##### U.S. Department of Education September 2003

**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**2003-2004 *No Child Left Behind-Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Linda E.
Sears\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Frametown Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [HC 61 Box 14
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_

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

[Frametown West Virginia 26623-9401]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 304 ) 364-5526]{.underline} Fax [( 304 ) 364-8620]{.underline}

Website/URL [http://boe.brax.k12.wv.us]{.underline} E-mail
[lsears@access.k12.wv.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\* [Mrs. Carolyn D.
Long\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Braxton County Schools]{.underline} Tel. [( 304 )
765-7101\_\_\_\_\_\_\_\_]{.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. Arlene
Herndon]{.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)

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

**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 2003-2004 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 1998.

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

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

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

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

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

\_\_\_\_\_ Other (Briefly explain)

[8]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7420.70]{.underline}

Average State Per Pupil Expenditure: [\$7690.98]{.underline}

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

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

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

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       11        22                     **33**       **7**                             

  **1**       15        16                     **31**       **8**                             

  **2**       10        10                     **20**       **9**                             

  **3**       19        15                     **34**       **10**                            

  **4**       18        12                     **30**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   148\*
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\*This number does not include 19 four year old students and 6 three
year old students.

6\. Racial/ethnic composition of [100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

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

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

  **(2)**     Number of students who transferred 9
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        22
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    159
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.138
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    13.8
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [76]{.underline} %

[113]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [31]{.underline} %

[46]{.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.

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

[0]{.underline} Deafness [1]{.underline} Other Health Impaired

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

[0]{.underline} Hearing Impairment [29]{.underline} Speech or Language
Impairment

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

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

[\_2\_\_]{.underline}Gifted [\_ 5\_]{.underline} Preschool Special Needs
(Kindergarten Students)

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 [8]{.underline} [0]{.underline}

Special resource teachers/specialists [4]{.underline} [5]{.underline}

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [5]{.underline} [0]{.underline}
>
> Total number [20]{.underline} [6]{.underline}

12\. Average school student-"classroom teacher" ratio:
[21:1]{.underline}

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 93.81       93.20       94.34       94.70       94.47

  Daily teacher attendance 95.20       95.20       96.20       95.60       95.90

  Teacher turnover rate    0%          11%         5%          5%          11%

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

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

**PART III -- SUMMARY**

**Provide a brief, coherent narrative snapshot of the school in one
page. Include at least a summary of the school's mission or vision in
the statement.**

Frametown Elementary School sits on a knoll overlooking the heart of the
community. A small, rural school with a current enrollment of 173
students from preschool through fourth grades, Frametown Elementary
School was originally constructed in 1958, with much needed additional
classrooms and a multi-purpose room added in 1971. A single story brick
and block building surrounded by several acres of outdoor "classroom"
space ranging from a T-ball field and playground, to an actual outdoor
classroom, finds students, teachers, parents, and community members all
actively engaged in learning.

The majority of the Frametown Elementary staff lives in Frametown or the
surrounding communities. On average, the typical staff member has ten
years of teaching experience. All of our teachers are committed to
providing our students with the best possible education. Our belief is
that all students must be held to a high level of expectations in order
to prepare for the future. As a staff we research and plan effective
staff development sessions to further improve the educational process
and best meet the needs of our students.

Establishing and developing a solid foundation from which to build, the
mission of Frametown Elementary School is to provide a developmentally
appropriate education to all children from preschool through fourth
grade, affording each child the opportunity to attain maximum growth
physically, academically, technologically, socially, and emotionally.
All resources including parents, the community, businesses,
partners-in-education, and higher education are incorporated to assist
with this mission.

Although we are a small, rural school, we face many of the challenges of
"inner-city" schools located in metropolitan areas. Since many of our
students come from low socio-economic backgrounds, qualify for free or
reduced lunch, and have limited opportunities for cultural experiences,
it is up to the school to provide students with a wide variety of
activities, learning experiences, and field trips. As a result of living
and learning in a depressed area, our school has been named a Title I
School-Wide Project. This designation makes funding available for
staffing in the areas of reading and math. Additionally, much needed
money is available for extra instructional supplies and materials.
Frametown Elementary, as well as all of Braxton County, provides an
opportunity unique to the state in that we have full-time daily
preschool for our four year old children as well as a home-based program
for three year old children. As preschool students are introduced to the
school environment and begin learning reading and math readiness skills,
parents are offered many valuable skills ranging from GED courses to
parenting tips. Our special education programs include instruction for
students with preschool special needs, specific learning disabilities,
mild mental impairments, behavior disorders, speech/language disorders,
visual impairments, as well as counseling and gifted services.

As a school, we offer an after-school tutoring program for students
having difficulty with reading and/or math. This program is fully funded
with a 21^st^ Century Learning Grant and staffed by community
volunteers. Our Parent Teacher Association is vital to fund-raising each
year. This active group sponsors an annual Safe Halloween Party, funds
the school store and the annual fourth grade trip, allocates \$3.00 per
student for each classroom teacher, and assists with the funding of
field trips.

This year, as a result of our Stanford Achievement Test results,
Frametown Elementary received the West Virginia Achieves Award from the
West Virginia Department of Education. Frametown Elementary School was
recognized in all three possible areas: Making Adequate Yearly Progress,
Showing High Achievement, and Making Notable Improvement over the
previous years' test results.

Working together in the home and at school, parents, staff, and students
are successfully bridging the gap between socio-economics and academics.

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

**1. Describe in one page the meaning of the school's assessment results
in reading (language**

**arts or English) and mathematics in such a way that someone not
intimately familiar**

**with the tests can easily understand them.**

The Stanford Achievement Test, Ninth Edition (SAT-9) is administered
annually with the results serving as the framework for the curriculum.
Textbook adoption and supplemental materials, as well as staff
development sessions, are all guided by test results and student needs.
Students' academic strengths and weaknesses on the SAT-9 along with
additional results collected via Compass Learning Basic Skills programs,
the West Virginia Informal Reading and Math Assessments, and the
Accelerated Reading program combine to determine areas for curricular
improvement.

In examining SAT-9 results in reading and math over the past five years,
both third and fourth grade students have shown marked improvement while
the percentage for free and reduced lunch rate has remained steady in
the mid-to-upper 70s. The initial "wake-up" call came in 1999 when third
grade students scored at the thirty-sixth percentile in total reading,
the fifty-fifth percentile in total math, and the forty-eighth
percentile in total basic skills. Fourth grade results were very similar
with students scoring at the forty-sixth percentile in total reading,
the fifty-sixth percentile in total math, and the fifty-third percentile
in total basic skills. It was then the staff redoubled their efforts to
increase student achievement. Collaborative work sessions and research
were done to discern the best methods to increase student learning.

While the classroom make-up of a group of students does change from year
to year, the expectation for high test scores remains the same.
Examining Percentile Mean Scores gives the staff a "snapshot" of student
performance and allows for the determination of specific content areas
that are in need of immediate improvement as well as those that need to
be maintained. From 1999 to 2003 third grade SAT-9 scores increased 105%
in total reading, 53% in total math, and 63% in total basic skills.
Fourth grade SAT-9 scores showed a marked improvement as well with a 61%
increase in total reading, a 50% increase in total math, and a 51%
increase in total basic skills. Individual and Classroom Right Response
Reports allow teachers to see individual concepts that are strengths and
weaknesses. These reports indicate the number of students scoring
correctly on each question of each subtest and pinpoint areas that are
in need of immediate attention.

Beginning in spring 2004, the West Virginia Educational Standards Test
(WESTEST) will be administered throughout West Virginia. This is a
norm-referenced and a criterion-referenced test. It is our expectation
that continued improvement in basic skills will occur.

One can readily see that a wide variety of assessment tools are
implemented at Frametown Elementary to evaluate student progress. Each
assessment is crucial for the success of each and every child. While we
do have a low socio-economic base, the results of all of the existing
assessment tools indicate that there in no significant discrepancy
between students attending Frametown Elementary and any other school
within Braxton County or the state of West Virginia.

**2. Show in one-half page how the school uses assessment data to
understand and improve**

**student and school performance.**

Frametown Elementary School annually administers a variety of
assessments both formally and informally with the results driving the
entire curriculum. The Stanford Achievement Test, Ninth Edition (SAT-9)
is broken down into the following subtests: reading vocabulary, reading
comprehension, total reading, math problem solving, math procedures,
total math, language, spelling, science, social science, total basic
skills, and a complete battery score. As each subtest is analyzed, staff
members determine which areas need the greatest amount of attention as
well as the materials and supplies necessary to improve classroom
instruction.

Another valuable tool of student assessment is the Compass Learning
Basic Skills Program. This skills-based computer program is designed for
individual student pacing in the areas of reading, math, and language
arts. This program monitors student progress and provides a wide variety
of data and reports. One key component of this program is the ability to
individualize the lessons to each student's appropriate grade level.
This valuable option provides remediation and/or enrichment on a daily
basis for students in kindergarten through fourth grades.

A third component in the assessment of our students is the Accelerated
Reading Program. This reading comprehension program is enjoyed by all
students. Students in kindergarten or struggling readers, work with
fourth grade students, parents, or staff to successfully read books and
quizzes. Older students read and assess comprehension independently.
Also a computer-based assessment tool, this program is student
motivated.

The West Virginia Informal Reading Assessment and Informal Math
Assessment are used in grades kindergarten through third to check for
mastery of individual reading and math skills. This assessment provides
key information for each child indicating strengths and weaknesses.
Given three times each year, the results become part of each student's
portfolio.

A final piece of the assessment results relies on the classroom teacher.
Both standardized and teacher-made tests, along with skill checklists,
are used to assess learning in kindergarten through fourth grades.

The process of analyzing evaluation results will always be a valuable
tool. Teachers focus instruction to maximize student learning and
initiate diagnoses and prescriptions for addressing those weaknesses.

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

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

Communication regarding any issue is essential for school success. Prior
to the first day of school, an Open House is held to allow students,
parents, and staff members to become familiar with school and teacher
expectations for the year. Students in grades preschool through first
receive a parent folder. This folder is sent home each evening with
important announcements along with reading assignments. This folder must
be signed nightly. Assignment books used for students in second through
fourth grades allows daily communication between the teacher and the
parent. Additionally, all students take home a weekly packet with
completed assignments. This packet also must be signed by the parent.

During the school year progress reports are sent home at the end of each
marking period. Additionally, mid-term reports are sent home between
marking periods to keep the parents informed of academic progress or
problems. Parent-Teacher Conferences are scheduled each fall and spring
for parents and teachers to discuss issues involving their students. As
the need arises, parents are invited to participate in Student
Assistance Team meetings. These meetings include the classroom teacher,
the Title I teacher, the special education teacher, the principal, and
the parent. These meetings are designed to offer intervention strategies
in the classroom and home for the student to boost his/her academic
performance, as well as planning for further evaluation if necessary.

SAT-9 and West Virginia Writing Assessment results are analyzed and
shared among staff, parents, and students. Each parent annually receives
the West Virginia Report Card issued by the West Virginia Department of
Education. This document compares the school to other schools in the
county and the state. Parents are encouraged to examine this report and
share it with all family and community members. The report is also
published in the local newspapers.

Additional communication is also maintained with a monthly
student-written newsletter, a master calendar, monthly calendar updates,
and articles/current events published in the local newspapers. Community
members are invited to participate in the annual Appalachian Heritage
Festival, the Halloween Community Event, the Thanksgiving Dinner, the
21^st^ Century After School Tutoring Program, special presentations, and
the parent volunteer program.

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

When people work together and attain a goal, there exists not only a
feeling of satisfaction at a job well done but also a desire to share
the knowledge. Upon successfully gaining recognition as a No Child Left
Behind National Blue Ribbon School of Excellence, the staff will make
themselves available for sharing any ideas, including instructional
strategies, parent involvement, student motivation, and technology
integration, that have allowed the students of Frametown Elementary to
bridge the gap between academic success and low socio-economics to
become a high achieving school.

Continuing to do "what works" is what the staff of Frametown Elementary
is all about. If one teacher has an idea/strategy that works, it is
shared. The school is currently piloting a 21^st^ Century Learning Grant
After-School program for students struggling with reading and/or math.
Participants are also provided a much needed nutritious snack. This
program is staffed by local community members, school staff, and high
school students. With the success of this program, the administration
will share key components that will enable other elementary schools to
replicate the program.

A team approach to educating children is the one concept that the staff
of Frametown Elementary would readily share with everyone. Our staff
knows the value of collaboration and is willing and able to spread this
message to our colleagues throughout the area. Educators are welcome to
observe our programs in action.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Describe in one page the school's curriculum. Outline in several
sentences 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.**

The state of West Virginia has developed Content Standards and
Objectives (CSOs) that provide the driving force for the school's
curriculum. These CSOs give direction for each academic subject at each
grade level and provide the framework from which to work toward the
goals and high expectations for Frametown Elementary students. With each
academic subject, a scope and sequence by grade level follows a logical
learning sequence with accelerating levels of difficulty according to
Bloom's Taxonomy.

Regardless of the academic area, student success in reading is crucial.
Frametown Elementary uses SRA [Open Court Reading]{.underline}, a
phonics-based approach for reading instruction. This program which
incorporates language and writing skills, allows learners to "build a
bridge" between pictures, sounds, and letters to actually reading. While
this series meets all of the state required mandates, instructional
materials in language and spelling are used to supplement this approach.
Teaching morphographic spelling along with the parts of speech, sentence
and paragraph writing and other grammar skills enhance student
performance in throughout the curriculum. Staff members are constantly
seeking research-based materials to implement for further enhancement of
reading, the cornerstone of the curriculum.

Writing across the curriculum is also a daily component of the
instructional process. Encouraging students to write in areas such as
math, science and social studies as well as all other areas of the
curriculum is essential to good writing. With the implementation of
graphic organizers, the writing process is streamlined and allows
students to express themselves in a logical progression.

Math instruction focuses on problem solving and procedures. A wide
variety of strategies and materials are incorporated into daily
instruction to maximize learning. Manipulatives are used for hands-on
learning. Small group instruction is implemented each afternoon to focus
on key concepts. Drill and practice activities are completed each day to
improve skill levels.

Instruction in social studies focuses on basic concepts regarding the
country and world around us. The main content of science instruction
emphasizes the environment and how it relates to the plants and animals.
Each year students continue to build on knowledge previously learned
utilizing scope and sequence. Annually Frametown Elementary School
sponsors both social studies and science fairs to spark student interest
in these subject areas.

The arts are a vital part of instruction. Art and music are often
incorporated into core subjects such as reading, math, science, and
social studies. The school sponsors special guests that afford students
the opportunity to experience the arts first-hand.

Physical education is a valuable component of the curriculum. Building
skills for the Presidential Physical Fitness Test, improving both fine
and gross motor skills, providing instruction on current nutrition and
health topics, and discussing issues relating to character education are
some of the areas of concentration.

While at present there is no formal instruction in foreign languages,
multicultural activities that involve language, art and music are
regularly offered in individual classrooms as well as school-wide
assemblies.

The staff is engaged in an on-going process to make available to the
students the best textbooks, materials, lessons, and instruction for all
core subjects.

2.  **Describe in one-half page the school's reading curriculum,
    including a description**

> **of why the school chose this particular approach to reading.**

It is the belief at Frametown Elementary School that reading is the
cornerstone for all academic success. Without success in reading, all
other areas of the curriculum are forfeited. Beginning at the age of
three, students begin to become familiar with picture-word association.
Pictures, objects, and words are associated to forge the framework for
reading. By kindergarten, students are combining letters and sounds to
form words, sentences, and actually reading. Our basic reading program
is phonics-based SRA [Open Court Reading]{.underline}. This series is
complimented with SRA Spelling Mastery in grades first through fourth.
Additionally, an independent language arts series by
Macmillan/McGraw-Hill introduces and reinforces necessary language
skills.

The SRA [Open Court Reading]{.underline} series incorporates five core
elements to provide maximum learning. Phonemic awareness, specific
phonics instruction, vocabulary and building background knowledge,
language skills, and comprehension strategies. Research throughout the
years has shown that approximately eighty percent of all elementary
students will successfully learn to read with a phonics-based program.
Students struggling with this approach begin learning with the sight
word method at the beginning of second grade. Additional time is also
spent with the Title I teacher to further ensure success.

Key early education staff has received training in a pilot phonemic
awareness program. At-risk kindergarten and first grade students are
targeted for additional instruction. This program has been effective in
increasing pre-reading skills as evidenced by pre- and post-assessment.

Another key piece of the reading puzzle is the Accelerated Reading
Program. This research-based program has allowed students to make
positive gains in reading comprehension. As students complete stories or
books and take quizzes, they see immediate results. Points are
accumulated based on the difficulty of the stories and rewards are
afforded each student. Parents are kept up-to-date on student progress.

Approaching reading with a variety of tools and strategies allows
students at Frametown Elementary to become lifelong readers and
learners.

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

Frametown Elementary School has determined its mission is to provide all
students with a developmentally appropriate education affording each
child the opportunity to attain maximum growth physically, academically,
technologically, socially, and emotionally. While reading is the number
one priority of the staff, the academic area of math is a close second.

While math ranges from number recognition to a wide variety of advanced
courses, it is an essential component for everyday living. Students
begin in preschool associating numbers with manipulatives and continue
to build upon these skills as they progress through the grades. Students
must be good problem solvers to be successful in other academic areas.
At Frametown Elementary we use the [Math Advantage]{.underline} series
published by Harcourt Brace. One supplement to this series is the
Compass Learning Basic Skills math component. Offering students lessons
from math readiness to higher level thinking skills, this student-paced
program provides enrichment and remediation activities. Teachers also
incorporate [Drop in the Bucket Math]{.underline}, and [Mad Minute
Math]{.underline}. Each program is a skill building program for students
in first through fourth grades. While [Drop in the Bucket
Math]{.underline} focuses on previously taught skills, [Mad Minute
Math]{.underline} is a daily math facts drill.

During the 2003-2004 school year, "Mountain Math" has been implemented
in kindergarten with funds currently allocated to purchase another
computer-based, student-driven program [Math]{.underline} [in a
Flash]{.underline}. With staff constantly researching and examining the
best teaching materials available, students will continue to improve
their essential skills and knowledge base in the curriculum area of
mathematics.

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

**student learning.**

The staff of Frametown Elementary School incorporates a wide variety of
instructional strategies to improve student learning and ensure academic
success. Staff members strive to remain current with research, seeking
strategies that address the multiple intelligences of its learners
through direct instruction, hands-on learning, cooperative groups, and
computer-based programs. The staff carefully balances daily instruction
in an effort to meet the diverse needs of the students.

One instructional method for which Frametown Elementary School received
a commendation during the West Virginia Office of Performance Audits was
the modified block schedule for daily remediation and/or enrichment.
This strategy, unique to Frametown Elementary School, concentrates on a
specific skill or concept. During this time students are divided into
small groups allowing for more individualized instruction.

Another instructional method which has proven effective in raising
spelling scores is the [SRA Spelling Mastery]{.underline} program. A
waiver has been approved through the West Virginia Department of
Education for this direct instruction approach to spelling. This program
utilizes specific rules in association with sounds, blends, and word
parts.

As a participant in the Foster Grandparent Program, at-risk students
spend time four days each week reading orally to a senior citizen. This
program not only helps our students, but affords an elderly member of
the community the opportunity to spend time with children.

Through formal and informal assessments, teachers can determine whether
a particular instructional method is effective. If a student or students
are not grasping the material as presented, the teacher has the
flexibility to offer instruction in a different modality.

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

**on improving student achievement.**

> Professional development provides all staff members the opportunity to
> acquire
>
> knowledge and skills that relate to the successful implementation of
> the mission and goals of the school. Being committed to delivering the
> highest quality education possible, the annual staff development plan
> is designed with all student needs in mind.
>
> The Faculty Senate determines and prioritizes staff development needs
> and plans when these sessions will be conducted. Analysis of the
> Stanford Achievement Test results is always the primary emphasis and
> is scheduled as the first session held at the school when the school
> term begins. Additional topics planned always include training and/or
> instruction with student writing, staff and student technology issues,
> updating the Unified School Improvement Plan, and consultation with
> textbook representatives to become acclimated with the scope and
> sequence of recently adopted materials.
>
> Frametown Elementary School's staff development plan is always
> designed with the improvement of student instruction as the number one
> priority. While school is in recess for the summer, teachers attend
> conferences and training sessions to sharpen skills and gather
> valuable knowledge. Staff may also take advantage of professional
> leave opportunities throughout the academic year. Staff members then
> implement knowledge gained through professional development in their
> own classrooms as well as share that information with school and
> county colleagues.

**[ASSESSMENT DATA]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [3]{.underline} Test [Stanford Achievement Test, Ninth
Edition]{.underline}

Edition/publication year [1996]{.underline} Publisher [Harcourt Brace
and Company]{.underline}

Number of students in the grade in which the test was administered [See
chart below.]{.underline}

Number of students who took the test [All students took the
test.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups were]{.underline}

[excluded.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ----------------------------- -------- --------------- -------- --------------- -------- --------------- -------- --------------- -------- ---------------
                                         **2002-2003**            **2001-2002**            **2000-2001**            **1999-2000**            **1998-1999**

  **Testing month**                      **April**                **April**                **April**                **April**                **April**

  **SCHOOL SCORES**                                                                                                                          

  **Total Score: Total Basic             **78**                   **70**                   **66**                   **61**                   **48**
  Skills**                                                                                                                                   

  **Number of students tested**          **27**                   **29**                   **25**                   **32**                   **22**

  **Percent of total students            **100**                  **100**                  **100**                  **100**                  **100**
  tested**                                                                                                                                   

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

  **Percent of students                  **0**                    **0**                    **0**                    **0**                    **0**
  excluded**                                                                                                                                 

  **SUBGROUP SCORES**                                                                                                                        

  **1.[Total                    **74**                   **57**                   **57**                   **49**                   **36**   
  Reading]{.underline} (specify                                                                                                              
  subgroup)**                                                                                                                                

  **Number of students tested** **27**                   **29**                   **25**                   **32**                   **22**   

  **2.[Total Math]{.underline}  **82**                   **83**                   **75**                   **73**                   **59**   
  (specify subgroup)**                                                                                                                       

  **Number of students tested** **27**                   **29**                   **25**                   **32**                   **22**   

  **3.[Total                    **75**                   **71**                   **66**                   **58**                   **50**   
  Language]{.underline}                                                                                                                      
  (specify subgroup)**                                                                                                                       

  **Number of students tested** **27**                   **29**                   **25**                   **32**                   **22**   

  **4.[Complete                 **80**                   **68**                   **62**                   **58**                   **46**   
  Battery]{.underline} (specify                                                                                                              
  subgroup)**                                                                                                                                

  **Number of students tested** **27**                   **29**                   **25**                   **32**                   **22**   
  ----------------------------- -------- --------------- -------- --------------- -------- --------------- -------- --------------- -------- ---------------

**[ASSESSMENT DATA]{.underline}**

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

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level, and place it on
a separate page.

Grade [4]{.underline} Test [Stanford Achievement Test, Ninth
Edition]{.underline}

Edition/publication year [1996]{.underline} Publisher [Harcourt Brace
and Company]{.underline}

Number of students in the grade in which the test was administered [See
chart below.]{.underline}

Number of students who took the test [All students took the
test.]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[No groups were]{.underline}

[excluded. .]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

  ----------------------------- -------- ----------- -------- ----------- -------- ----------- -------- ----------- -------- -----------
                                         2002-2003            2001-2002            2000-2001            1999-2000            1998-1999

  Testing month                          **April**            **April**            **April**            **April**            **April**

  **SCHOOL SCORES**                                                                                                          

  Total Score: Total Basic               **80**               **70**               **67**               **52**               **53**
  Skills                                                                                                                     

  Number of students tested              **32**               **23**               **31**               **22**               **23**

  Percent of total students              **100**              **100**              **100**              **100**              **100**
  tested                                                                                                                     

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

  Percent of students excluded           **0**                **0**                **0**                **0**                **0**

  SUBGROUP SCORES                                                                                                            

  1.[Total Reading]{.underline} **74**               **63**               **58**               **40**               **46**   
  (specify subgroup)                                                                                                         

  Number of students tested     **32**               **23**               **31**               **22**               **23**   

  2.[Total Math]{.underline}    **84**               **80**               **75**               **62**               **56**   
  (specify subgroup)                                                                                                         

  Number of students tested     **32**               **23**               **31**               **22**               **23**   

  3.[Total                      **84**               **66**               **69**               **54**               **56**   
  Language]{.underline}                                                                                                      
  (specify subgroup)                                                                                                         

  Number of students tested     **32**               **23**               **31**               **22**               **23**   

  4.[Complete                   **76**               **62**               **61**               **51**               **55**   
  Battery]{.underline} (specify                                                                                              
  subgroup)                                                                                                                  

  Number of students tested     **32**               **23**               **31**               **22**               **23**   
  ----------------------------- -------- ----------- -------- ----------- -------- ----------- -------- ----------- -------- -----------