##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Annette Schoew]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1400 Poplar Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Kenova WV\_]{.underline}\_\_\_\_\_[25530-1298\_]{.underline}\_\_\_

city State Zip Code+4 (9 digits total)

Tel. [(304) 453-1521 Fax (304) 453-4415]{.underline}

Website/URL [http://kenova.wayn.k12.wv.us]{.underline} Emails
[susie25704@yahoo.com]{.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 [Gary Adkins]{.underline}

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

District Name [Wayne County Board of Education]{.underline} Tel. [( 304
) 272-5116]{.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. Thomas
Gibson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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)

[**PART II** -- **DEMOGRAPHIC DATA**]{.underline}

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

1\. Number of schools in the district: \_[12]{.underline}\_\_\_\_
Elementary schools

\_\_[6]{.underline}\_\_\_ Middle schools

\_\_[0]{.underline}\_\_\_ Junior high schools

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

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

\_\_[22]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$
7,027.40]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$7,027.40]{.underline}\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [2 1/2]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **K**       22        23                     **45**       **7**                             

  **1**       19        26                     **45**       **8**                             

  **2**       23        15                     **38**       **9**                             

  **3**       26        21                     **47**       **10**                            

  **4**       26        29                     **55**       **11**                            

  **5**       22        13                     **35**       **12**                            

  **6**                                                     Pre-K       2         0           2
                                                            (speech                           
                                                            therapy)                          

                                    **TOTAL                                                   267\*
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\*October 2002 data

6\. Racial/ethnic composition of [98.8]{.underline} % White

the students in the school: [0.4]{.underline} % Black or African
American

[0.0]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[19.4%]{.underline}\_\_\_\_\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1, 2001 and the end of the
> school year, divided by the total number of students in the school as
> of October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 27
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 29
              ***from*** the school after        
              October 1, 2001 until the end of   
              the year.                          

  **(3)**     Subtotal of all transferred        56
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    288
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.194
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    19.4
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[7]{.underline}\_\_%

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

Number of languages represented: \_\_[2]{.underline}\_\_\_\_\_\_

Specify languages: Arabic/ Lebanese

9\. Students eligible for free/reduced-priced meals:
\_\_\_[73]{.underline}\_%

\_[192]{.underline}\_\_Total Number Students Who Qualify

10\. Students receiving special education services:
\_[24.3]{.underline}\_\_\_\_%

\_\_[64]{.underline}\_\_\_\_Total Number of Students Served

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

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

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

\_\_\_\_Deaf-Blindness \_[12]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[38]{.underline}\_Speech or Language
Impairment

\_[12]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

\_\_[2]{.underline}\_\_Behavior Disorder

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

    **Number of Staff**

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

Administrator(s) \_\_\_[1]{.underline}\_\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Classroom teachers \_\_\_[15]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[5]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_\_

Paraprofessionals \_\_\_\_[0]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_\_[11]{.underline}\_\_\_
> \_\_\_\_[0]{.underline}\_\_\_\_
>
> Total number \_\_\_[32]{.underline}\_\_\_
> \_\_\_\_[7]{.underline}\_\_\_\_

12\. Student-"classroom teacher" ratio: \_[18:1]{.underline}\_\_\_\_\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 94.69       93.7        94.5        93.9        94.1

  Daily teacher attendance 95.3        96.2        94.6        95.4        94.8

  Teacher turnover rate    4.2         9.5         4.5         4.8         4.5

  Student dropout rate     N/A         N/A         N/A         N/A         N/A

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

**[PART III -- SUMMARY]{.underline}**

Kenova Elementary School is located in the city of Kenova, West
Virginia. Established in 1910, Kenova Elementary is the oldest school in
Wayne County with a student population of 267 pupils in kindergarten
through fifth grade. The faculty presently consists of 20 full-time
teachers and one administrator supported by a staff of 11 service
personnel.

Although Kenova Elementary is located in a small Appalachian city, the
school faces many of the same challenges confronting inner-city schools
in metropolitan areas. Much of the student body comes from low income,
transient families with limited educational backgrounds and reside in
government-subsidized housing. Seventy-three percent of the student
population qualifies for free or reduced meals and most have had very
limited exposure to the values and rewards of educational and cultural
ventures.

In response to these needs, Kenova Elementary School's mission is to
cultivate each and every student's strengths through a comprehensive
curriculum and to encourage each student to think creatively, care
deeply, and act wisely. The staff and administration are dedicated to
sharing the responsibility of modeling and teaching essential academic
and life skills through teamwork with both students and their families.
The faculty believes that by encouraging the parent involvement in each
student's path, students will achieve greater success, and the community
itself will be enriched as an educational environment that challenges
students to think critically, solve complex problems, express themselves
articulately in speaking and writing, and master the life skills
necessary to become socially responsible, productive citizens.

Kenova Elementary is committed to providing students with the best
possible learning experiences. Teachers are, therefore, constantly
researching current literature to find new techniques, materials and
programs to boost achievement levels. Two Title I teachers, their
assistant, two literacy facilitators, and a test analysis coach attend
seminars and workshops, and visit model schools to bring back "best
practices" and train the faculty in scientifically researched, based and
validated strategies that have been successful elsewhere. A speech
pathologist and occupational and physical therapists are also on staff
to provide needed services for students with additional challenges.

Many special enrichment programs outside the basic curriculum have also
been instituted to help students expand their learning experience. Each
year during the holidays Kenova Elementary celebrates with a **Festival
of Trees** to incorporate **multi-cultural** awareness and appreciation
into the curriculum. A **character development** and **responsibility**
program called **P.R.I.D.E.** (an acronym for Putting Responsibility In
Daily Education) allows students to learn appropriate responses to
situations through role playing and discussion and rewards students for
attendance and punctuality, as well as academic achievement, each nine
weeks. In addition, a **Reading Counts** computer program motivates
students to read by rewarding them with points for comprehension, and a
summer **Kinder-College** program has been implemented to give entering
kindergarten students and their parents exposure to the school,
teachers, and administration prior to the beginning of the school year.

As a result of these and other programs, Kenova Elementary students and
staff have been rewarded for their dedication. SAT 9 test scores have
improved in the past three years from 69.4% to 82.5% in the 3rd and 4th
quartiles and have declined from 9.2% to 0.8% for students falling in
the 1st quartile. Kenova Elementary's standardized achievement test
scores are currently ranked first among the 12 elementary schools in the
county, and state writing assessment scores in 2001-02 went from last in
the county to first. In the 2002-03 school year, Kenova was named a
**West Virginia School of Excellence,** a **West Virginia Exemplary
School,** and a **National Title I School.** The faculty, staff, and
community are very proud of these accomplishments, but also recognize
the need to seek out ways to improve and ensure that **No Child is Left
Behind** at Kenova Elementary School.

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

1.  **The school must show assessment results in reading and mathematics
    for at least three years using the criteria determined by the CSSO
    for the state accountability system. Limit the narrative to one page
    and describe the meaning of the results in such a way that someone
    not intimately familiar with the tests can understand them.**

***Sat-9***

When comparing 1999-2000 SAT 9 test scores to 2001-2002 SAT 9 scores,
Kenova Elementary's third grade showed an overall increase of 18
percentile points. Students eligible for free and reduced meals
increased nine percentile points in reading and 13 percentile points in
math, while students not qualifying for free or reduced meals increased
25 percentile points in reading and 27 percentile points in math.

In the fourth grade, there was an overall increase of 15 percentile
points in SAT 9 scores. Students eligible for free and reduced meals
increased 24 percentile points in reading and 16 percentile points in
math, compared to a one percentile point increase in reading and 16
percentile point increase in math for those not eligible.

Among fifth graders, an overall increase of one percentile point in SAT
9 scores was noted. Students eligible for free and reduced meals
decreased four percentile points in reading and two percentile points in
math, while students ineligible for free and reduced meals decreased two
percentile points in reading and 13 percentile points in math. Although
fifth grade scores appeared somewhat stagnant, a three-year trend study
of this group revealed significant progress. Statistics showed an
improvement of 18 percentile points. There was an increase of 13
percentile points in reading and 15 percentile points in math for
students eligible for free and reduced meals compared to an increase of
15 percentile points in reading and three percentile points in math for
those who did not qualify.

These statistics clearly showed that there was no significant difference
in the performance of students from lower socioeconomic subgroups when
compared to the general population on the SAT 9 test. In some instances,
the lower socioeconomic subgroup even scored superior to the general
population, attesting to the fact that no child is being left behind at
Kenova Elementary School.

***West Virginia Fourth Grade Writing Assessment Test***

Between March 2000 and March 2002, Kenova Elementary's fourth grade
showed significant progress in writing. There was a 12.73 percent
increase in the number of students scoring at or above BASIC on the
state writing assessment test. The percentage of students at or above
the PROFICIENT level increased 26.01 percent, and the percentage of
students scoring at the ADVANCED level increased by six percent.
Students in the lower socioeconomic subgroup showed an increase of 16.13
percent at or above the BASIC level, and a 22.15 percent increase at the
PROFICIENT level. There was, however, no increase in the number of
students in the lower socioeconomic subgroup scoring at the ADVANCED
level. Comparison of the subgroup to the general population showed no
significant difference.

On a scale of 0-4, the mean score improved by **.**33 for the school and
only **.**09 for the state. The introduction of **Power Writing** (Jan
Richardson/Jennifer Winner and Blythe Schubert) and the **Shurley Method
of English** **Instruction** into the curriculum is thought to have
contributed to the improvement in scores. In addition, a weekly,
schoolwide **Write-Out** program encouraging children at all grade
levels to write on selected topics and compete for honors can also be
attributed.

**2. Show in one-half page (approximately 200 words) how the school
uses**

**assessment data to understand and improve student and school
performance.**

Kenova Elementary's philosophy on assessment is that it drives the
curriculum. The SAT 9 is analyzed annually to pinpoint the strengths and
weaknesses of each student. Data obtained from the Percentile Mean
Scores track student progress from year to year allowing the staff to
regularly monitor strengths and weaknesses within the curriculum. The
SAT 9 Growth and Trend Chart looks diagonally (growth of the same group
of students) and vertically at a specific group of students. Trend
measures the same grade level, but with different students. From this
data, the Kenova Elementary staff focuses on trends and growth.
Thresholds enable the staff to target areas that need improvement
through better teaching skills, while growth indicates performance of
student growth on a yearly basis. In addition, portfolio assessment,
**Compass Basic Skill** computer generated tests, the **West Virginia
Writing Assessment**, and the **West Virginia Informal Reading
Assessment** results are also carefully analyzed.

Information gleaned from these instruments has served as the impetus for
a number of curriculum changes in the past three years. Weaknesses
detected in a whole language approach to reading instruction prompted a
change to a **Balanced Literacy Approach,** a **Scholastic Reading
Counts** program, and the initiation of the **Saxon Phonics** program in
the primary grades. Deficiencies in writing skills led to the addition
of **Power Writing**, inservices with writers Cheryl Ware and Beverly
Eisle, the adoption of the **Shurley Method of English Instruction**,
and a weekly schoolwide **Write-Out** writing contest. Assessment data
has also allowed teachers to keep abreast of student progress and target
those students especially in need of focused teaching through
after-school tutoring, while discrepancies in individual test results
have alerted teachers when there was a need for referral for further
testing to identify specific needs and decide if placement in a gifted
or special education program was appropriate.

**3. Describe in one-half page how the school communicates student
performance,**

**including assessment data, to parents, students, and the community.**

When communicating information on student performance to parents,
students, and the community, Kenova Elementary is proactive. The school
year begins with an open house/parent orientation to explain state
benchmarks, standards, and reporting procedures. At that time, parents
are asked to sign their child's assignment notebook nightly indicating
that they are aware of the assignments their child has that day and to
read any communication the teacher may need to have with them
personally. During the school year, teachers send a progress report home
every nine weeks and a midterm report halfway through each grading
period. Parent teacher conferences in the Spring and Fall provide an
opportunity to discuss any problems a student is having and design a
means of intervention to help the child improve. When the need arises,
extra conferences or **Student Assistance Teams** (meetings with
parents, the child's teachers, the SAT leader, and principal) are also
scheduled.

SAT 9 and WV Writing Assessment test results are analyzed and shared
among staff, parents and students. Teachers go over the results each
year with the students so they are aware of their strengths and
weaknesses. Parents receive the **West Virginia Report Card** (NCLB)
issued by the state as well as individual student test results and are
encouraged to call the school if they have questions or need
clarification. Parents are also encouraged to discuss the test results
with their child and take questions about their performance to school to
discuss with their teacher.

**Scholastic Reading Counts** tests, writing rubrics, and reading
assessments are discussed with students as the year progresses making
them aware of their progress. Our prioritized curriculum specifies
clearly the skills that students need to achieve success, and students
are constantly focused on these.

The Kenova community is made aware of upcoming events and student
achievements through a billboard placed in front of the school. A school
newspaper distributed throughout the community and a website inform
Kenova's residents about events in the various classrooms, honor rolls,
and the names of students being honored for their good citizenship. When
the school is commemorating a special event such as Veterans Day, 9-11,
or Halloween, the community is invited to take part in the event.
Kenova's Parent Teacher Organization also recognizes major awards won by
the school by purchasing the use of a commercial billboard to
communicate the pride they have in the school's accomplishments.

**4. Describe in one-half page how the school will share its successes
with other schools.**

Kenova Elementary has always visited other schools and attended
presentations at regional, state, and national conventions and
conferences to view best practices. In return, the staff is always eager
to reciprocate by sharing successful ideas and programs developed at
Kenova with other schools. Kenova has served as a pilot school for
**Whole Language and Guided Reading** in the past and is currently a
pilot school for the **Shurley Method** and the **Virtual School
Program**. Teachers serve on committees to help develop county programs
and choose textbooks, and serve as lead teachers for the Marshall
University student teacher program. In addition, teachers also work
hand-in-hand with Spring Valley High School providing an opportunity for
students aspiring to become educators to come into elementary classrooms
and experience first hand methods and practices being used with younger
students. At present, the school is collaborating with local pre-schools
and the middle school on a **Resilient Child** project designed as a
second afterschool program to help students overcome adversity in their
lives. This is being made possible through a three year grant sponsored
by **No Child Left Behind**.

Kenova Elementary's principal and literacy facilitators have served as
presenters at several workshops sponsored by the State Department of
Education to guide other schools through the process of applying for
**School of Excellence Certification** and conducted on-site visits to
the school to answer questions about how Kenova's exemplary curriculum
was developed. Presently, literacy facilitators are preparing an
afterschool inservice for other county schools to train their teachers
in the **Shurley English Method**, **Power Writing** techniques, and the
use of **ETA Cuisenaire Reading Rods** as a reinforcement tool.
Demonstration tapes of Kenova Elementary teachers using these innovative
techniques have also been requested and are being developed by West
Virginia's State Department of Education for teacher training.

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

1\. Describe in one page the school's curriculum, including foreign
languages (foreign language instruction is an eligibility requirement
for middle, junior high, and high schools), and show how all students
are engaged with significant content, based on high standards.

The West Virginia State Specified Goals and Content Area Standards are
the driving force guiding the requirements and goals for the learning
and development expectations of students at Kenova Elementary. High
academic goals are set for students, and SAT 9 scores are used as an
indicator of how effectively they are met. The use of designated
benchmarks as defined in Richard Gentry's **The Literacy Map** provide
teachers with a systematic approach for achieving these educational and
intellectual goals at a progressive, level by level rate. The scope and
sequence of each major subject area are developed by grade level and
follow a logical learning sequence with levels of difficulty
accelerating according to Bloom's Taxonomy. Teachers recognize and
stress to students that every core subject requires the same essential
skills: language, writing, questioning, listening, problem solving, and
higher level reasoning.

Kenova uses a **Balanced Literacy Approach** of teaching that targets
the multiple intelligences of its learners. Teachers also utilize a
**Guided Reading Approach** for reading instruction based on the
methodology of Fountas and Pinnell and firmly believe that reading
success increases the likelihood of success in all other disciplines.
Primary classrooms use the **Saxon Phonics** program which exceeds the
county's mandate for phonics instruction, and every grade level employs
**Writing Across the Curriculum** as a means of keeping language and
reading in all aspects of the curriculum as well as **Power Writing** to
teach students how to organize their writing into paragraphs, add main
ideas, major details, minor details, introductions, and conclusions. A
weekly school-wide **Write-Out** tracks the progress students are making
and encourages their confidence and creativity.

Curriculum is assessment driven and, therefore, constantly being
reviewed and revamped according to county policy, content standards, and
current research. Curriculum focus teams analyze benchmarks and
effectiveness of teaching techniques on an ongoing basis throughout the
year and make recommendations for modifications to teaching plans when
the need arises. Lesson plans are then designed to address those
designated goals, and daily reteach activities and **After School
Tutoring** opportunities put in place to ensure mastery.

Kenova Elementary recognizes its responsibility to meet the needs of
many diverse learners. In an effort to do so, the special education
department, comprised of three teachers certified in multi-categorical
areas and a county-wide talented and gifted teacher, work along with
regular classroom teachers to make sure every child has the opportunity
to develop and learn in the least restrictive environment necessary.
Inclusion in grade appropriate classes is encouraged when possible and
peer tutoring and mentoring utilized to ensure that every student feels
accepted. Title I program specialists also deliver strategic instruction
to students identified as "at-risk".

Technology is also a very integral part of the curriculum at Kenova
Elementary. A school computer lab houses 28 Internet accessible
computers for student use, and every classroom contains at least three
computers available to both students and teachers. Every child is
required to have three sessions per week in the **Compass Basic Skill**
computer learning program teaching them keyboarding and reinforcing
skills being taught in the classroom in math, reading, language and
writing. The **Scholastic Reading Counts** program also encourages
students to become interested in technology, as well as reading, by
providing computer generated comprehension tests on books they have
read. Kenova Elementary believes that technology plays a very important
part in preparing students for the future, and therefore, stresses the
use of it across the curriculum and at every grade level.

**2. Describe in one-half page the school's reading curriculum,
including a description of why the school chose this particular approach
to reading.**

Critical to the success of all students is the strong foundation of a
good reading program. Kenova Elementary teachers, therefore, have
designed a curriculum based on more than thirty years of research
utilizing the **Balanced Literacy Approach** which consists of five
essential components as its core. Phonemic awareness, explicit phonics
instruction, vocabulary and background knowledge, fluency, and
comprehension strategies are its primary thrusts. Writing, listening,
and motivation to read are also stressed. The key to the success of this
program is that students become good readers because their teachers are
able to identify and meet their individual needs through the analysis of
running records and benchmark goals.

> The basal reading series currently being used is Scott Foresman,
> copyright 2000. Of particular interest to our teachers is the Focus on
> Research section, the cross-curricular activities, and the technology
> connections in each unit. Through these activities students develop
> skill in using graphic and semantic organizers, question generation,
> self-monitoring, summarization, and inference.
>
> The **Saxon Phonics** program being used in the primary grades allows
> teachers to use a systematic approach to phonics proven to produce
> significant benefits in decoding skills. In addition, the **Compass
> Learning** program in our computer lab provides interactive lessons to
> enhance vocabulary and comprehension. The **Scholastic Reading
> Counts** program provides incentives for students to read by rewarding
> them with points earned by passing computer-generated comprehension
> tests that can be exchanged for prizes.
>
> Kenova Elementary's staff also receives continuing education training
> by nationally recognized experts in reading education. Staff members
> have attended workshops conducted by **Fountas and Pinnell**, **Jan
> Richardson**, **Beverly Eisle, Richard Gentry, and Ruby Payne**.
> Beverly Eisle visits the school on a regular basis, meeting with grade
> level groups and modeling her techniques in classrooms. It is the goal
> of Kenova Elementary to have every child reading on level.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

Kenova Elementary's primary mission is to provide a rich educational
environment that challenges all students to think creatively, solve
complex problems, and express themselves articulately in speaking and
writing. In order to fulfill this mission, the faculty has made literacy
its number one priority.

Analysis of scores on the West Virginia Writing Assessment test for
fourth grade in past years revealed writing as a major weakness at
Kenova Elementary. The school curriculum committee, therefore, began to
research current literature to find methods successfully being used by
other schools to overcome this problem. One program that seemed to stand
out was the **Shurley Method of English Instruction**. The Shurley
Method is an interactive learning approach to grammar and writing
allowing students to engage both physically and cognitively in the
learning process. Success in writing is predicated on the reinforcement
of language skills. Students memorize rhyming jingles for each part of
speech, and move back and forth from group activities to independent
learning exercises, and from mastery of grammar skills to creative
writing.

Several recent statistical studies show that students who are taught
English by the Shurley Method display significantly higher scores on
standardized testing than students in control groups at the same school
taught in traditional ways. For example, one school in Alabama published
a study showing their school had advanced in language on the SAT 9 from
the 48^th^ national percentile to the 63^rd^ national percentile with
only two years of Shurley instruction. Other schools have published
similar studies.

After reviewing this research, literacy facilitators from the school
visited other schools using the Shurley Method and talked to teachers
and administrators who were actively engaged in its use. Their comments
and the research data convinced the school curriculum committee that the
Shurley Method could help Kenova Elementary fulfill its vision.

The Shurley Method is now being used in every classroom. It has taken a
major commitment from every teacher in the form of preparation, but
everyone has met the challenge with enthusiasm and is anxiously awaiting
test results.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

Kenova Elementary employs a variety of instructional methods to improve
student learning. Through constant research, the faculty strives to stay
current with strategies that address the multiple intelligences of its
learners through direct teaching, cooperative learning, and value
clarification. Kenova Elementary believes that anything not understood
in more than one way is not understood at all.

**Saxon Phonics**, the **Shurley English Method**, and **Power Writing**
are instructed daily through direct teaching in heterogeneous class
groups. They are then reinforced on an individual basis through
activities designed to evaluate student growth and comprehension. This
method has been found to be particularly effective for teaching specific
facts and basic skills with most learners.

In smaller cooperative groups, teachers guide students in interactive
activities such as guided reading and novel studies. Title I teachers
give special assistance to smaller homogeneous groups of students in
need of extra reinforcement in reading or math through peripheral
activities to ensure mastery. In addition, manipulatives such as
**Reading Rods**, **Versatiles**, **Brainchild**, and **SRA Reading
Labs** are used to provide meaningful multi-level, multi-task, peer and
self-directed activities that learners may participate in cooperatively
while the teacher is engaged with another group.

In order to ensure that students have the opportunity to explore their
values and beliefs, value clarification programs have also been
instituted within the curriculum. Physical education teachers guide
students toward healthy lifestyles by promoting healthy eating habits
and fitness. The **P.R.I.D.E.** program promotes good citizenship and
character development through role play and meaningful discussion of
cause and effect situations, and an afterschool **Resilient Child**
program prepares students to overcome adversity through problem solving
and confidence building activities.

By varying and adjusting methods to meet the diverse learning styles of
students and by keeping abreast of current research, student learning is
being enhanced at Kenova Elementary.

**5. Describe in one-half page the school's professional development
program and its impact on improving student achievement.**

Professional development is the cornerstone of the instructional plan
for Kenova Elementary School. The staff believes in excellence and is
committed to improving their teaching skills through a fine tuned
site-based plan designed to meet the needs of the faculty and students.

Each year the Faculty Senate determines and prioritizes staff
development needs and plans a schedule. The year begins with a test
analysis workshop in which the school academic coach and county testing
consultant help teachers disaggregate and analyze SAT 9 scores from the
previous year. This process helps teachers focus instruction toward
student weaknesses and initiate diagnoses and prescriptions for
addressing those weaknesses.

Two staff members serve as **Literacy Facilitators** and attend
workshops and conferences in current trends. They also work with
facilitators from neighboring counties to share ideas. Information
acquired is then provided to the rest of the faculty through staff
development. Several county elementary schools have requested that
Kenova Elementary teachers conduct professional development workshops
for their faculties as well.

Other topics explored through professional development have been **Safe
School** planning, computer and internet training, **Power Writing**,
bullying, training in the **Shurley English Method**, updating of the
**Unified School Improvement Plan**, and **Balanced Literacy**. Textbook
consultants are also brought in when a new series is adopted to help
teachers acclimate themselves to its scope and sequence.

Kenova Elementary's professional development plan is designed to improve
instruction, thereby impacting student achievement. The results of this
extensive, focused staff development plan seem to have a direct
correlation to the success and progress the school has experienced the
past three years.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Test [Sat-9]{.underline} [Scores reported as
Percentiles]{.underline}**

**Publisher [Harcourt-Brace]{.underline} [Edition/publication year
1995-1996]{.underline}**

**What groups were excluded from testing? [One special education student
whose IEP indicated he would not take state testing.]{.underline}**

**Why, and how were they assessed? [State developed alternative
test]{.underline}**

  ----------------------------------------- --------------- --------------- ---------------
  **Grade 3**                               **2001-2002**   **2000-2001**   **1999-2000**

  Testing Month                             **April**       **April**       **April**

  **School Scores**                                                         

  Total Score                               **70**          **47**          **52**

  Number of students tested / Percentage    **49/100%**     **40/100%**     **48/100%**

  Number of students excluded               **0**           **0**           **0**

  **Reading**                                                               

  Scores for students eligible for          **60**          **50**          **51**
  free/reduced meals                                                        

  Scores for students not eligible for      **79**          **50**          **54**
  free/reduced meals                                                        

  **Math**                                                                  

  Scores for students eligible for free or  **73**          **50**          **60**
  reduced meals                                                             

  Scores for students not eligible for free **81**          **54**          **75**
  or reduced meals                                                          
  ----------------------------------------- --------------- --------------- ---------------

  ----------------------------------------- --------------- --------------- ---------------
  **Grade 4**                               **2001-2002**   **2000-2001**   **1999-2000**

  Testing Month                             **April**       **April**       **April**

  **School Scores**                                                         

  Total Score                               **74**          **76**          **59**

  Number of students tested / Percentage    **42/100%**     **42/100%**     **54/100%**

  Number of students excluded               **0**           **0**           **0**

  **Reading**                                                               

  Scores for students eligible for          **75**          **69**          **51**
  free/reduced meals                                                        

  Scores for students not eligible for      **74**          **81**          **73**
  free/reduced meals                                                        

  **Math**                                                                  

  Scores for students eligible for free or  **80**          **56**          **64**
  reduced meals                                                             

  Scores for students not eligible for free **80**          **86**          **64**
  or reduced meals                                                          
  ----------------------------------------- --------------- --------------- ---------------

  ----------------------------------------- --------------- --------------- ---------------
  **Grade 5**                               **2001-2002**   **2000-2001**   **1999-2000**

  Testing Month                             **April**       **April**       **April**

  **School Scores**                                                         

  Total Score                               **70**          **61**          **69**

  Number of students tested / Percentage    **43/97.67%**   **51/100%**     **45/95.54%**

  Number of students excluded               **1\***         **0**           **2\***

  **Reading**                                                               

  Scores for students eligible for          **64**          **54**          **68**
  free/reduced meals                                                        

  Scores for students not eligible for      **69**          **63**          **71**
  free/reduced meals                                                        

  **Math**                                                                  

  Scores for students eligible for free or  **75**          **73**          **78**
  reduced meals                                                             

  Scores for students not eligible for free **73**          **75**          **86**
  or reduced meals                                                          
  ----------------------------------------- --------------- --------------- ---------------

**\* These students took an alternative test as required by the W. V.
Department of Education in accordance with their IEP**

**[WEST VIRGINIA STATE CRITERION-REFERENCED TESTS]{.underline}**

**[Writing Assessment]{.underline} Grade: [4]{.underline}**

**Scale: [0-4]{.underline}**

  ------------------------------------------ --------------- --------------- ---------------
  **March**                                  **2001-2002**   **2000-2001**   **1999-2000**

  **KENOVA ELEMENTARY SCORES**                                               

  **Total (Mean Score)**                     **2.48**        **2.39**        **2.05**

  **At or Above BASIC**                      **100%**        **97.14**       **87.23**

  **At or Above PROFICIENT**                 **32.37%**      **31.42%**      **6.38%**

  **At ADVANCED**                            **6%**          **3%**          **0%**

  **Number of students tested**              **31**          **35**          **47**

  **Percent of total students tested**       **96.77**       **94.59**       **95.92**

  **Number of students excluded**            **1**           **2**           **2**

  **Percent of students excluded**           **5.23**        **5.41**        **4.08**

  **SOCIOECONOMIC SUBGROUP SCORES**                                          

  **At or Above BASIC**                      **100%**        **100%**        **83.87%**

  **At or Above PROFICIENT**                 **28.6%**       **33.3%**       **6.45%**

  **At ADVANCED**                            **0%**          **0%**          **0%**

  **WEST VIRGINIA STATE SCORES**                                             

  **TOTAL**                                                                  

  **At or Above BASIC**                      **84%**         **81%**         **80%**

  **State Mean Score**                       **2.22**        **2.09**        **2.13**

  **At or Above PROFICIENT**                 **18%**         **32%**         **18%**

  **State Mean Score**                       **2.22**        **2.09**        **2.13**

  **At ADVANCED**                            **8%**          **4%**          **6%**

  **State Mean Score**                       **2.22**        **2.09**        **2.13**
  ------------------------------------------ --------------- --------------- ---------------