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

*U.S. Department of Education*

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

Name of Principal [Mrs. Cheryl Kirchgessner]{.underline}

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

Official School Name [Old Bonhomme Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address \_\_\_\_\_\_[9661 Old Bonhomme Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[St. Louis Missouri 63132-4112]{.underline}

City State Zip Code+4 (9 digits total)

County [St. Louis County]{.underline} School Code Number\*
[5040]{.underline}

Telephone [(314) 993-0656]{.underline} Fax [(314) 994-3987]{.underline}

Website/[URLhttp://humboldt.ladue.k12.mo.us/oldbon]{.underline} E-mail
[ckirchgessner@ladue.k12.mo.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. David Benson]{.underline}

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

District Name [Ladue School District]{.underline} Tel. [( 314)
994-7080]{.underline}

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

Date \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ (Superintendent's
Signature)

Name of School Board

President/Chairperson [Mrs. Lynn Deane]{.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 I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

**DISTRICT**

1\. Number of schools in the district: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$12,608.00]{.underline}

Average State Per Pupil Expenditure: [\$7,345.00]{.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
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

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

[20]{.underline} 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**       29        27                     **56**       **8**                             

  **1**       16        36                     **52**       **9**                             

  **2**       31        20                     **51**       **10**                            

  **3**       27        22                     **49**       **11**                            

  **4**       30        19                     **49**       **12**                            

  **5**       36        31                     **67**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   324
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [69]{.underline}% White

the students in the school: [21]{.underline}% Black or African American

[1]{.underline} % Hispanic or Latino

[9]{.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:
[7]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      13
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      11
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 24
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 322
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .07
                            by total in row (4)         

  **(6)**                   Amount in row (5)           7%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [3]{.underline} %

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

Number of languages represented: [7]{.underline}

Specify languages: [Russian, Marathi, Spanish, Cantonese, Japanese,
Amharic, Mandarin]{.underline}

9\. Students eligible for free/reduced-priced meals: [12]{.underline} %

Total number students who qualify: [38]{.underline}

10\. Students receiving special education services: [12]{.underline} %

[40]{.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.

[3]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [4]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [4]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [23]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

[4]{.underline} Emotional Disturbance

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 [18]{.underline} [0]{.underline}

Special resource teachers/specialists [12]{.underline} [5]{.underline}

Paraprofessionals [4]{.underline} [0]{.underline}

> Support staff [2]{.underline} [5]{.underline}
>
> Total number [37]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio:
[11:1]{.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.

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

  Daily student attendance   98 %        97 %        96 %        93 %        96 %

  Daily teacher attendance   93 %        95 %        97 %        98 %        98 %

  Teacher turnover rate      11 %        7 %         7 %         4 %         8 %

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

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

**PART III -- SUMMARY**

Old Bonhomme School, a Blue Ribbon Award winner in 1992, is located in
Olivette, Missouri. We are recognized as a diverse community with high
standards for student achievement. Such diversity contributes to a
school culture that recognizes the value of each student and, in turn,
fully believes that the whole child is the focus of a high quality
education. The diversity and achievement of our students is respected
and visibly celebrated in many ways throughout the school year. We
received the African American Student Achievement Award in 2002 from the
Black Leadership Roundtable Education Committee.

We have a history of working with the larger community in a variety of
ways. A public marquee promotes major events for the whole community.
Before the first day of each school year we host a social for all
families of Old Bonhomme students. This gives new and returning families
an opportunity to meet teachers and classmates, visit classrooms and put
away school supplies. The first days of school are smooth and calm.
OASIS, a senior citizens' mentoring program, has been a part of our
program for many years. Parent volunteers work with students and
teachers in a variety of ways from acting as chaperones on field trips
to tutoring individual students. For twenty-two years we have responded
to the needs of the poor with our annual Thanksgiving food, clothes and
toys drive. Parents and grandparents often join their children,
sometimes with younger siblings and dogs in tow, for our monthly walk in
the park across the street from the school.

Character Education is immersed in everything from academics and
recreation to the types of literature that is read. Solving conflicts
peacefully and demonstrating citizenship is our emphasis. Ideas for
school projects and fundraisers are generated and sponsored by our
Student Council, which is comprised of representatives from grades two
through five. Our school-wide recycling program pairs older students
with younger students to collect the containers for recycling. During
our annual field day, teamwork instead of individual effort is
encouraged and celebrated.

The physical and academic structures of the school are designed to
effectively implement programs aimed at helping each child attain a
level of academic competence and confidence. A new wing was completed in
2003 that includes a technology lab, library, and smaller ancillary
classrooms that allow for small-group instruction in the core curricula
and fine arts as well as parent-teacher conference space. Technology
facilitates communication among staff, students and parents. It also
allows students to use the computer as a learning tool. Each classroom
is equipped with several computers, and the lab is equipped with a
computer for each child in the class. Financial support from the
community has enabled us to provide full-day kindergarten and small
class size to the benefit of all students.

The arts come alive and inspire the Old Bonhomme Community. There are
general music classes, with a choice of learning an instrument in fifth
grade. The choir performs at school and in the community. The arts
program is supplemented with the yearly involvement of resident artists.
Student work adorns the hallways and on display in the Olivette
Community Center and the St. Louis Art Museum. Assemblies add to the
rich variety with professional and amateur performances. Imagination and
creativity is encouraged and celebrated continuously.

Old Bonhomme School is living up to its mission as a dynamic,
child-centered setting where imagination is celebrated, diversity is
respected, and the excitement of learning thrives. We strive to educate,
nurture, and inspire the whole child and stimulate lifelong learning
through parental and community involvement, ongoing professional
development and comprehensive instruction of the highest quality.

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

1.  **Describe the meaning of the school's assessment results in reading
    (language arts or English) and mathematics.**

The Missouri state assessment system referred to as the MAP (Missouri
Assessment Program) assesses students in Communication Arts in grades 3,
7, 11 and in Mathematics in grades 4, 8, and 10. The assessments contain
multiple choice (selected response), short answer (constructed
response), and essay-type (performance task) items. Item content
reflects State Standards and measures concepts, processes, and
objectives. An achievement level measuring student progress toward the
Missouri Show-Me Standards is determined. Levels of achievement are
identified by one of five descriptors -- Step 1, Progressing, Nearing
Proficiency, Proficient, and Advanced. At Step 1, students are
substantially behind in terms of meeting the Missouri Show-Me Standards.
Students who are Progressing are beginning to use their knowledge of
simple concepts to solve basic problems, but they still make many
errors. Students in the Nearing Proficiency category understand many key
concepts, although their application of that knowledge is limited.
Proficient is the desired achievement level for all students; students
demonstrate the knowledge and skill called for by the Missouri Show-Me
Standards. Advanced students demonstrate an in-depth understanding of
all concepts and apply that knowledge in complex ways. The state of
Missouri considers students At or Above Basic to be those scoring at
Nearing Proficiency or above.

Old Bonhomme students' performance on the MAP over the last five years
has been consistently above state scores. In 2004 on the Communication
Arts MAP 92% of Old Bonhomme third graders performed at or above Nearing
Proficiency and 68% were at or above the higher standard of at or above
Proficient. In 2004 on the Mathematics MAP 96% of Old Bonhomme fourth
graders performed at or above Nearing Proficiency and 77% were at or
above Proficient. MAP results are disaggregated by ethnic group and by
socioeconomic information based on free/reduced lunch program
participation. Missouri's scores are not disaggregated when there are
fewer than five students in any of these groups at any grade level. If
the number of students in a particular racial/ethnic category is less
than 30 in a school, the disaggregated data is not published. In 2004
the numbers of students in the subgroups of Free/Reduced and Black
ranged from 6 to 13; therefore, the statistical significance of their
scores must take into account these numbers. The attached tables show
that the achievement gap between Black and White students has narrowed
in the past five years. The percentage of Black fourth graders at or
above Nearing Proficiency in Mathematics has steadily increased from 61%
in 2000 to 91% in 2004. In Communication Arts the achievement gap
between Black and White students has been reduced to nine percentage
points in 2004 from a difference of sixteen percentage points in 2000.
Our priority is the academic achievement of all Old Bonhomme students
and closing the achievement gap.

As noted in the attached information and tables, a small number of
students were excluded in some years of testing. The State of Missouri
allows Limited English Proficiency (LEP) students to be exempt from
participation in the Communication Arts MAP in their first year in the
United States. The students in these groups were enrolled in our ELL
(English Language Learners) program and were excluded from testing based
on their individual language proficiency scores. Through 2003 they were
assessed using the LAS instrument that measures students' oral language,
reading, and writing proficiency. Beginning in 2004 we began using the
MAC II instrument which tests speaking, listening, reading, and writing.
The State of Missouri allows for IEP students with significant needs to
be assessed individually using the MAP-A, which does not result in
standardized results.

Test data tables for Communication Arts (Reading and Language) and
Mathematics are included at the end of this application, pages 13-14.
Additional information on the Missouri Assessment Program may be found
at http://www.dese.state.mo.us/

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

Old Bonhomme School uses extensive quantitative and qualitative data to
assess student performance and determine a focus for improvement
efforts. Each child in grades one through five is tested at the
beginning of the year with the Gates-MacGinitie Reading Inventory to
plan reading instruction and again at the end of the year to measure
progress. The Metropolitan Readiness Test is given to kindergarteners in
the spring of the year. A variety of assessment tools are used to make
data-driven decisions about remediation and acceleration for students
who need special accommodations. We use the Developmental Reading
Assessment, the Observation Survey, the Spache Diagnostic Scales, formal
Quay timed observations, and individual reading error analysis to gather
quantitative data. In kindergarten we use the Dial-3 as a tool, and in
fifth grade we use quarterly math tests. The Qualitative Reading
Inventory and the individual learning profiles, as outlined by Mel
Levine and the Schools Attuned program, provide qualitative data about
learning behaviors. Qualitative data from student and parent surveys,
sociograms, class meetings, and Thoughtful Education student profiles
are an important part of the differentiation process. Our Student
Intervention Team meets weekly to review data and follow specific
problem solving steps to create intervention plans for individual
students. Each year teachers review the results of standardized testing
of students in second through fifth grade to plan for individual
students as well as look at strengths and weaknesses in curriculum and
instruction. Our review of standardized test results includes looking at
the achievement of disaggregated groups on specific Missouri process and
content standards. We focus on particular benchmarks as we plan our
instruction throughout the year. This data-driven dialogue also helps to
focus our Strategic Plan on key instructional improvements such as using
the work of Levine on neurological constructs, the work of Marzano
regarding the nine most effective teaching practices, the work of
Tomlinson to differentiate lessons within the classroom, and the work of
Silver and Strong regarding the use of learning styles and strategies to
personalize instruction. Teachers use formative and summative
evaluations to plan instruction and measure students' progress
throughout the year. Our focus is on differentiation for all students,
meeting individual needs, and measuring progress toward improved
academic performance.

**3. Describe how the school communicates student performance.**

Communication about student performance is timely and purposeful at Old
Bonhomme School. Individual parent teacher conferences are held at the
end of first and third quarter to discuss student performance. Detailed
conference notes are provided to parents about strengths, weaknesses,
and improvement strategies. At the end of second and fourth quarter
classroom teachers and specialists provide written report cards on each
child's performance with narrative notes to provide additional
explanation. In the primary grades the report card uses a developmental
scale, and in fourth grade we begin using grades and percentages.
Newsletters, weekly progress updates, and our website provide additional
timely information to parents about student performance and programs.
These conferences and reports provide information about the on-going
assessment of students that happens in the classroom. Standardized
testing results for each child are provided to parents annually. Staff
members answer questions from parents and help to interpret the scores.
The results of our academic performance on standardized tests for each
of the schools in our district are shared with the entire Ladue School
District Community through the District Report Card each year, which
includes disaggregated test results. Specialists also provide regular
reports to parents about students with individual learning needs. Our
Special Services and Special Education teachers provide detailed reports
to parents about information gathered through individual diagnostic
tools and progress on individualized learning goals. Our staff members
also consult with doctors and other health providers who work directly
with our students outside of school. Our Gifted and Enrichment teachers
share information quarterly with parents about programming and
individual progress. Specialists assist parents with understanding the
assessment data gathered during the referral process for these programs.

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

The Old Bonhomme staff invites visitors. Observations are arranged and
teachers take time to discuss strategies being used to help students be
successful. Mentoring student teachers and interns has been an important
aspect of sharing our success. Old Bonhomme staff members also have
established links with local universities, professional organizations,
and other school districts across the state. One of our teachers
instructs a class at Washington University on the psychology of the
exceptional child and our principal teaches graduate students working
towards degrees in administration through Lindenwood University. These
forums provide for the sharing of our success with the community and
other professionals. Old Bonhomme staff members have presented at local,
state, and national conferences on differentiation, technology, and a
wide variety of teaching strategies. Presentations by our staff have
been made for the Gifted Conference at the University of Missouri at St.
Louis, the International Reading Association, the Missouri Association
of Health, Physical Education, Recreation and Dance, the St. Louis
Storytelling Conference, and the Midwest Education Technology
Conference. Within the school district Old Bonhomme teachers are leaders
in curriculum, instruction, and professional development activities. One
of our teachers has served for several years on the Ladue Evaluation and
Salary committee and since 2002 our counselor has served as the district
chair of the Ladue Professional Development Committee. Another Old
Bonhomme teacher is the lead staff developer for Thoughtful Education
and Schools Attuned in our district. Three staff members work with
outside educational consulting firms thereby impacting schools and
districts in various states. Technology is a tool that has great
potential for expanding links and communication networks with other
schools. The Internet and email provide immediate access to school
leaders around the state and across the nation who want to learn more
about Old Bonhomme's success and for us to gather new ideas from other
educators. Our website is another vehicle we use to spread information
about our success and the programs at our school.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe the school's curriculum. Outline the core of each
    curriculum area and show how all students are engaged with
    significant content based on high standards. Include art and foreign
    languages in the descriptions.**

Our Math Curriculum uses the Comprehensive School Mathematics Program
(CSMP). It provides students with a set of mathematical experiences
beyond the acquisition of simple arithmetic skills. CSMP places emphasis
on a two-level approach to learning: (1) understanding content and its
application and (2) developing techniques and processes for learning.
Content is organized into a spiral approach with programs sequenced so
that students experience each of the math content areas throughout the
program at increasingly higher levels. Teacher training in the use of
CSMP and designated materials is provided systematically and required
for all new staff. Yearly training sessions are held for parents each
fall and provided as-needed for new parents.

Our Social Studies Curriculum allows students to learn about themselves
and their membership in a complex, evolving, pluralistic and
interdependent global community. It is an integrated study of the social
sciences and humanities that promotes civic competence. Developmentally
appropriate experiences integrating civic-political, social-cultural,
historical, economic, and geographic concepts help students learn that
they are a part of a larger, interdependent global community. The
curriculum offers students opportunities to explore, analyze, and gain
an appreciation for the cultural diversity of their world.

The major purpose of our Science Curriculum is the involvement of
students with the world about them from a scientific point of view. The
scientific point of view encompasses the use of the seven major process
skills (observing, classifying, measuring, inferring, predicting,
experimenting, communicating) in all science activities, which results
in a heavily "hands-on" orientation. The major units are Matter and
Energy; Force, Motion, Mechanical Energy; Universe; Earth Systems;
Living Systems; Ecology, and Health. The focus for all students is to
acquire a basic understanding of science, a special interest in its
activities, an awareness of how we may use scientific knowledge and
principles in our daily activities and how science can and does affect
our life in general.

The Health/Physical Education program helps build the student
physically, mentally, socially, and emotionally. It prepares students to
make effective choices for their health and to be active throughout
life. All students participate in daily Physical Education classes.

The study of Communication Arts prepares students for collecting,
sifting, organizing, and evaluating the raw information with which they
are increasingly bombarded. It helps them gain the skills to manage
their own language with confidence and pleasure, with clarity and power,
and with subtlety and creativity. Our goal is students who are
confident, successful producers and consumers of communication of all
kinds. Handwriting instruction incorporates manuscript and cursive
writing using the Zaner-Bloser Simplified method. Independent reading is
a valued component of the curriculum and is fostered at all grade
levels. Spelling is formally taught and incorporated into writing
instruction throughout the grade levels. Technology, particularly
word-processing, is considered an integral part of the program. Writing
is a life-long developmental process allowing for individual growth and
expression. Teachers construct an authentic, rich, and supportive
environment respecting student involvement and allowing time for
students to write, share, and reflect. Literacy development is organized
around the strands of print literacy, oral literacy, and media literacy.
The Library Media Curriculum addresses familiarity with library
behaviors and routines, appreciation of literature and its diversity,
development of viewing and listening skills, utilization of library
resources, and extension of classroom curricula and themes.

Our elementary Foreign Language program enables students to: communicate
in Spanish; gain knowledge and understanding of other cultures; connect
with other disciplines and acquire information in Spanish; participate
in multilingual communities at home and around the world; and develop
insight into the nature of language and culture. Currently, the Foreign
Language curriculum is implemented in kindergarten through third grade
with plans for the addition of another grade level each year until all
students receive instruction.

Fine Arts Education in our school embraces the broad scope of education
in the visual and performing arts. All areas develop a student's ability
to communicate through an art form, develop skills for creating and
performing, understand the materials and techniques which promote
communication, and provide both historical and contemporary connection
to the humanities. Through the study of the arts, students employ many
creative thinking and metacognitive skills. The strands addressed in
each fine arts area are product/performance, criticism/analysis,
aesthetics, and history.

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

Reading instruction at Old Bonhomme School is a blend of research-based
instructional models including Success for All and Reading Recovery that
provide systematic balanced instruction through guided and independent
literacy activities. We begin by collecting data using a variety of
tools to determine a student's reading ability. The Gates-MacGinitie is
used in the fall to plan individual instruction and again at the end of
the year to assess progress. Teachers also use Qualitative Reading
Inventories and other tools for measuring on-going progress. In the
primary grades teachers plan reading and writing activities based on
themes using quality children's literature in fiction and non-fiction.
An emphasis is placed on developing multiple strategies for these
emerging readers. Given the diverse needs of our student population this
approach provides the necessary flexibility for teachers to
differentiate for students at all levels. Guided reading practice and
independent reading provide the balanced instruction that students need
to be successful. Word study lessons provide a spiral approach to
teaching phonics, writing skills and techniques as well as grammar.
Framed paragraphs are used in the primary grades to build a strong
foundation of writing mechanics. In the intermediate grades the
literature-based approach to reading and writing instruction continues.
Students read quality literature in literature circles and guided
reading groups. The workshop instructional model provides for direct
instruction as well as independent reading opportunities. Teachers
differentiate in the intermediate grades for reading levels, student
choice and interest. Instruction on word study skills continues in the
intermediate grades with the use of Wordly Wise materials. A priority
for all staff is exposing students to quality literature from different
genres. This literature is used extensively as models for our developing
writers. Writing instruction is integrated across the curriculum in all
of the classrooms. Teachers use multiple sources to work on listening
comprehension as part of the thematic approach to reading and writing. A
growing number of teachers are implementing reading and writing
workshop. An emphasis on independent reading at home and school is
evident and our library media center provides extensive choices for
young readers. Reading specialists team with classroom teachers to
provide a variety of support services for students with particular
weaknesses, including those with English as a second language. Reading
Recovery is used to assist struggling first grade readers. Enrichment
staff challenge advanced readers in cross-grade level groups to extend
and continue development at their own pace.

**3. Describe 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.**

The Comprehensive School Math Program (CSMP) is unique and has helped
Ladue students achieve at consistently high levels on state assessments.
The program has been used at Old Bonhomme for twenty-five years. The
focus is on developing mathematics concepts rather than arithmetic.
Students are exposed to a variety of methods in which mathematics helps
them formulate and analyze problems. Teachers are able to use CSMP
materials to differentiate student practice activities. Individualized
and small group instruction supports the development of each student.
Students participating in enrichment activities are provided additional
instruction and participate in challenging math tournaments.
Acceleration for students enables them to access instruction above grade
level in the math area when assessments determine their readiness.
Special Services teachers work with new students to bridge the gap
between traditional arithmetic curriculums and CSMP. A parent workshop
is held each fall to teach parents about the program and encourage their
involvement at home. New staff members are required to attend an
inservice on delivering math instruction using CSMP. In our computer
lab, teachers team with our Instructional Technology Coordinator to plan
related math lessons using Logo and a variety of networked software
programs. During Spanish lessons, students learn math vocabulary in
Spanish while math concepts are reinforced. In the primary grades
teachers use literature to further develop mathematical reasoning and
problem solving skills.

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

Instructional methods that allow us to differentiate for students are
critical to maximizing student growth. Thoughtful Education strategies
are used systematically to design classroom instruction to meet the
varied learning styles of our students. Hanson, Silver, and Strong
developed the Thoughtful Education model based on the work of Carl Jung.
It defines four types of learning styles: Sensing Thinking (ST), Sensing
Feeling (SF), Intuitive Feeling (NF) and Intuitive Thinking (NT).
Students and teachers develop preferences for one of these learning
styles, but have the potential and need to learn and act in other styles
as well. The Thoughtful Education model emphasizes the importance of
whole-mind teaching and learning. Training in the model began at Old
Bonhomme in 1990 and continues to the present time. Use of the model
provides a student-centered focus and common instructional language for
teachers. Another child-centered instructional method used in our school
is Schools Attuned, developed by Dr. Mel Levine. We use Schools Attuned
to understand students' strengths and weaknesses. Teachers use
strategies, accommodations, and interventions from this model to
differentiate their teaching. We also use these two instructional
methods to teach students about how they learn and teach them specific
strategies that will help them learn best. Several staff members are
certified trainers for these instructional methods and provide on-going
support and training for building and district staff. As a professional
development activity we reviewed Marzano's research on instructional
strategies and found that many of those strategies overlapped with
Thoughtful Education strategies already in use at Old Bonhomme. We are
studying ways to use current brain-based learning strategies to connect
curriculum to students' natural language of learning through movement.
We make fine arts connections for students with the academic areas of
curriculum through yearly cultural themes. Real life experiences that
involve students take the form of curriculum-based field trips and
resident artists in the school. Technology is integrated extensively as
an instructional tool. Teachers use Smart Boards, video projection
systems, and our portable computer lab to enhance instruction. The use
of specialized staff, teacher assistants and parent volunteers allow us
to individualize for students needing additional acceleration and
remediation. Our attention to differentiation has also meant
accelerating students with above grade level skills and capabilities to
move into advanced coursework.

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

Old Bonhomme teachers have leadership roles on the building and district
professional development committees that plan these activities. There is
short and long range planning for professional learning activities at
the district and building level. Comprehensive training for all staff in
Thoughtful Education and Schools Attuned has created a consistent
learning environment for students as they move through the grades.
On-going support for veteran staff and introductory training for new
staff is provided. Professional development is also self-directed for
our staff with funds made available for individuals to choose
professional learning opportunities that they feel are beneficial.
Teachers return and share their new learning with peers in the building
and at the district level in structured workshops and informally during
shared planning time or grade level meetings. Old Bonhomme staff members
regularly attend and present at state and national conferences. Each
year the Old Bonhomme staff looks at student achievement tests to plan
professional development activities. We also ask teachers for feedback
about the year's professional development activities and for input to
help plan the upcoming year. A sampling of this year's professional
development topics included: a Summer Institute on diversity issues and
Marzano's research on effective instructional practices; a weeklong
summer workshop on Schools Attuned with follow-up sessions throughout
the year; attendance by two staff members in New York on the Writing
Workshop method as taught by Lucy Calkins & Colleagues at the Teachers
College Reading and Writing Project; analysis of our achievement test
scores; an afternoon on using technology as a tool for instruction
taught by five Old Bonhomme teachers; and weekly sessions taught by our
P.E. teacher on brain-based teaching and learning. A variety of delivery
models are used to facilitate the differences in teachers' styles and
preferences. Large group, small group, observations of other programs,
book study, and proposals for independent professional growth activities
are some of the models we use at Old Bonhomme. Teachers also engage
regularly in reflective Cognitive Coaching conversations about classroom
instruction and professional growth with the principal.

**Table 1**

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: [Communication Arts]{.underline} Grade: [3]{.underline} Test:
[Missouri Assessment Program (MAP)]{.underline}

Edition/Publication Year: [2004]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

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

  Testing month                       03/04       03/03       04/02       04/01       04/00

  **SCHOOL SCORES**                                                                   

  \% At or Above Nearing Proficiency  92          96          94          85          90

  %At or Above Proficient             68          59          65          45          67

  %At Advanced                        6           12          11          5           4

                                                                                      

  Number of students tested           50          49          63          68          70

  Percent of total students tested    100         100         99          99          100

  Number of students alternatively    0           0           1           1           0
  assessed                                                                            

  Percent of students alternatively   0           0           1           1           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. White                                                                           

  %At or Above Nearing Proficiency    94          97          98          99          95

  %At or Above Proficient             78          78          77          59          75

  %At Advanced                        10          19          12          7           4

  Number of Students Tested           31          32          43          44          45

  2\. Black                                                                           

  %At or Above Nearing Proficiency    85          94          78          54          79

  %At or Above Proficient             31          27          21          11          47

  %At Advanced                        0           0           7           0           0

  Number of Students Tested           13          15          14          20          19

  3.Male                                                                              

  %At or Above Nearing Proficiency    100         99          90          87          79

  %At or Above Proficient             82          54          54          35          58

  %At Advanced                        4           6           9           0           4

  Number of Students Tested           27          31          33          32          28

  4\. Female                                                                          

  %At or Above Nearing Proficiency    82          89          96          83          97

  %At or Above Proficient             52          71          76          52          73

  %At Advanced                        9           24          13          9           5

  Number of Students Tested           23          17          30          35          41

  **STATE SCORES**                                                                    

  %At or Above Nearing Proficiency    74          73          74          72          70

  %At or Above Proficient             34          34          36          32          32

  %At Advanced                        1           1           2           1           2
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

**Table 2**

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject: [Mathematics]{.underline} Grade: [4]{.underline} Test:
[Missouri Assessment Program (MAP)]{.underline}

Edition/Publication Year: [2004]{.underline} Publisher:
[CTB/McGraw-Hill]{.underline}

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

  Testing month                       03/04       03/03       04/02       04/01       04/00

  **SCHOOL SCORES**                                                                   

  \% At or Above Nearing Proficiency  96          89          89          89          80

  %At or Above Proficient             77          59          69          70          52

  %At Advanced                        19          17          18          22          18

                                                                                      

  Number of students tested           48          69          61          66          67

  Percent of total students tested    99          100         99          99          100

  Number of students alternatively    1           0           1           1           0
  assessed                                                                            

  Percent of students alternatively   1           0           1           1           0
  assessed                                                                            

  SUBGROUP SCORES                                                                     

  1\. White                                                                           

  %At or Above Nearing Proficiency    97          95          100         96          90

  %At or Above Proficient             91          62          88          84          68

  %At Advanced                        26          20          26          29          22

  Number of Students Tested           34          45          39          42          46

  2\. Black                                                                           

  %At or Above Nearing Proficiency    91          70          64          67          61

  %At or Above Proficient             33          35          32          39          11

  %At Advanced                        0           0           0           0           0

  Number of Students Tested           12          17          19          18          18

  3\. Male                                                                            

  %At or Above Nearing Proficiency    100         82          96          88          75

  %At or Above Proficient             83          51          76          67          51

  %At Advanced                        24          14          24          21          24

  Number of Students Tested           29          35          25          24          37

  4\. Female                                                                          

  %At or Above Nearing Proficiency    89          97          83          88          86

  %At or Above Proficient             72          68          64          71          53

  %At Advanced                        11          21          14          22          10

  Number of Students Tested           18          34          36          42          30

  **STATE SCORES**                                                                    

  %At or Above Nearing Proficiency    82          81          79          79          78

  %At or Above Proficient             40          38          38          37          37

  %At Advanced                        8           7           8           8           8
  ----------------------------------- ----------- ----------- ----------- ----------- -----------