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

*U.S. Department of Education*

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

Name of Principal [Mrs. Marguerite Hillier]{.underline}

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

Official School Name [College Hill Elementary International
Studies]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_200 Artesian

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

\_\_\_\_\_\_\_\_\_[Texarkana\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[AR]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[71854-6600]{.underline}\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_Miller\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_\_\_4605019\_\_\_\_\_\_\_\_\_\_

Telephone [( 870 ) 774-9111]{.underline} Fax [( 870)
773-0643]{.underline}

Web site/URL [http://txk.k12.ar.us]{.underline} E-mail
[mhillier@txk.k12.ar.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. Paul Dee Human]{.underline}

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

District Name [Texarkana Arkansas School District #7]{.underline} Tel.
[(870) 772-3371]{.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 [Mr. Jesse Buchanan]{.underline}

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_[1]{.underline}\_ Middle schools

\_\_\_\_[1\_]{.underline} Junior high schools

\_\_\_\_[1]{.underline}\_ High schools

\_\_\_\_[1]{.underline} \_Alternative Campus

\_\_\_\_[9\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\$7,444]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: [\_\_\$7,307\_\_\_\_]{.underline}

**SCHOOL**

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

> \[ x \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] 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.

[12]{.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**    9         11                     **20**       **7**                                

  **K**       35        43                     **78**       **8**                                

  **1**       19        20                     **39**       **9**                                

  **2**       28        21                     **49**       **10**                               

  **3**       25        18                     **43**       **11**                               

  **4**       32        28                     **60**       **12**                               

  **5**                                                     **Resource**   11        6           17

  **6**                                                                                          

                                    **TOTAL                                                      306
                                    STUDENTS                                                     
                                    IN THE                                                       
                                    APPLYING                                                     
                                    SCHOOL**                                                     
  ----------- --------- ----------- ---------- --------- -- -------------- --------- ----------- ---------

6\. Racial/ethnic composition of [56]{.underline} % White

the school: [43]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_20\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      24
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      22
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    46
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 234
                            the school as of October 1  

  **(5)**                   Total transferred students  0.1965
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           19.65
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_\_%

\_\_\_[0]{.underline}\_\_\_ Total Number Limited English Proficient

Number of languages represented: \_\_\_[1\_]{.underline}\_\_\_\_

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[47]{.underline}\_\_\_%

Total number students who qualify: \_[144]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: \_\_\_8\_\_\_%

\_\_\_23\_\_Total Number of Students Served

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

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

\_\_\_\_Deafness [\_\_2\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[2]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[10]{.underline} \_Speech or Language
Impairment

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

> \_\_[6]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_[2\_]{.underline}Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_\_[13]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[3]{.underline}\_\_\_

Paraprofessionals \_\_\_[9]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[5]{.underline}\_\_\_
> \_\_\_[4]{.underline}\_\_\_\_
>
> Total number \_\_\_[30]{.underline}\_\_\_
> \_\_\_[7]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[23:1]{.underline}\_\_\_

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

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

  Daily student attendance 96 %        95 %        95 %        94 %        95 %

  Daily teacher attendance 97 %        94 %        95 %        95 %        94 %

  Teacher turnover rate    75 %        10 %        8 %         12 %        10 %
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III --SUMMARY**

At College Hill Elementary, "We Give Our Kids the World". That is the
message that greets our children and parents each day as they arrive at
school. It serves as a daily announcement to our community that we
embrace our commitment to instill a deeper understanding of the world
around us as we strive to create "global citizens". Our students and
teachers are thinkers, communicators, and risk takers who are
knowledgeable, principled, caring, open-minded, balanced, and
reflective. It is our mission to prepare students, armed with these
characteristics, to become the leaders of tomorrow. Our staff has a
long-standing commitment to high standards and high expectations. We
accomplish our mission in a variety of ways. We make data driven
decisions, which guide our instruction, and lead our students through a
fast paced curriculum based on inquiry and discovery. Parent involvement
is a key ingredient to our success as a school community. College Hill
Elementary students, staff, and parents comprise a family of life-long
learners working together to do what's best to promote a high
functioning learning environment. Our children are loved, respected,
nurtured and challenged every day to reach their full potential.

It is the desire of our College Hill Elementary family to help our
students discover and develop their own individual talents, and then to
teach them how to relate their experiences in our classrooms to the
realities of the world outside. We place a strong emphasis on the ideals
of internationalism and responsible citizenship. We plan a curriculum
for our students that will lead them to become critical and
compassionate thinkers who will one day be informed participants in
local and world events. We are teaching them to be aware of the humanity
that we all share, while respecting the cultures and attitudes that
enrich our lives.

At College Hill Elementary we work as a collaborative team to outline a
body of knowledge for our students K-4 that covers all areas of our
curriculum and is based on transdisciplinary themes. We work hard to
insure that our instruction is powerful, meaningful, and significant. We
work together to design a Program of Inquiry that is seamless across the
grade levels and meets the requirements of our state and federal
government curriculum guidelines. Through this program of inquiry, we
offer our children the opportunity to explore and discover knowledge on
their own through inquiry based instruction. We regularly integrate the
arts into our instruction so that the children will be actively engaged
in their own learning. We feel that this type of instruction and
learning, with teacher as facilitator and students as explorers, will
lead our children to take thoughtful and appropriate action based on
what they have learned. We believe that it is the right and
responsibility of every global citizen to provide service to one
another. Through service, our students are able to grow both socially
and emotionally.

Clearly, College Hill Elementary truly does give its children the world.
On a daily basis, we offer our students a world of knowledge,
understanding, compassion and direction that will lead them on a path of
success in an ever-changing world. In accordance with our mission, we
arm our students with the qualities and values necessary to become the
leaders of tomorrow. Every educational decision we make is based on
insuring a better and brighter future for each and every one of them.

**PART IV-INDICATORS OF ACADEMIC SUCCESS**

*"Quality is never an accident; it is always the result of high
intention, sincere effort, intelligent direction and skillful execution.
It represents the wise choice of many alternatives." Foster*

**1. Assessment Results:** College Hill Elementary assesses students'
progress utilizing the Arkansas Benchmark Exam. This
criterion-referenced test is administered to all of our third and fourth
grade students in the core areas of reading, writing, and mathematics.
These tests are aligned to the state math and language arts frameworks.
The performance levels for the Benchmark Exam are Advanced, Proficient,
Basic, and Below Basic. Advanced students demonstrate superior
performance well beyond the proficient level. Proficient students
demonstrate solid academic performance for the grade level tested and
are well prepared for the next level of school. Basic students show
substantial skills in the tested areas, but are only partially able to
demonstrate the ability to apply these skills. Below Basic students fail
to show any mastery in the tested areas.

As the numbers reflect, test scores at College Hill Elementary were
consistently falling below an acceptable level. Because of their firm
commitment and dedication to the academic success of the students in our
community, our district leaders elected to make a radical change in our
school district for the 2005-2006 school years. Our schools all became
schools of choice, giving parents the option of placing their child in
any elementary school in our district regardless of their address.
Another change involved teachers. Highly effective teachers from other
schools in our district, who were willing to take on the challenge, were
moved to College Hill Elementary. Our school experienced a 75% change in
teaching staff for the 2005 and 2006 school year, with stunning results.
In 2006, College Hill Elementary Fourth graders ranked first in the
state of Arkansas in the area of literacy with an overall score of 97%
proficient or advanced. They ranked fourth in math with 97% of the
students scoring proficient or advanced. This gain was in excess of
fifty percentage points over the previous years. Our third grade also
made significant gains with 80% of the students scoring proficient or
advanced in math and 82% of our students scoring proficient or advanced
in literacy.

When a committee under the Individuals with Disabilities in Education
Act decides that a special education student is unable to take the
Arkansas Benchmark Exam, the student is required to take the state
developed alternative portfolio assessment. College Hill Elementary had
six special education students who took part in the alternative
portfolio assessment process last year. 100% of these children scored
proficient or advanced in math, and 83% scored proficient or advanced in
math. In previous years we only had one and two students taking part in
this assessment process. While we don't have enough of these students to
count them as a sub-group, we are extremely encouraged by their progress
and the hard work of their instructors.

We are very proud of the academic success we have achieved at College
Hill Elementary. On the website, www.greatschools.net, CHE receives a
10, which is the highest possible rating. For more information about our
assessment results, please visit
<http://arkansased.org/testing/testing.html>.

**2. Using Assessment Results:** The staff of College Hill Elementary is
committed to using assessment data to guide all of the instructional
decisions made in our building. We use a variety of data to drive these
decisions. In kindergarten we use the DIBELS, (Dynamic Indicators of
Basic Early Literacy), to assess each student's reading development. Our
struggling first graders are also assessed with this model. The rest of
our first grade students are assessed with the Developmental Reading
Assessment. The results of these assessments are used to form our
remediation groups and to target the skills necessary to move all of our
students forward in the area of literacy.

Throughout the year, we administer several formative assessments in the
areas of math, reading, and writing. Our literacy and math focus
teachers administer these tests and disaggregate the results. They meet
with each teacher to discuss the results and develop a plan for any
students who fall below the proficient level. We feel that this is very
important part of our success because we remediate students immediately
before they fall too far behind. The Arkansas Benchmark scores are also
used to develop remediation plans for the students who fall below the
proficient level. These students each have an Individualized Education
Plan that is formulated and agreed upon by the child's teacher and
parents. This is called an AIP or Academic Improvement Plan. Their
progress is closely monitored throughout the school year as we make
every effort to insure their achievement the following school year.

Our second, third, and fourth grade students take the MAP, (Measures of
Academic Progress), tests, which is a computerized achievement, test in
math, reading and language. Each test is custom designed to provide an
accurate measure of our students' growth over the school year. These
results are an important tool in monitoring the progress of our
children.

**3. Communicating Assessment Results:** Collaboration and teamwork is
the key to successful communication of student progress at College Hill
Elementary. Through professional partnerships, our teachers and parents
meet together throughout the year to insure the best possible education
experience for our students. We start the year off in August with a
'Meet the Teacher" family night. During this meeting, we communicate the
results of the previous year's Benchmark Exam, and then share our goals
for the school year, based on those results. By the end of September,
the parent of each child who has fallen below the proficient level has
met alongside their child's teacher to tailor an individualized plan of
success for their child.

We hold four Parent Teacher conferences throughout the school year to
keep parents up to date on their child's progress and assessment results
on the various instruments we are using. Report cards go out every nine
weeks in our district. Parent conferences are held mid-way through each
term so that parents are well aware of their child's progress in all
areas, with time remaining for improvement before report cards are
issued. Family nights are held throughout the year to highlight our
instruction and help parents better understand our curriculum and how to
help their children. These special evenings serve to strengthen the
partnerships between home and school.

The state of Arkansas issues School Report Cards in the spring of each
year. These are mailed to the homes of each of our students and include
all the assessment results for our school in an easy to understand
color-coded format. Local and state newspapers are also tools for
sharing district, school, and state assessment results and information.
The internet is another useful tool in sharing our students' progress.
Each parent has a special code, which gives him or her direct access to
their child's grades on a daily basis. This computer program will alert
parents if their child's grades suddenly drop for any reason, keeping
them abreast of their child's performance at all times. A variety of
websites are also available for our parents to track the progress of our
school.

**4. Sharing Success:** College Hill Elementary takes great pride in
sharing our success with other teachers and schools. We regularly
welcome other schools from around the state, local community groups and
student teachers to tour our school and spend time in our classrooms
observing the work of our teachers and students. Several of our staff
members serve as mentors to new teachers in our district, sharing
strategies and helping shape and develop them into highly effective
educators. Some of our staff members have been presenters at regional
and state workshops sharing strategies in math and literacy with
educators from around our state. In the 2005-2006 school year, CHE was
designated as an AIMS campus, (Arts Intensified Model), by the Texarkana
Regional Arts and Humanities Council, because of the effective
integration of the arts into our curriculum. Throughout the school year,
large groups of community leaders and patrons toured our building to see
the progress we were making with our children. These people went out and
spread the word that College Hill Elementary was focused on the
achievement and success of all of our students.

Our district publishes a quarterly newsletter, which arrives in the
mailbox of all of our public school patrons. This newsletter keeps our
community and parents abreast of all the innovative activities going on
across our district. Our local newspaper, The Texarkana Gazette, has
been faithful in sharing many of College Hill's success stories
throughout the year. Last year, through an arts-integrated study of the
history of our community, our fourth graders painted a mural on one of
our historical downtown buildings. Because of the publicity and media
coverage generated by our children's efforts, this project has already
inspired another school in our state to replicate its success.

The halls of our school are filled with evidence of our student's
achievement. We call our halls a "walking portfolio". Each grade level
has work on display highlighting the themes that are being taught
through a variety of arts integrated writing activities. Our school
screams the message that College Hill Elementary is all about learning!

**PART V-CURRICULUM AND INSTRUCTION**

**1. Curriculum:** College Hill Elementary has a firm commitment to the
academic success of all of our students. We promote the highest level of
achievement through an interdisciplinary curriculum based on inquiry. We
strive for a balance between the search for understanding, the
acquisition of essential knowledge and skills, the development of
positive attitudes and the opportunity for positive action. As a PYP
candidate school, we emphasize five components in our written
curriculum; concepts, knowledge, skills, attitudes, and action. The
heart of our curriculum is sets of powerful ideas, which we believe,
have great significance across all subject areas. These concepts provide
a structure for the inquiry. Our Program of Inquiry is a living,
breathing document that is revisited regularly to insure that it meets
the needs of all our children. Each teacher plans six units of inquiry.
These units must be significant, relevant, engaging, and challenging to
our students. Our staff collaborates together as a team to make links
between the units taught at different grade levels so that our program
is seamless both vertically and horizontally.

We offer a balanced literacy approach in our language arts program. Our
activities are integrated and deeply rooted in our inquiry. We believe
that language is fundamental to learning and it transcends the entire
curriculum. We focus heavily on six areas of language and communication;
listening, speaking, reading, writing, viewing, and presenting. Our
students write daily, and develop a deep love of reading. The teachers
use a variety of strategies to provide whole group and individual
support to our students in all areas of language arts development.

In all of our classrooms, math is vital in the lives of our students.
Our math curriculum is carefully crafted to cover all of the necessary
skills at each grade level. Students and teachers work together using
the language of mathematics to generate data, make connections, and
describe their thinking. A wide variety of materials are available to
all of our teachers and students. These materials foster hands-on
learning, which enhances our curriculum. We also strive to integrate
appropriate technology into our math lessons. Each classroom has a
computer area, and the school itself has two technology labs that are
available to the children. These technology opportunities encourage the
application of math skills, critical thinking, and problem solving.

Social Studies and Science play an important role in our Program of
Inquiry. We believe that a firm foundation in these areas of our
curriculum help our students gain a secure understanding of their own
identity and their place in the world. Through social studies, we
provide experiences that foster sensitivity and creativity. Our children
learn about history, geography, and society through a variety of
carefully planned units of inquiry. Students take part in field trips,
learn from guest speakers, and delve into their own independent research
as a part of our Social Studies program. The units of inquiry serve as
entry point into science learning. Our learning community uses a variety
of methods to develop an understanding of scientific knowledge. Our
teachers encourage appropriate scientific discussion among the students.
They record their ideas in a variety of ways including journals and
drawings. Our technology labs, once again come into play as an important
part of our science curriculum.

Through physical education, our students learn the language of physical
movement, and the importance of fitness in their daily lives. Each child
participates in at least 30 minutes of physical activity each day. Our
daily schedule includes lots of integrated arts and music activities, as
well as a commitment to the arts as a valued component of a balanced
life. We teach Spanish to all of our students starting in kindergarten.
We believe the acquisition of more than one language enriches the
personal growth of our children and helps facilitate international
understanding. Our curriculum is rich and meaningful. It transcends the
walls of our building, and becomes a part of each of our students. It is
the vehicle we use to unlock the potential and leadership qualities of
our children

**2. Reading Curriculum:** *President George Bush said, "The new civil
right in America is reading. If you can't read, it is hard to access the
greatness of America."* At CHE, we embrace this idea. We know that
learning to read is the most important job of our children, and teaching
children to read is the most important job of our educators. Because of
this, we collaborate together as a learning community to insure that all
of our instruction is geared towards creating proficient independent
readers who love to read. We actively engage each one of our students in
the "learning-to-read" process. All of our instruction is carefully
aligned to the Arkansas state frameworks. Our teachers work hard to
provide effective learning experiences in whole group settings, guided
reading groups, independent work and individualized instruction. Our
literacy focus teacher carefully monitors the progress of our students
throughout each grade level. In our kindergarten and first grades, she
does bi-weekly progress monitoring to track the improvement of our
students in the areas of phonemic awareness, phonics, fluency,
vocabulary, text comprehension, grammar, and spelling. Weak areas are
targeted for immediate remediation so that each child has the
opportunity to move forward as quickly as possible. This is done each
morning through our G.E.A.R. program, (Get Excited about Reading).
Teachers and support staff work together to meet the individualized
reading needs of each of our students each and every day. We believe
that this intensive program at the earliest level gets our readers off
to a great start in the area of literacy. The literacy progress of our
students, across all grade levels, is carefully tracked through
formative assessments administered throughout the school year. In an
effort to promote a strong and balanced literacy environment, an
emphasis on writing is one of the basic components of our reading
program. We know that children, who learn to write, will become stronger
readers. We have outlined a school-wide plan that requires our teachers
to keep a writing portfolio for each student. These portfolios contain
at least ten polished pieces, which emphasize the five step writing
process. Through programs like Step Up to Writing, and Six- Trait
Writing, our teachers are effective in their instruction. To keep our
staff on track, portfolios are monitored regularly. We believe that our
balanced, intensive, and aggressive approach to reading instruction is
the key to our children's success.

**3. Math Curriculum:** Math is a vital part of all of our students'
lives, and to emphasize this point, our teachers integrate a variety of
math concepts and skills across the curriculum. One of our teachers is
charged with the duty of being our "Math Focus Teacher". She is the key
component in our math curriculum. She coordinates math activities all
across our building, and all across subject areas. She works with our
staff to constantly improve math instruction for our students, and to
target the mathematical needs of all of our children. Each week our
students participate in the "Estimation Station" activity. This is a fun
and friendly competition that offers them practice in visualizing
numbers and thinking critically. To reinforce basic math facts, our
students are all a part of the Mad Minute Club. Each week, our teachers
administer a one-minute test to determine mastery of basic facts.
Children who reach their 100% goal are congratulated and rewarded. Each
of our teachers provides special lessons each week on open response and
higher order thinking skills. The work generated by these lessons is
submitted to our focus teacher for review. This is a very important
piece of our instruction because her objective point of view helps us
honestly target the weaknesses in our instructional practices. We
administer six formative math assessments throughout the year to monitor
the progress of our students. These scores are used to drive our
remediation program. In our computer lab, students have the opportunity
to apply their math skills in a variety of challenging ways. This extra
practice brings learning to life for them, and adds fun to the process.
All of these things combined with the creative hands-on instruction that
takes place daily in our classrooms make for a very solid foundation in
mathematics for all of our students.

**4. Instructional Methods:** The teachers at College Hill Elementary
use a variety of instructional methods to meet the needs of our
students. Our methods are research based and data-driven. We take part
in staff book studies to keep ourselves up to date on the latest trends
in education. Strategies from Marilyn Burns, Robert Marzano, and Howard
Gardner are integrated across all curriculum areas to make learning
meaningful for our children. Inquiry is at the heart of all our lessons.

We believe that data-driven decision-making is the key to any school's
success. We use data to drive all of our instruction. We administer
formative tests throughout the year in literacy and math to track the
improvement of our children, and identify the weak areas. We use this
information to design specific remediation plans to target the
individualized needs of our students.

Through our units of inquiry, we play off of our children's natural
curiosity and lead them on a journey into learning. Through questioning,
critical thinking, and higher order problem solving, our children are
constantly challenged to push themselves to new heights. Collaboration
is such an important part of the learning process at CHE. Our teachers
collaborate together across all grade levels to insure our lessons are
meaningful and relevant to our children. To play off of the multiple
intelligences of our students, the arts are integrated into as many
lessons as possible. Field trips, literacy circles, independent research
projects, and the meaningful integration of technology also play a role
in our instructional plan.

Finally, another big part of our success is the involvement of parents
and families. We have an open door policy at CHE. Parents are encouraged
and welcomed to take part in the education of their child. We establish
a firm partnership with our families. This begins on the very first day
of school. This important relationship is the basis for a strong
education.

**5. Professional Development:** At College Hill Elementary, we embrace
the belief that we are all life-long learners. We work hard to make sure
that every hour spent in staff development directly impacts our children
in a meaningful way. Our staff delights in every opportunity to improve
on their instructional effectiveness in the classroom. Each of our
teachers earns a minimum of 60 hours of professional development during
the year. We work as a team to identify areas of instructional need and
balance our staff development plans with instruction in technology,
parent involvement, literacy, math and inquiry. We also participate
regularly in workshops geared towards the integration of the arts and
multiple intelligences. The research of Ruby Payne and how to
effectively teach children from poverty, has played another important
role in our staff development that we feel has paid off in the success
of all of our children.

The "Trainer of Trainers" model is regularly employed in our building.
This model has been proven to be an effective practice. Not only is our
staff constantly abreast of the latest instructional strategies, but we
are also developing passionate leaders all across our school. Our
literacy and math focus teachers receive monthly training that is
effectively shared with all grade levels through weekly collaborative
sessions. These two important members of our staff also provide coaching
and modeling in our classrooms as needed. This type of professional
development gets to the heart of our instructional needs and directly
impacts our students in the most immediate way.

Another important part of our development as a learning community is the
regular review and reflection of the data we generate on our student's
progress in all curricular areas. The time spent in this process is a
valuable tool in our growth as educators and the academic success of our
students.

**PART VII- ASSESSMENT**

The data tables document College Hill Elementary's performance on the
Arkansas Benchmark Exam. This data represents the commitment and hard
work of all our staff members, as well as the incredible leadership of
our principal. The tables demonstrate the significant increase in the
number of students who scored proficient or advanced, over the previous
years.

In accordance, with the requirements of No Child Left Behind, Arkansas
administers a criterion-referenced test in grades 3-8. These tests are
aligned to the state math and English language arts frameworks. Arkansas
teachers and the Arkansas Department of Education developed it. It has
earned the approval of the Department of Education in Washington, DC and
meets all requirements of No Child Left Behind. Fourth, sixth and eighth
graders in our state have been taking the Benchmark Exam since the
spring of 1998. Grades three, five and seven were added in the 2004-2005
school year. All students take part in the exam.

**College Hill Elementary Grades Tested**: 3^rd^-4^th^

**Test**: Arkansas Benchmark Exam 2004, 2005, 2006 published by the
Arkansas Department of Education

**What groups are excluded from testing? Why and how were they
assessed?**

Figures in the attached table reflect students participating in the
Benchmark Exam. The Arkansas Alternate Portfolio Assessment System is
designed to evaluate students with disabilities in grades 3-8 and 11 for
whom the criterion-referenced exam is not appropriate. These scores are
also represented and figured into our overall results.

**Test Standards: Performance Level for the Benchmark Exam**

**Advanced**: Advanced students demonstrate superior performance well
beyond proficient level performance. They can apply Arkansas established
reading, writing, and mathematic skills to solve complex problems and
complete demanding tasks on their own. They can make insightful
connections between abstract and concrete ideas as well as provide
well-structured explanations and arguments.

**Proficient**: Proficient students demonstrate solid academic
performance for the grade and are well prepared for the next level of
schooling. They can use Arkansas established reading, writing, and
mathematics skills and knowledge to solve problems on their own.
Students can tie ideas together and explain the ways their ideas are
correct.

**Basic**: Basic students show substantial skills in reading, writing,
and mathematics, but they only partially demonstrate the abilities to
apply these skills. They demonstrate a need for some additional
assistance, commitment or study to reach the proficient level.

**Below Basic**: Below basic students fail to show sufficient mastery of
skills in reading and mathematics to attain the basic level.

**Test Data Tables**

**Subject: [Math]{.underline} Grade 3\_**

**Test: [Arkansas Comprehensive Testing, Assessment and Accountability
Program]{.underline}**

**Edition/Publication Year: [Published Yearly]{.underline}**

**Publisher[: Arkansas Department of Education]{.underline}**

  ---------------------------------------- ----------- ----------- -------------
                                           2005-2006   2004-2005   2003-2004\*

  Testing month                            March       April       April

  **SCHOOL SCORES**                                                

  \% Proficient and Advanced               83          50          

  \% Advanced                              48          14          

  Number of students tested                53          42          

  Percent of total students tested         91          98          

  Number of students alternatively         5           1           
  assessed                                                         

  Percent of students alternatively        9           2           
  assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. African American                                             

  \% Proficient and Advanced               90          47          

  \% Advanced                              22          16          

  Number of students tested                23          19          

  2\. Socioeconomic Disadvantaged                                  

  \% Proficient and Advanced               84          50          

  \% Advanced                              32          13          

  Number of students tested                25          38          

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

**\*Third grade was not tested by the state until 2004-2005.**

**Test Data Tables**

**Subject: [Literacy]{.underline} Grade 3\_**

**Test: [Arkansas Comprehensive Testing, Assessment and Accountability
Program]{.underline}**

**Edition/Publication Year: [Published Yearly]{.underline}**

**Publisher[: Arkansas Department of Education]{.underline}**

  ---------------------------------------- ----------- ----------- -------------
                                           2005-2006   2004-2005   2003-2004\*

  Testing month                            March       April       April

  **SCHOOL SCORES**                                                

  \% Proficient and Advanced               81          45          

  \% Advanced                              40          5           

  Number of students tested                53          42          

  Percent of total students tested         91          98          

  Number of students alternatively         5           1           
  assessed                                                         

  Percent of students alternatively        9           2           
  assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. African American                                             

  \% Proficient and Advanced               74          47          

  \% Advanced                              22          5           

  Number of students tested                23          19          

  2\. Socioeconomic Disadvantaged                                  

  \% Proficient and Advanced               76          45          

  \% Advanced                              24          2           

  Number of students tested                25          38          

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

**\*Third grade was not tested by the state until 2004-2005.**

**Test Data Tables**

**Subject: [Math]{.underline} Grade 4\_**

**Test: [Arkansas Comprehensive Testing, Assessment and Accountability
Program]{.underline}**

**Edition/Publication Year: [Published Yearly]{.underline}**

**Publisher[: Arkansas Department of Education]{.underline}**

  ---------------------------------------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004

  Testing month                            March       April       April

  **SCHOOL SCORES**                                                

  \% Proficient and Advanced               97          29          51

  \% Advanced                              52          11          38

  Number of students tested                33          38          39

  Percent of total students tested         97          97          94

  Number of students alternatively         1           1           2
  assessed                                                         

  Percent of students alternatively        3           3           6
  assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. African American                                             

  \% Proficient and Advanced               89          24          30

  \% Advanced                              44          0           15

  Number of students tested                9           21          20

  2\. Socioeconomic Disadvantaged                                  

  \% Proficient and Advanced               91          29          45

  \% Advanced                              64          3           32

  Number of students tested                11          34          31

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

**Test Data Tables**

**Subject : [Literacy]{.underline} Grade 4\_**

**Test : [Arkansas Comprehensive Testing, Assessment and Accountability
Program]{.underline}**

**Edition/Publication Year: [Published Yearly]{.underline}**

**Publisher[: Arkansas Department of Education]{.underline}**

  ---------------------------------------- ----------- ----------- -----------
                                           2005-2006   2004-2005   2003-2004

  Testing month                            March       April       April

  **SCHOOL SCORES**                                                

  \% Proficient and Advanced               97          39          51

  \% Advanced                              58          5           5

  Number of students tested                33          38          39

  Percent of total students tested         97          97          94

  Number of students alternatively         1           1           2
  assessed                                                         

  Percent of students alternatively        3           3           6
  assessed                                                         

                                                                   

  **SUBGROUP SCORES**                                              

  1\. African American                                             

  \% Proficient and Advanced               96          33          45

  \% Advanced                              56          4           0

  Number of students tested                9           21          20

  2\. Socioeconomic Disadvantaged                                  

  \% Proficient and Advanced               90          41          48

  \% Advanced                              45          6           3

  Number of students tested                11          34          31

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