##### REVISED APRIL 11, 2005

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

*U.S. Department of Education*

**Cover Sheet** Type of School: Elementary

Name of Principal Mr. Russ Van Hook

Official School Name Bryant Elementary School

School Mailing Address 1529 Boulder Avenue

Helena , MT 59601-3006

County Lewis and Clark County School Code Number\* 0657

Telephone [(406 )324-1200]{.underline} Fax [( 406 )324-1201]{.underline}

Website/URL [http://www.helena.k12.mt.us]{.underline} E-mail
[rvanhook@helena.k12.mt.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. Bruce Messinger]{.underline}

District Name [Helena School District No. 1]{.underline} Tel. [( 406 )
324-2000]{.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 Ms. Julie Mitchell

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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**

1\. Number of schools in the district: \_11\_\_Elementary schools

\_ 2\_\_Middle schools

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

\_\_\_2\_ High schools

\_\_\_1\_ Other

\_\_16\_\_\_TOTAL

2\. Average State Per Pupil Expenditure: \_\_\_\$3,931\_\_

**SCHOOL**

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\. 13 Number of years the principal has been in her/his position at
this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       28        13                     **41**       **8**                             

  **1**       18        22                     **40**       **9**                             

  **2**       19        20                     **39**       **10**                            

  **3**       22        16                     **38**       **11**                            

  **4**       24        19                     **43**       **12**                            

  **5**       20        16                     **36**       **Other**                         

  **6**                                                                                       

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

6\. Racial/ethnic composition of [84]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_17\_\_%

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  19
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           21
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   40
            of rows (1) and (2)\]                        

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

  **(5)**   Subtotal in row (3) divided by total in row  17
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          1700
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_0\_\_\_%

\_\_\_\_0\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_0\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_66\_\_%

Total number students who qualify: \_\_\_157\_\_\_\_

> 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: \_\_\_\_22\_\_\_%

\_\_\_\_52\_\_\_Total Number of Students Served

> Students with disabilities according to conditions designated in the
> Individuals with Disabilities Education Act:

\_\_1_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_8_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_8_Specific Learning Disability

\_\_6_Emotional Disturbance \_25_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_4_Mental Retardation \_\_\_\_Visual Impairment Including Blindness

\_\_\_\_Multiple Disabilities

11. **Number of Staff**

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

Administrator(s) \_\_\_\_1\_\_ \_\_\_\_0\_\_\_

Classroom teachers \_\_\_13\_\_ \_\_\_\_0\_\_\_

Special resource teachers/specialists \_\_\_\_5\_\_ \_\_\_\_5\_\_\_\_

Paraprofessionals \_\_\_\_9\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_6\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_34\_\_\_\_ \_\_\_\_5\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_\_\_18:1\_\_\_

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  93%         94%         94%         93%         94%

  Daily teacher attendance  94%         93%         94%         94%         93%

  Teacher turnover rate     10%         9%          9%          9%          9%

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

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

**PART III ‑ SUMMARY**

Bryant School is an elementary school with 237 students in grades K-5.
The school is located in a low-to-moderate income neighborhood. The
largest public housing site is located in the Bryant attendance area.
Additionally, the community domestic violence shelter is in this area as
well as the community food bank. The high number of public housing
units, several section 8 apartment buildings, and private rentals
contribute to Bryant having the highest mobility rate of elementary
schools in the Helena district. A school based mental health program is
available to students who meet eligibility requirements.

The Bryant mission statement is, "The Bryant School community will
promote a safe, caring environment, which celebrates diversity and
motivates students to achieve their individual potential to become
lifelong learners." Bryant students face many obstacles in achieving
this mission. Our students live in a elevated crime area, we have a high
mobility rate and a free/reduced lunch rate at sixty-six per cent. This
high rate of free/reduced lunch did have a benefit, it allowed Bryant
School to become a school-wide Title One Program in 1995. This benefits
the entire student population by allowing additional reading and math
instruction to students not performing at grade level.

A high mobility rate and 66% free/reduced lunch rate has challenged
Bryant faculty to develop innovative programs such as the Bryant Summer
Program and the Bryant Bookmobile. The Bookmobile circulates in the
summer months providing children and adults with access to library
books. Students at Bryant also benefit by utilizing Accelerated Reading
and Math programs to supplement the curriculum. Full time kindergarten
was implemented this year after a review of data indicated Bryant
students were entering kindergarten with fewer skills than their
counterparts in the district. Second and third grade students are
targeted for an after school academic enrichment program in conjunction
with Helena College of Technology and America Reads.

While the student population is mobile the teaching staff is very
consistent. In the past five years, only four classroom teachers have
elected to transfer. The school is under the leadership of a principal
who has been at Bryant for 13 years. A school improvement team augments
his leadership. Every staff member, including kitchen and custodial
personnel, are part of a correlate charged with some aspect of the
school. Correlates, established by the Effective Schools model, identify
goals, solve problems, and plan the school year. The cohesiveness of the
staff helps implement our vision statement, "Working together, playing
together, that's what a team is all about."

Bryant has a unique partnership with Carroll College educational
department. The first semester all classrooms receive 2 to 4 college
students to provide assistance to Bryant students and the Carroll
student gains experience in all curricular areas of the school. The
second semester college students are paired one-on-one with students
identified by the classroom teacher as below grade level in reading.
College students apply methods they have been taught to help our
students experience reading success.

We are also fortunate to be located within two blocks of a local high
school and a two-year academic college. Students from the college
volunteer throughout the day during their breaks in classes. The high
school students volunteer in the classrooms during their study hall or
teachers bring entire classes to work with our students for an hour a
week.

Our social service provider teaches Second Step Violence Prevention and
social skills to all classes. She offers support to students, families,
and classrooms as needed.

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

**Testing Information**

Two tests are required annually in Montana:

1.  The Iowa Tests, norm-referenced tests (NRT), are required and funded
    by the state of Montana. The Iowa Tests are published by Riverside
    Publishing Company. A norm-referenced test (NRT) compares a student
    achievement to achievement of a national norm group. The Iowa Tests
    are administered in grades 4, 8, and 11in Reading, Language Arts,
    Mathematics, Social Studies and Science.

2.  The criterion-referenced tests (CRT), are required and funded by the
    No Child Left Behind Act. Montana's CRT is published by Measured
    Progress, Inc. A criterion-referenced test (CRT) compares student
    achievement to content standards. Montana's criterion-referenced
    test compares student achievement to Montana content standards.
    Montana's CRT's are administrated in grades 4, 8, and 10 in Reading
    and Mathematics.

**Reading Assessment Results**

During the 2003-2004 school year, Bryant 4^th^ grade students were
administered two assessments. One is the nationally normed Iowa Test of
Basic Skills. On the ITBS 88% of the 4^th^ graders scored in the
proficient or advanced range in reading. In math, 83% of the same
students were proficient or advanced.

The second test they were given is the criterion-referenced test called
MontCas Phase II. 87% of the 4^th^ grade students were in the reading
proficient range. 51% were in the proficient range in math. This was the
first year the test was given statewide. Bryant school was awarded
adequate yearly progress based on these scores.

The following is the website where assessment results may be obtained:

<http://www.opi.state.mt.us/index.html>

In order to receive data on subgroups, a school must have at least 10
students per sub-group. Bryant School did not have enough students to
provide sub-group feedback.

In the reading section, reading participation rate was 100% with 95%
being acceptable. Math participation rate was 98% with 95% being
acceptable. Our attendance rate for this test was 91% with 81% being
acceptable.

**Novice**---A student at this level is beginning to attain the
prerequi-

site knowledge and skills fundamental for this subject.

**Nearing Proficiency**---A student at this level demonstrates partial

mastery of prerequisite knowledge and skills that are fundamental

for performance in this subject.

**Proficient**---A student at this level demonstrates competency over

the subject matter including subject matter knowledge, the applica-

tion of such knowledge to real world situations, and the analytical

skills appropriate to this subject.

**Advanced**---A student at this level demonstrates superior perfor-

mance in this subject.

##### Assessment Data and Performance

Bryant School teachers frequently use assessments to improve student
success and to monitor teaching practices in the classroom. Results from
ITBS and MontCas Phase II were used to establish school wide goals for
the 2004-2005 school year. Bryant School also uses Star Reading and Star
Math assessments, for grades 1- 5, and Star Early Literacy for grades
K-2, five times a year. Students complete these tests on the computer
upon entering school in the fall and once at the end of each quarter.
Together, teachers and students establish quarterly goals, for math and
reading, and monitor weekly progress through diagnostic reports. Based
upon these reports students work with tutors and are provided
differentiated instruction in the classroom as well as with support from
specialists.

Once a month, teachers get together to assess writing samples for
classrooms. At least two teachers assess each class. Based upon results,
a direction for writing improvement is established along with
presentation ideas and resources for the following month.

The Frequent Monitoring Correlate, from the Effective Schools model, is
used to ensure that students' needs are being met and that progress is
being made. This correlate monitors all assessments. Reports,
presentation ideas, and suggestions for alternative groupings are then
presented to the classroom teachers.

**School Communication of Assessment**

The school communicates student performance to parents, students and the
community in a variety of ways. Parent-teacher conferences are held
twice a year. Parent attendance rate is 97%. All teachers provide
accelerated reader, star reading, and math assessment information at
parent conferences along with reports at the end of each quarter.
Assessment data from standardized tests are shared with parents through
test reports that provide individual results. Also a parent meeting is
held with the purpose of helping parents understand the information
provided in the individual report and provides input on improving
scores.

Each year a report to the community is compiled. The report outlines the
demographic data and performance data on standardized tests. This report
is sent home with each student, and a copy is delivered to all schools
in the district

Students are made aware of their individual performance through on-going
student-teacher conferences. Students and teachers set goals for math
and reading together. This is monitored in the classroom on a daily
basis and promoted by means of a school goal chart in the main hallway
along with classroom recognition.

An awards ceremony is held at the end of each year to promote academic
success. It is a community celebration.

**Shared Successes**

The staff at Bryant school is willing to share the knowledge they have
gained. Several faculty members are mentors to teachers new to the
district. This requires classroom observations and weekly meetings. One
staff member served as a "Reading Fellow" for the Office of Public
Instruction. She was paired with a teacher from an identified school.
Her role was to observe and review reading teaching practices in order
to offer feedback. Bryant Title teachers meet monthly with district
Title staff to share successes and challenges. Additionally, Title staff
have presented at state Title One conferences.

Bryant School was featured in a publication entitled [Profiles of
Progress-What Works in Northwest Title I Schools]{.underline}. This has
lead to a number of schools contacting the Bryant principal for
curriculum consultation and brainstorming. Once a year, Bryant School
presents accomplishments, goals, data, and unique programs to the Helena
School Board. Every school gets a copy of our parent newsletter and our
weekly agenda. The Bryant School principal is a member of the Lewis and
Clark Foster Care Review Community. This group meets monthly to discuss
current foster care placement in Lewis and Clark County. In addition,
the principal also represents public schools on the Lewis and Clark
County Protection Team. This group meets weekly to discuss current child
welfare issues. The group is composed of local law enforcement, the
county health department, and child protection agencies. Our school also
participates in a PAW-ER assembly once a quarter to recognize positive
student behaviors. Parents, other family members, school personnel, and
business partner representatives are in attendance.

If Bryant school is selected as a Blue Ribbon school, the successes will
be shared through statewide publications of teachers, administrators and
parents. School staff will provide information through workshops at the
state level Title I Conference, as we have in the past on other
successes. In our District we will provide support to other schools who
struggle with some of the same issues. Information will be sent home to
parents through our yearly "Fall Report", monthly newsletter and the
parent/teacher group - the Bryant School Alliance. A schoolwide
celebration thanking parents, students and staff will be planned in the
fall. The local news media has already recognized our nomination and
will follow-up with an article.

**PART V -- CURRICULUM AND INSTRUCTION**

**School Curriculum**

Bryant School utilizes the 6+1 Traits method for teaching writing. The
district provides inservices for support throughout the year. Our school
holds monthly meetings to help assess each other's classroom writings.
The school focuses on one trait each month to develop student writing. A
bulletin board displays work that has made substantial growth each
month. Students learn to write effectively and clearly, write for a
variety of purposes, and evaluate their own writing. Language: Skills
and Use Scott, Foresman is an old text many classrooms use to offer more
concrete skills in every day language. Other language and writing is
incorporated in the reading series.

Scott Foresman [Reading]{.underline} is the classroom basal for all
classes K-5. Teachers utilize all parts-phonics, spelling, language, and
writing as their main curriculum. Students learn to construct meaning
through comprehension, skills strategies, interpretations, and verbal
and written responses. Students are exposed to many examples of fiction
and non-fiction selections. [ReadWell]{.underline} is used to supplement
beginning readers in grades K-2. Leveled readers have been purchased for
all classrooms to provide many varied samples of text at a variety of
levels. [Accelerated Reader]{.underline} from Advantage Learning Systems
has been a popular motivational program for the students at Bryant
Elementary. This is individually directed and monitored by each
individual student with the guidance of his or her classroom teacher.
The Title 1 program offers additional support in reading with small
group instruction and tutors/mentors.

[Social Studies for a Changing World,]{.underline} published by
MacMillan/McGraw-Hill, is the title of our social studies series.
Students start by learning social skills, which directly involve their
day-to-day lives. This aspect is supplemented with our social service
coordinator who teaches life skills in every classroom, grades K-5. The
direction moves on to learning about our community. Second and third
grade classes tour places in the Helena area. For many of our students,
it is a first time experience. Learning expands to our region and the
rest of the United States. 4^th^ grade classes visit historical sites
surrounding our area. By 5^th^ grade, students are studying and
developing an understanding of how our United States came to be. This
curriculum is supplemented with [We the People]{.underline}, a source
put out by the Center for Civic Education.

Our math text is [Mathematics, the Path to Math Success]{.underline}, by
Silver Burdett Ginn. All classrooms use this as their main teaching
tool. Grades 2-5 supplement math with Accelerated Math by Advantage
Learning Systems. This is an individualized computerized program
offering practice and assessment for each student. Student and teacher
work together developing goals at appropriate levels that are monitored
on a daily basis. This program provides additional support as well as
challenges for every child. All classes also incorporate [Math Facts in
a Flash]{.underline} to drill students on the four basic operations of
math. Teachers practice math facts in many ways in their classrooms
every day to help with memorization of basic facts.

Harcourt's [Science]{.underline} is newly adopted in the district this
year. Classroom teachers are experimenting with all the components of
the program. The reading level is difficult for many of our students, so
the text is read orally in the classrooms. Students at the elementary
level are mainly investigating topics in science. They demonstrate their
knowledge of living and nonliving organisms and how they interact within
Earth's systems. Grades 4 and 5 celebrate their knowledge with a science
fair each year.

**Reading Curriculum**

Bryant Elementary uses the district adopted reading series, Scott
Foresman [Reading]{.underline} as its basal in grades kindergarten
through fifth. This program was selected through a text screening
process using district teachers and administrators attempting to match
the Montana state reading standards as close as possible to a basal
series. The current adoption also matches the MontCAS criterion
referenced test administered to all Montana 4^th^ grade students.
Leveled readers are used to supplement this program at all levels. Due
to the lack of reading readiness skills of our beginning students,
grades K-2 use the ReadWell reading program to supplement the current
series. Primary and special needs teachers and paraprofessionals have
received training on implementing this program. Accelerated Reader has
become very popular with students and teachers. It provides students
with motivation and individualized reading goals. Reading Recovery was
implemented in our school the last five years. This provided targeted
1^st^ grade students with beginning reading skills and books to read at
home. Many of our students do not have books available to them in their
households. Title 1 services provide additional reading support to all
students not meeting grade level standards through the use of small
group instruction and volunteers.

**Math Curriculum**

Math and reading have been Bryant's main focal areas for the past couple
of years. Math was a more concrete area for us to begin the vertical
alignment piece suggested by the Effective Schools model. The teachers,
for the school year, map out the curriculum. All classrooms, teachers
and para-professionals take part. All classrooms use the text,
[Mathematics, the Path to Math Success]{.underline}, by Silver Burdett
Ginn as core of the curriculum. It is supplemented by [Accelerated
Math]{.underline} in grades 3-5, [Math Facts in a Flash]{.underline} in
grades K-5, and the use of many manipulatives. Accelerated Math offers
daily review and an introduction to a variety of concepts. Teachers show
the concrete concept, supported with practice, then move on to the
abstract. Assessments are used to determine areas of weakness in the
math program. The frequent monitoring correlate voices the areas of
concern where they are targeted for the upcoming year. Title 1 offers
assistance with small group instruction, in-classroom assistance, and
materials.

**Arts Curriculum**

Bryant School is the only school in the Helena area with trained staff
members who teach "Original Opera". This program started in the mid
1990's with two staff members who traveled to Milwaukee, WS to be
trained in the model through the New York Metropolitan Opera. "Original
Opera" is a program where students write the opera, do all the necessary
backstage work, i.e. lighting, carpentry, directing, costume design and
all the other tasks necessary to perform an opera. In addition, other
arts opportunities at Bryant are provided through the Arts Plus Program
which supplements the cost of on-site residencies with artists. Some of
the schoolwide opportunities for students have been: tap dancing,
African drumming, poetry writing and painting. Also Helena is the home
of the Holter Art Museum which provides opportunities for student to
display their work through the annual Youth Art Electrum program as well
as displaying local and national artists works. Bryant students also
attend live performances by the local Grandstreet Theater groups and the
Carroll College theater students.

**Instructional Methods**

Methods used to instruct students are whole group, individual (through
our Title I Schoolwide program,), small group (with volunteer support
from Carroll College, Helena High School and the community at large) and
Resource Room instruction for students who qualify through IDEA
criteria. Role play, class discussion, collaborative learning,
cooperative learning, whole language, problem-based learning and
individualized learning are all used at Bryant School to meet individual
learning styles and teaching methods. Our mentoring program through Big
Brothers & Sisters provides one-on-one reading support weekly to a large
number of students who need adult support. We have aligned our math
curriculum with state standards and implemented vertical alignment
classes in grades 1-5. All students, teachers, and para-professionals
were utilized. Our goal is to vertically align our reading curriculum
next. Visual phonics is practiced in the primary grades where teachers
have been trained. Training is scheduled once again for teachers and
support personnel in March of 2005. Bryant offers a summer academic
program focusing on reading and math for targeted students. Students
range from grades 1-5 and must make a commitment to attend. Lunch is
provided free of charge at the end of the half-day program. Bryant has
an exclusive "Bookmobile" that travels through the community providing
books for the Bryant area community to read during the summer months.
Preschoolers, students, and adults check out books each week. We also
open the library once or twice a week to give students the opportunity
to open more books and/or do Accelerated Reader testing.

**Professional Development**

The staff at Bryant is very committed to professional development. Seven
of the twelve classroom teachers have completed masters degree programs.
Also, the District requires a minimum of 3 days of professional
development each year. In order to be the most effective and efficient
with their time the faculty elected to focus their professional
development around the following three goals:

1\. Improve reading scores

2\. Improve math scores

3\. Create a safe, respectful, and caring learning environment

Staff agreed that they would pursue professional development
opportunities that met one of the above goals. Over the course of the
past 3 years all Bryant faculty have taken courses in using Accelerated
Reader and Accelerated Math. Six of the twelve classroom teachers
traveled to North Carolina to observe schools doing vertical alignment
in math and reading. In just this year alone, Bryant teachers have
participated in courses such as \"Involving the Family in the Learning
Process\", \"Working with Families in Poverty\" and \"The Meth Influence
in Our Community\". Currently, seven staff members are participating in
a study group learning to use electronic portfolios.

The paraprofessional staff is not required to participate in the courses
offered, but many of the staff have done so on their own time.

  ------------------------------------ ------ ------ ------ ------ ------
  **State Testing Results**                                        

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

STATE TESTING

***Table 1***

***No Child Left Behind - Blue Ribbon School***

**Grade 4**

**Language Arts**

# State Tests

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

  Testing month                       April       April       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                15          28          14          34          

  %At or Above Proficient             71          65          73          55          

  %At Advanced                        14          7           14          11          

                                                                                      

  Number of students tested           35          45          48          45          

  Percent of total students tested    100         100         100         100         State

  Number of students alternatively    0           0           0           0           Test
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           not
  assessed                                                                            

                                                                                      Given
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 1**

***Table 2***

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Reading**

# State Tests

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

  Testing month                       April       April       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                17          23          21          34          

  %At or Above Proficient             60          57          77          51          

  %At Advanced                        23          20          2           15          

                                                                                      

  Number of students tested           35          45          48          45          

  Percent of total students tested    100         100         100         100         State

  Number of students alternatively    0           0           0           0           Test
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           not
  assessed                                                                            

  SUBGROUP SCORES                                                                     Given

  1\. Economically Disadvantaged                                                      

  %At or Above Basic                  24          30          31          42          

  %At or Above Proficient             57          56          69          50          

  %At Advanced                        19          15          0           8           

  Number of Students Tested           21          27          26          26          

  2\. Black                                                                           

  %At or Above Basic                  Number      Tested      Less        than        10

  %At or Above Proficient                                                             

  %At Advanced                                                                        

  Number of Students Tested                                                           

  3\. White                                                                           

  %At or Above Basic                  14          17          34          44          

  %At or Above Proficient             51          48          46          41          

  %At Advanced                        35          29          20          15          

  Number of Students Tested           33          45          46          44          

  4\. Hispanic                                                                        

  %At or Above Basic                                                                  

  %At or Above Proficient             Number      Tested      Less        than        10

  %At Advanced                                                                        

  Number of Students Tested                                                           

  **STATE SCORES**                                                                    

  %At or Above Basic                  22          25          25          21          

  %At or Above Proficient             57          57          57          58          

  %At Advanced                        21          19          18          21          
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

***Table 3***

***No Child Left Behind - Blue Ribbon School***

**Grade 4**

**Social Studies**

# State Tests

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

  Testing month                       April       April       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                14          23          20          31          

  %At or Above Proficient             63          59          73          29          

  %At Advanced                        23          18          6           40          

                                                                                      

  Number of students tested           35          45          48          45          

  Percent of total students tested    100         100         100         100         State

  Number of students alternatively    0           0           0           0           Test
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           not
  assessed                                                                            

                                                                                      Given
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

***Table 4***

***No Child Left Behind - Blue Ribbon School***

**Grade 4**

**Science**

# State Tests

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

  Testing month                       April       April       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                9           18          16          34          

  %At or Above Proficient             71          61          75          56          

  %At Advanced                        20          20          8           11          

                                                                                      

  Number of students tested           35          45          48          45          

  Percent of total students tested    100         100         100         100         State

  Number of students alternatively    0           0           0           0           Test
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           not
  assessed                                                                            

                                                                                      Given
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

***Table 5***

***No Child Left Behind - Blue Ribbon School***

**Grade 4**

**Math**

# State Tests

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

  Testing month                       April       April       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                12          32          37          40          

  %At or Above Proficient             74          64          50          53          

  %At Advanced                        14          5           13          7           

                                                                                      

  Number of students tested           35          45          48          45          

  Percent of total students tested    100         100         100         100         State

  Number of students alternatively    0           0           0           0           Test
  assessed                                                                            

  Percent of students alternatively   0           0           0           0           not
  assessed                                                                            

  **STATE SCORES**                                                                    Given

  \% At or Above Basic                23          27          29          27          

  %At or Above Proficient             59          58          57          58          

  %At Advanced                        17          15          14          14          
  ----------------------------------- ----------- ----------- ----------- ----------- -----------