout the year. The Basic Early Assessment in Reading or
B.E.A.R. test is given at the beginning of the year as a baseline and
student's weaknesses are work on throughout the year and monitored by
reading specialists. These reading specialists keep the teachers updated
on student improvement and weaknesses throughout the year. The B.E.A.R.
test is given in January to monitor reading progress and to make midyear
adjustments in curriculum and instruction. Finally, the B.E.A.R. test is
given again in April or May to check improvements made by students for
the year. The students also take a Star Test from the Accelerated reader
program at the beginning of the year. This test gives the teacher a
grade equivalent for each student. As the students read and take
accelerated reader test throughout the year their grade equivalent
scores increase. This grade equivalent score can be monitored at any
time by parent, teacher, or administrator. These scores are also used in
determining student progress in reading.

Student progression in math is done through a star math score which is a
computer based math program that gives teachers a baseline at the
beginning of the year. The star math score coupled with the weekly Saxon
math tests allow for teachers to monitor progress of students throughout
the year and make adjustments on a weekly basis.

**3. COMMUNICATING ASSESSMENT RESULTS:**

Homer Long Elementary feels that communicating student performance,
including assessment data, to parents, students, and the community is
vital to its success. Homer Long Elementary has always had an "Open
Door" policy to all parents. Teachers, counselors and administrators are
always available to parents and the community. This policy is stated to
the parents every year at orientation night and parent teacher
conferences. This "Open Door" policy is also advertised to the community
via the school district radio show every Monday morning. Teachers at
Homer Long communicate to students weekly their progress in reading and
math and set goals for the upcoming week. Parents are communicated to
through conduct\\academic progress sheets on a daily basis. These papers
go home and parents can see what their child needs to work on or turn in
for the week. These sheets are collected, with parent signatures, every
week and filed in the student's personal file. Every nine weeks parents
are sent home report cards and assessment results in the B.E.A.R., Star
reading and star math scores. Homer Long communicates the student's
success through prizes and reward parties for those progressing
adequately in reading and math. These reward and parties are noted in
the local paper and on the local radio station. Every year the school
sends out a report card to state to the community how it is doing. These
results are published online as part of the "No Child Left Behind"
Federal legislation. At the end of the year parents are sent home the
results of the Oklahoma Criterion Reference Tests with a letter
explaining the results.

**4. SHARING SUCCESS:**

Homer Long considers success as making a difference one child at a time.
These successes are shared at teacher's meetings informally. However,
formally most of the successes at Homer Long are shared at horizontal
alignment meetings with other teachers of the same grade as well as
vertically with other teachers within the district. Success at Homer
Long is attributed to hard work by teachers, students, and parents. It
can also be contributed to the effective communication between teachers
and parents. These attributes of success will continue to be shared with
other schools in the district and hopefully be utilized successfully for
the betterment of children district wide.

**[Part V: CURICULUM AND INSTRUCTION]{.underline}**

1.  **CURRICULUM**

Each student in our school is immersed in our core curriculum, which
includes language arts, math, science, social studies, and the arts.
Interlaced within this core curriculum, students daily engage in a
variety of instruction and interaction to meet the diverse needs present
in the classroom.

Reading is central to all curriculum areas. Reading is emphasized
throughout all curriculum areas using kinesthetic, visual, and auditory
activities to progress students' achievement and increase their level of
success. Vocabulary, phonics and decoding, and comprehension are the
core elements of our reading program. In Kindergarten, students focus on
the basic foundational skills such as recognizing and writing the
alphabet. Letter sounds are also emphasized. In first grade students use
those skills to begin blending sounds into words, using vocabulary, and
becoming independent readers. In second grade, students increase
independent reading and comprehension. By third grade, students are
independent in reading, comprehension, and vocabulary building.

Beginning in Kindergarten, through third grade, grammar, parts of
speech, punctuation, capitalization, and composition are emphasized in
English where students become successful in writing for communication.

Spelling not only includes correct spelling of words, but word meanings,
phonics, and vocabulary building are incorporated as well.

The core elements of handwriting are spatial skills, the development of
small motor skills through correct letter and number formation, the use
of inventive spelling, and composition.

Math concepts range from number sense and counting in Kindergarten; to
mental math, simple computation, and problem solving in first grade;
elevating those skills in second grade; to complex computation and
problem solving in third grade. Hands-on manipulatives are an integral
part of teaching math at all levels.

Science is used to advance students' reading success and advance higher
level thinking skills by proposing a problem, collecting data,
experimentation, and drawing conclusions.

Social Studies enhances vocabulary skills and reading in context.
Becoming familiar with the world around them, students utilize charts,
maps, graphs, and information from the past and present.

Visual and performing arts are interwoven throughout our students'
educational instruction. The art disciplines are useful in enhancing
listening skills, creativity, and critical thinking skills, as well as
improving attention skills and creating enthusiasm for lessons. We
introduce multiple and varied mediums in which our students create
projects, experiment with color mixing, and use nontraditional materials
through activities such as straw painting. Further development occurs
when contrast and shading are implemented using crayons, markers, and
chalk. These concepts are reinforced in Science with students' drawings
and diagrams. Dioramas create scenes from stories. We also expand the
performing arts into our classrooms with creative and effective teaching
techniques such as English or spelling jingles, and rhythmic math
drills. Our music classes have produced musical productions and plays
that are enjoyed by the other students and their parents.

All students participate in class instruction, discussions, grade level
content, hands-on manipulatives, learning centers, and computer
activities. Accelerated Reader is also used.

We encourage parental involvement with Parent-Teacher conferences in the
fall and in the spring. We also urge parents to follow the
Parent-Student-Teacher compact that lists activities parents can do at
home with their children to make their student more successful. Some of
the activities include reading for at least 20 minutes at home each day,
reviewing math facts, and studying for a science or social studies test
with their child.

Our teachers strive to keep each student on grade level, achieving 80%
or higher proficiency in the core subjects. Students who perform below
grade level are given extra help through remedial, supplemental, and
tutorial methods to help narrow the gap and improve performance.

Literacy learning centers geared directly toward remediation,
supplementation, and enrichment are an integral part of the curriculum
as well.

Pre-testing, close teacher monitoring, individual student achievement,
and on-going assessments help determine which students receive Title 1,
ELL, or Special Education services. Also, tutoring, small groups, and
one-on-one help, allow all students to participate in grade level
instruction, discussion, and content. Each year the number of students
attending Title 1 decreases as the students move from first to third
grade.

**2A. ELEMENTARY READING**

Homer Long Elementary School uses a basal reader approach in all grades:
K through 3. Strong vocabulary is emphasized to accommodate a large ELL
and migrant student population. This curriculum introduces a new story
and new concepts that go along with that story every five days. During
the five day period, we cover vocabulary building; oral reading; silent
reading; oral question and answer; independent practice; discussion;
literacy learning centers; computers; handwriting; creative writing;
sentence structure; parts of speech; grammar; phonics and decoding;
spelling; and comprehension. We assess student progress several times
weekly as well as special assessments. These include Unit,
Beginning-of-the-Year, Mid-Year, End-of-Year, and End-of-Book
assessments.

Daily, all students engage in a variety of instruction and interaction
to meet the needs present through numerous repetitions, drills, and our
deliberate encouragement of student-initiated class discussion of word
meanings. This helps our ever-growing group of English Language Learners
and students with limited experience or abilities. All students
participate in class instruction, discussions, grade level content,
hands-on manipulatives, learning centers, and computer activities such
as AR . When students cannot perform on grade level, they have access to
Title 1 or ELL services and we provide small group and individual
tutoring. This has helped our school to keep the children performing on
grade level, and has been beneficial in remediation and bridging gaps.
We encourage parental involvement with constructive homework such as
listening to oral reading, reviewing vocabulary words and studying
spelling words. We also bring fun into reading by activities such as
D.E.A.R. (Drop Everything And Read) Day, a Dinosaur Fair, Nature Walks,
Imagination Creations, and Christmas Around the World.

Although our basal reader changes every six years, our teachers'
approach to reading remains constant so that our students will continue
to progress at a high rate. Through our own cooperative efforts coupled
with students and parents, our school has seen very encouraging results.
We endeavor to "leave no child behind" and to enrich students beyond the
standard "on level" goal.

**3. Additional Curriculum Area:**

Homer Long Elementary School uses Harcourt Math in K, and Saxon Math in
grades 1-3. It is the philosophy of Homer Long Elementary School that
all children are capable of learning. It is the mission of Homer Long
Elementary to provide an effective, loving, safe, fun, yet structured
learning atmosphere. Homer Long teachers strive to teach the mandated
Priority Academic Student Skills. Teachers try to inspire courtesy,
respect, and pride in each student.

The math program at our school permits all students to develop
mathematical vocabulary and basic math concepts needed to be successful.
Just as in teaching reading, in teaching math a multi-sensory approach
is used. New skills and concepts are introduced in increments and
repetition is used to review and practice what has been taught. Both
guided practice and independent practice are included. Once a math skill
or concept has been taught it is not left behind. Continued practice
throughout the school year serves to keep the students fresh on all
skills and concepts. The lessons meet the P.A.S.S. objectives. The group
activities are taught using hands-on materials, manipulatives,
discussion, and examples. The students sometimes work in cooperative
groups, and work together to help each other learn. Classroom management
is an integral part of our math program. It teaches students to use and
care for materials, follow directions, listen to others, work
cooperatively, "clean up". It enhances independence and responsibility.

Questioning, problem-solving, number computation and operations, Reading
comprehension, number sense, patterning and algebraic concepts, geometry
and measurement, data analysis and probability are included in our
rigorous math program.

**4. INSTRUCTIONAL METHODS**

Our school puts to use a large variety of instructional tools and
methods. Frequent and ongoing assessments are first used to determine
the level of each student. Repeated drills for skills maintenance and
reinforcement are used daily to enhance knowledge of math facts. Oral
reading, silent reading, independent reading, Peer/Paired reading are
all ways in which all students can excel in reading. We monitor
students' progress through small group and/or large group instruction.
The use of hands on materials, learning centers, and independent work is
helpful in improving student achievement.

We have been successful keeping students on grade level with individual
or small group tutoring, Title 1, ELL, Special Education, and one-on-one
help. Technology comes into play when our computer lab is used for AR,
STAR, math, social studies, science, and reading.

Questioning for deeper meaning and to become competent problem solvers,
as well as independent thinkers, is a well-established instructional
method. Vocabulary building and reading in context are vital
instructional methods.

Students are required to check out library books within their ZPD (Zone
of Proximal Development). To encourage parental involvement, each child
is urged to read to his or her parent for at least 20 minutes each
evening, as well as helping with any homework their child may have.

We make learning as fun as possible while being as effective as
possible. Incentives are used to help motivate each student to do
his/her best at all times and in all areas. Some incentives used are AR
parties, AR prizes, Braum's Book Buddy, and Book-IT!

**5. PROFESSIONAL DEVELOPMENT**

The best way to describe our Professional Development program is: Take
and Share. Throughout the school year, each teacher has opportunities to
attend local, state, and national in-service programs. These
opportunities provide our educators the occasion to learn new methods
and techniques for reaching and motivating students. Upon returning from
these workshops, we take the time to share what has been learned and
discuss ways to implement new programs that will aid the education of
our students. With this approach we have seen test scores increase and
our students' desire for learning stimulated.

A committee determines our school's local Professional Development
program. Our school takes 5 days each school year for in-service in
which we have a speaker. Occasionally, a video is shown. Harcourt came
to our town to give a Reading Professional Development seminar. Much of
what was presented is now being used in classrooms at Homer Long. The
Saxon Phonics in-service was exceptionally beneficial especially for
teachers who had never taught an actual phonics curriculum before. Many
of the speakers are insightful and motivational, enlightening us on
parent and student points of view.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

**Subject: Reading**

**Grade 3**

**Test: OCRT- Oklahoma Core Curriculum Test**

Edition/Publication Year[\_02-03\_\_\_\_]{.underline}

Publisher: Harcourt

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

  Testing month                        April       April       April                   

  **SCHOOL SCORES\***                                                                  

  \% "Satisfactory" plus "Advanced"    90%         88%         41%         \*\*        \*\*

  \% "Advanced"                        0%          0%          12%                     

  Number of students tested            20          17          18                      

  Percent of total students tested     100%        94%         95%                     

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0           0           0                       
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1.Free and Reduced (specify                                                          
  subgroup)                                                                            

  \% "Meeting" plus "Exceeding" State  \*          85%         18%                     
  Standards                                                                            

  \% "Exceeding" State Standards       \*          0%          9%                      

  Number of students tested            \*          13          11                      

  2\. Hispanic (specify subgroup)                                                      

  \% "Meeting" plus "Exceeding" State  \*          82%         \*                      
  Standards                                                                            

  \% "Exceeding" State Standards       \*          0%          \*                      

  Number of students tested            \*          11          \*                      

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Numbers were not significant for qualifications as a sub-group.

\*\* Different test given. (Norm-Reference test)

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

**Subject: Math**

**Grade: 3**

**Test: OCRT-Oklahoma Core Curriculum Test**

Edition/Publication Year[\_02-03\_\_\_\_\_]{.underline}

Publisher: Harcourt

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

  Testing month                        April       April       April                   

  **SCHOOL SCORES\***                                                                  

  \% "Satisfactory" plus "Advanced"    80%         88%         67%         \*\*        \*\*

  \% "Advanced"                        1%          18%         5%                      

  Number of students tested            20          17          18                      

  Percent of total students tested     100%        94%         100%                    

  Number of students alternatively     0           0           0                       
  assessed                                                                             

  Percent of students alternatively    0%          0%          0%                      
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Free and Reduced                                                                 

  \% "Meeting" plus "Exceeding" State  \*          85%         27%                     
  Standards                                                                            

  \% "Exceeding" State Standards       \*          23%         0%                      

  Number of students tested            \*          11          13                      

  2\. Hispanic                                                                         

  \% "Meeting" plus "Exceeding" State  \*          82%         \*                      
  Standards                                                                            

  \% "Exceeding" State Standards       \*          9%          \*                      

  Number of students tested            \*          11          \*                      

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Numbers were not significant for qualifications as a sub-group.

\*\* Different test given. (Norm-Reference test)