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

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

**Cover Sheet**

Name of Principal [Dr. Vicki Renee´ Brown]{.underline}

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

Official School Name [Alma J. Brown Laboratory Elementary
School]{.underline}

(As it should appear in the official records)

School Mailing Address [300 Ralph Jones Drive]{.underline}

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

[Grambling Louisiana 71245-2135]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(318)274-3118]{.underline} Fax [( 318)274-3824]{.underline}

Website/URL [www.gram.edu](http://www.gram.edu/) E-mail
<brownvr@gram.edu>

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 [February 9, 2004]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Andolyn B. Harrison]{.underline}

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

District Name [Grambling State University]{.underline} Tel. [( 318 )
274-2231]{.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

(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: \_\_\_\_\_ Elementary schools
(K-8)

\_\_\_\_\_ Middle schools (6-8)

\_\_\_\_\_ Junior high schools (7-8)

\_\_\_\_\_ High schools (9-12, K-12, & 7-12)

> \_\_\_\_\_ Other (Briefly explain) (Neglected & Delinquent
>
> School)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. 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**       21        15                     36           **7**                             

  **1**       11        16                     27           **8**                             

  **2**       13        18                     31           **9**                             

  **3**       15        12                     27           **10**                            

  **4**       9         12                     21           **11**                            

  **5**       15        20                     35           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   177
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % 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:
\_\_\_\_\_\_\_\_%

> (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 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        10
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    177
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .06
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6.0
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

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

\_\_\_\_\_\_\_\_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: \_\_\_\_\_\_\_\_%

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

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

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

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

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) \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

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

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

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

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 95.7        99.1        98.9        99.2        98.7

  Daily teacher attendance 95.7        95.0        95.7        95.7        97.0

  Teacher turnover rate    25%         47%         24%         28%         6%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

The teacher turnover rate is calculated by a percentage ranging from a
high of 95% in 2001-02 to a low of 6% in 1998-99. The high percentage
(i.e. 25% in 2002-03, 47% in 2001-02, 24% in 2000-01, and 28% in
1999-00) is due to several factors. They include:

-   A large number of teacher retirement in 2001-02.

-   Several teachers relocated with their families.

-   Some teachers moved to higher positions in the system.

    **PART III ‑ SUMMARY**

Alma J. Brown is located primarily in rural North Louisiana, with three
(3) major universities located within approximately 34 miles of each
other. Specifically, the school is located in the piney hills of north
central Louisiana on the campus of Grambling State University (GSU),
Grambling, Louisiana. The school is in a neighborhood of working class
families, mostly African Americans.

The school is operated under the administration of GSU, and its
existence spans from the early 1900's. Alma J. Brown is a department of
the College of Education (COE) at Grambling State. The official,
professional education unit is the COE. The mission, goals, and
objectives of the COE mirror the original mission of the University to
improve the quality of life for students and surrounding communities.
The primary mission of the departments of the COE is more specific: The
preparation of teachers and other school personnel to educate a K-12
student population that is increasingly diverse in terms of ethnicity,
language, socioeconomics, ability levels, religion and sexual
orientation. The mission of Alma J. Brown is all stakeholders will
prepare all students to achieve academic success. The chief
administrative officer of the unit is the Dean of the College.
Responsibility for policies for governance, programs, admission and
retention of students as well as faculty selection and development is
shared among the appropriate advisory and decision-making bodies within
the College, the Dean and the faculty. It is the primary role of the
school to provide a quality education for all students. To that end, AJB
maintains a close relationship with the students and community. The
school community is actively involved in the school through the
Parent-Teacher Association (PTA), the Reading Is Fundamental Program,
and through active visits to the parent center, classrooms, and school
activities. Community organizations support our school's programs to
include sororities and fraternities, social clubs, etc. They sponsor
read-ins, assist in tutoring, serve as classroom volunteers, etc. Local
churches, civic clubs, and school clubs from the surrounding
universities also provide assistance.

Alma J. Brown Elementary is open to kindergarten through fifth grade
students in Lincoln Parish and surrounding parishes to include Union,
Bienville, and Jackson. The present enrollment is 177 students (100%
African-American). Of the total enrollment, 75 percent of the students
participate in the free and reduced lunch program. AJB also maintains a
high level of student attendance.

A strong rapport exists among faculty, staff, administration, students
and the community. The average teacher/pupil ratio is 15:1. There are 18
faculty members at AJB. The faculty includes the principal, curriculum
coordinator, building coordinator, teachers, librarian, and counselor.
The staff consists of the secretary, bus drivers, a part-time custodian,
and cafeteria personnel. Of the faculty, more than 99% have a Master's
degree or higher. All faculty members are active members in at least one
professional organization to include: the Association of Curriculum and
Development (ASCD), International Reading Association (IRA), Phi Delta
Kappan (PDK) and National Association of Laboratory Schools (NALS). Each
faculty member is also a member of the association's state and local
chapters, where some hold key offices. Student learning is enhanced
because the teachers are involved in current professional activities.
Many faculty members at the school have presented at conferences from
the local to international areas. Eighty-three percent of the faculty
have taught ten (10) years or more. From Fall 2001 to Fall 2003, Alma J.
Brown's school performance score increased 13.9 points; therefore,
receiving a growth label of Exemplary Academic Growth.

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

1\. Students at Alma J. Brown are administered two assessments in the
Louisiana Educational Assessment Program. In 4^th^ grade, students are
administered the Louisiana Educational Assessment Program for the 21^st^
Century (LEAP 21) to measure how well one has mastered the state content
standards. LEAP 21 tests measure knowledge and skills in English
language arts, math, science, and social studies to see whether the
student knows enough to move to the next grade. In Louisiana, students
must pass the English Language Arts and Math tests to be considered for
promotion to the next grade. At the 4^th^ grade level, students must
have scored at least at the approaching basic level or above in English
language arts and mathematics. There are five achievement levels which
include from highest to lowest: 1) Advanced, 2) Mastery, 3) Basic, 4)
Approaching Basic, and 5) Unsatisfactory. Students in grades 3 and 5 are
administered the Iowa Tests of Basic Skills (ITBS), which comprises the
state's norm-referenced testing program.

Fourth grade students are tested on six standards in English language
arts and mathematics. In English language arts, the standards and the
percent of items correct are: 1) read, comprehend, and respond at 64%,
2) write competently at 69%, 3) use conventions of language at 81%, 4)
locate, select, and synthesize at 69%, 5) read, analyze, and respond to
literature at 64%, and 6) apply reasoning and problem solving skills at
56%. In mathematics, the standards and percentage of items correct
are: 1) number and number relations at 70%, 2) algebra at 64%, 3)
measurement at 78%, 4) geometry at 63%, 5) data analysis, probability,
and discrete math at 64%, and 6) patterns, relations, and functions at
74%. Clearly, these percentages indicate that fourth grade students at
Alma J. achieved above average (50%) on all the standards on the LEAP
21.

The Iowa test measures skills and standards that are important to
academic growth across the elementary curricula. Specifically, students
are tested in reading, language, mathematics, social studies, science,
and sources of information. These tests are norm referenced and our
school uses the data to evaluate student, school, and district
performance. The scores are presented in percentages and are also
helpful to plan instructional programs and to enhance educational
opportunities for all students. These tests compare the performance of
the students to the performance of students nationally. Alma J. Brown
also receives a district and state report that indicates how our
students compare with other students in our region.

The most recent years results reveal that the percentage of students
meeting the standard (Basic achievement level) was higher than the state
average in all areas (English Language Arts, Mathematics, Science,
Social Studies). For the 2003 school year, student performance exceeded
the state performance. The majority of the fourth grade students scored
Basic or above in English Language Arts and Mathematics, which means
most fourth grade students at AJB perform at on average or above level
in these subjects.

Through Whole Faculty Study Groups (WFSG), the faculty prioritized the
curriculum needs based on an analysis of test data. They concluded that
the instructional needs would target four areas (i.e. problem solving,
higher order thinking skills, comprehension and vocabulary) in all
grades, all subjects.

2\. In an effort to maintain a high level of instruction that prepares
all students to achieve academic success, the school uses assessment
data to understand and improve student and school performance. Student
and school performance data were analyzed and used to identify strengths
and weaknesses of students and school programs. Teachers and
administrators used the data to prioritize needs, plan changes in the
curriculum, modify teaching techniques, and to develop effective
strategies to address individual students' academic weaknesses and build
upon students' strengths.

Assessment data was also used as a diagnostic tool to improve teaching
and learning. We were able to establish goals, identify and establish
goals, identify trends, revise school improvement plan, devise action
plan and re-direct staff development, and provide academic intervention.

Academic interventions were provided for identified students in their
area of weaknesses via individualized instruction, after school
tutoring, extended day/week, Ivy Reading Academy, and summer enrichment
programs. Academic programs and activities were also held for "high
achievers" to include extended day/week sessions, mini-camps, after
school tutoring sessions sponsored by business and civic partners, etc.

Assessment data enable schools to determine progress and address
specific student needs. To improve student performance, schools must
know what students are learning and not learning in order to prepare
them academically for their future. Thus, the teachers are constantly
designing and teaching lessons that integrate different curriculums to
be assured the weak areas are consistently emphasized. The faculty also
shares and demonstrates how lessons are related to the academic
standards. In addition, they de-brief professional articles that suggest
research-based strategies that can be incorporated to meet our student's
needs, as well as investigate ways to increase the joy of learning.

In summary the following steps were taken: 1) data analyzed; 2)
strengths and limitations identified; 3) needs prioritized; 4) action
plan devised with strategies and academic interventions. The plan was
implemented with expert voices providing and modeling effective
strategies to promote academic success for all students.

3\. The school communicates student performance, including assessment
data, to parents, students, and the community on a regular basis. There
are many procedures used to communicate the information to parents,
students, and the community. For example, we communicate through
Parent/Teacher conferences, sending progress reports per mid-six weeks,
issuing report cards per six weeks, holding parent awareness
meetings/conferences about ITBS/LEAP scores, submitting information to
local newspapers such as Principal's List/Honor Rolls, etc., through
sending signed classwork/test papers home to parents, sending home
weekly reports to parents, making personal phone call to parents by
teachers and the staff, through holding Parent/Teacher/Student
conferences, in Annual Parent Night (i.e. Open House), through periodic
parent meetings held in individual classrooms, in monthly PTA meetings,
holding workshops and test awareness sessions for parents to help
prepare students for the IOWA and LEAP 21 tests, through
workshops/in-services for faculty and staff, consistent reporting of
Parent letters informing parents of skills taught, test dates, and other
important dates and activities, through school meetings, public forums,
and in most all programs where students and parents attend. The state
department also sends pamphlets/brochures, workbooks, and provides a
website that we use to highlight student and school performance. We also
disseminate information about state assessments through these
communications.

4\. Alma J. Brown will share its successes with other schools through
various ways. Open forums will be held to provide others with techniques
and strategies used to increase student performance. District level
meetings and staff development sessions will be held throughout the year
to keep all stakeholders abreast of ongoing student performance. The
media is a powerful resource to use in an effort to allow all
stakeholders the opportunity to read and perhaps join us as we showcase
effective teaching -- learning strategies we use to improve students
academically. Local radio and television stations will broadcast our
achievements through student, parent, and teacher participation.
Laboratory school teachers will go to other local school sites, when
applicable to showcase their instructional techniques. Teacher and
administrators will also participate in local, state, district, regional
and national conferences, presenting effective programs and strategies
that were used to promote high school performance. Teachers also will
provide mini-teaching lessons to university students in education at
local universities. They also will allow visitors to their classrooms at
anytime to observe effective teaching and learning situations.

The public is able to witness Alma J. Brown teachers do the
following: 1) adjust teaching methods to students' learning styles, 2)
establish classroom environments that actively involve students in
learning, 3) teach content through real-world applications, 4) teach to
each other lessons that integrate different curriculums, 5) examine a
compilation of evidence of student success, and 6) raise expectations
for student achievement. Through these observations of teachers'
instructional delivery, the public is able to see outstanding practices
in classrooms across grade levels that prepares all students for
academic success.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Alma J. Brown Elementary School curriculum is designed to offer
students specialized programs that go beyond the basic subjects. The
curriculum thrust is based upon the assumption that future success will
depend upon the learner's ability to manage information and think
critically while considering alternatives in the solution of problems.
Students are firmly grounded in discovery learning which facilitates
logical reasoning and problem solving, beginning at the kindergarten
level. The kindergarten curriculum is informal in nature with
teacher-directed and student-initiated activities. It is planned to meet
the developmental needs of young students. All teachers use a guide,
i.e., the Louisiana Content Standards Document, for the improvement of
teaching and learning. The guide carefully presents teaching objectives,
activities, assessment items, teaching materials, high standards, real
life applications, and high stakes learning. The document is used in
conjunction with textbooks and other teaching materials. The correlation
among the resource materials is important in the teaching of our
school's curriculum. Teachers have the flexibility to merge and
sequence, but the curriculum alignment was the primary purpose for Alma
J. Brown's commitment to use the Standards document. The alignment
process of the document is ongoing. The teachers and the curriculum
coordinator make yearly updates as they deem appropriate. Assessment is
another key component of the alignment process. The state's criterion
referenced test are drawn from this document. Therefore, we feel we have
a good match between what is taught and what is assessed. The curriculum
includes many hands-on activities and experiences for self-directed
learning, and students are provided opportunities to acquire, strengthen
and extend skills in oral and written communication.

Critical thinking skills and higher order thinking are taught and
encouraged. Teachers use questions based on Bloom's Taxonomy. In grades
K-3, teachers provide instruction in a self-contained setting with the
exception of third grade social studies. K-3 curriculum offerings are
reading, spelling, language, handwriting, math, science, social studies,
computer literacy, library science, and health/physical education. Other
programs include K-3 initiatives Johnny Can Spell, Johnny Can Write,
Daily Oral Language and Math, etc. The upper levels (grades 4 and 5) are
departmentalized into a seven-period schedule which offers reading,
English language arts, math, science, social studies, computer literacy,
library science, health/physical education, and Spanish. An articulated
elementary Spanish program is provided for students in grades 4 and 5
who meet academic requirements, as identified by the Louisiana
Department of Education (LDE). Art is integrated throughout the
curriculum. Students are provided opportunities for artistic thinking
and expression through participation in real-life projects, creating
sketches, making diagrams, maps, and drawings, as well as dancing,
singing, and acting. The gifted program in our curriculum offers
additional resources to those students who have met the criteria. These
criteria are also identified by the LDE. A variety of student clubs and
organizations (i.e. Abbit, pace, Library Club, Junior Beta Club, 4-H
Club, etc.) help broaden the scope of student participation.
Kindergarten students participate in the Touch-A-Cop program, through
the Ward Marshal's Office of Lincoln Parish, and fifth grade students
participate in the Drug Awareness Resistance Education (D.A.R.E.)
program (sponsored by the Lincoln Parish Sheriff's Department), as well
as, the Bank at School and Project USTARS (Using Science Talents and
Abilities to Recognize Students). Counseling services are also provided
in whole class settings, small groups and individual sessions on the
basis of need.

AJB provides every student with the best education to help them grow
intellectually, physically, socially, emotionally, and morally. Through
technology and innovation, the instructional program at AJB advances
teaching and learning in preparation for the twenty-first century and
beyond.

2\. The school's reading curriculum focuses on the whole child and is
centered around Balanced Reading Instruction. The program builds on the
cultural and linguistic diversities that students bring to the
classroom. We embrace the research that purports the need to make real
life connections between and across subject areas. As presented, in the
LA Content Standards document, we chose a reading curriculum that is
embedded in the state's mission to enable all students to become
lifelong learners and productive citizens for the twenty-first century.
It is believed that the core components of AJB's reading program
includes the development of language and thinking skills, as well as
phonological awareness, phonics, decoding, word recognition, guided
instruction/guided reading, integrated language arts and curricula
connections that require students to extend their learning.
Specifically, as we expose students to this rigorous reading curriculum,
we expect them to demonstrate an expanded definition of literacy. All of
the students, teachers, including parents and resources in the community
provide for our school's complete reading program. Put simply, our
students should not only demonstrate knowledge and application of
subject matter but also the ability to use technology. Throughout the
child's reading experiences in grades K-5, students are engaged in
reading, writing, speaking, listening, viewing and visually
representing. Evidence of these skills are seen throughout the
classrooms as balanced literacy activities/techniques such as, read
alouds, integrative reading, shared reading, independent reading and
writing, etc. are key components in the curriculum. These skills are
integrated and support each other as they are learned/mastered, then
used. A basal reading program is a supplement to our reading curriculum,
the school uses a variety of other reading materials where learning and
reading centers are evident throughout the K-5 classrooms.

3\. Mathematics is another major curriculum area that AJB has focused on
as a top priority. Through Whole Faculty Study Groups (WFSG) teachers
analyzed school test data and found that four area, i.e. problem
solving, higher order thinking skills, vocabulary and comprehension
could be addressed to continue improving test scores in all subject
areas. Through focus groups, teachers, administrators, and expert voices
share and model research, activities and student samples as it relates
to the four focus areas. Motivating, standards-based, technology-rich
lessons and activities are critical in their planning and each core area
teacher demonstrates how problem solving, higher order thinking skills,
vocabulary and comprehension can be applied in their lessons. Meetings
are held regularly where tips and ideas are shared, assessment
techniques discussed, students' work analyzed, etc. Teachers have voiced
the advantages of focusing on mathematics more this year. They see fears
removed from children and more enjoyment and interest to perform math
tasks. This new focus has caused the whole school to move from
memorizing math facts, computing page after page of sums, differences,
products, and quotients, to witnessing students experience a joy for
learning math. Children have a great many opportunities to show their
math abilities and they see how necessary it is to be able to perform
math tasks. The frequent use of manipulatives, concrete materials, and
real-world situations for optimal learning is evident in the math
curriculum and has begun to better prepare all students for success,
which is the school's mission. The world of math at Alma J. Brown
includes children using manipulatives, cooperating in groups,
discussing, questioning, justifying, writing, reasoning, listening, and
investigating, which is connected between and across all subject areas.

4\. Many different instructional methods are used at Alma J. Brown to
improve student learning. As teachers provide instruction, their
teaching methods include role playing, discussion, question and answer
techniques, group work, individual work, hands-on, etc. They strive to
make sure that the learner's attention is sought and that the students
are paying attention during the delivery of the lesson. Students are
often able to get extra help when they need it. Teachers also support
the need to allow students ample time for the performance of tasks. All
teachers are expected to plan lessons with objectives, materials, guided
practice, modeling and assessments indicated. As they teach, they orally
state the objectives to be learned and why. They are expected to
implement strategies to engage students in learning challenging material
in all subjects using real-life situations. At Alma J. Brown, the first
effective instructional strategy employed is defining instructional
expectations. Not only is the learning objective stated, but the
procedures for achieving the learning objective and the criteria/rubric
used to determine the successful achievement are clearly defined for
[all]{.underline} students. Materials and equipment are available and
ready for use and adjustments are made to meet the individual needs of
each learner. Technology is effectively integrated into the lesson when
applicable. All teachers focus and practice on the Best Practice
recommendations on Teaching Reading, Writing, Mathematics, Science,
Social Studies, etc. presented in research by Zemelman, Daniels, and
Hyde, 1998.

In sum, additional instructional strategies include the following: 1)
considering student readiness when planning, 2) carefully selecting
instructional evaluations, 3) making events in lessons have continuity
when teaching, and 4) utilizing repetition effectively and communicating
clearly to students through examples, explanations, descriptions, show
and tell, using multiple approaches, etc.

5\. The school uses one of the most effective research-proven approaches
to reform and change in education as its vehicle to professional
development. The school's professional program involves the whole
faculty in professional study groups. The Whole-Faculty Study groups
(WFSG) process is a step by step practical methodology for the
development of study groups in schools to facilitate school wide change
and enhance learning process and outcomes. The effectiveness of the WFSG
process is based upon the concept that teachers who become more
knowledgeable and skillful will result in higher levels of student
learning.

WFSG and professional growth areas of concentration are based on the
analysis of test data and needs assessments. Once areas of strengths and
limitations are identified, plans for professional growth are
established. Workshops for the faculty are scheduled in the targeted
areas. Expert voices are brought in from the College of Education and
Region VIII Service Center. Region VIII Service Center is a resource
available to schools to aid in areas of professional growth.
Professional growth is used to empower teachers to target student needs.
Curriculum, instructional strategies, and lesson plans are re-aligned to
improve student learning. The professional growth program is extended
through the enrollment of teachers in university classes and membership
in professional organizations.

The goal of the professional development program is to focus the entire
school faculty on integrating effective teaching and learning practice
into the school. The results are increases in teacher content and
knowledge and student learning. Professional development enables
teachers to effectively use new and refined content knowledge,
instructional practices, and materials, to increase student achievement,
and contribute to the overall improvement of the school.

**The Louisiana Accountability System does not disaggregate data for the
Iowa tests. They are only done for the LEAP 21 test for grades 4, 8, 10,
and 11.**

**PART VI -- ASSESEMENT RESULTS**

> **STATE CRITERION-REFERENCED TESTS**

Grade [4]{.underline}

Test [Lousiana Educational Assessment Program for the 21^st^
Century]{.underline}

Edition/publication year [2003]{.underline} Publisher [State of
Louisiana]{.underline}

> Data Table for English Language Arts

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

  Testing month March                                                                

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               83.8        5305        48.8        52.3        52.6

  \% At or Above Proficient          21.6        13.9        4.4         18.1        10.5

  \% At Advanced                     0.0         2.3         0.0         5.0         0.0

  Number of students tested          37          44          45          44          38

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0           0           0           0           0

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [African                                                                       
  Americans]{.underline} (specify                                                    
  subgroup)                                                                          

  \% At or Above Basic               83.8        53.5        48.8        52.3        52.6

  \% At or Above Proficient          21.6        13.9        4.4         18.1        10.5

  \% At Advanced                     0           2.3         0.0         4.5         4.5

  Number of students tested          37          44          45          44          38

  2.[Economically                                                                    
  Deprived]{.underline} (specify                                                     
  subgroup)                                                                          

  \% At or Above Basic               80.0        42.4        40.6        56.5        41.9

  \% At or Above Proficient          20.0        0.8         0.2         14.0        0.6

  \% At Advanced                     0.0         0.0         0.0         5.0         0.0

  Number of students tested          35          35          45          44          31

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               58.2        57.0        60.0        55.0        41.2

  State Mean Score                                                                   

  \% At or Above Proficient          14.1        18.7        15.9        16.0        9.5

  State Mean Score                                                                   

  \% At Advanced                     1.0         3.1         1.2         2.0         1.7

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

> **STATE CRITERION-REFERENCED TESTS, Continued**

Grade [4]{.underline}

Test [Lousiana Educational Assessment Program for the 21^st^
Century]{.underline}

Edition/publication year [2003]{.underline} Publisher [State of
Louisiana]{.underline}

> Data Table for Mathematics

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

  Testing month March                                                                

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               78.4        34.9        31.1        48.0        26.4

  \% At or Above Proficient          8.1         7.0         0.0         23.0        5.3

  \% At Advanced                     0.0         0.0         0.0         5.0         0.0

  Number of students tested          37          44          45          44          38

  Percent of total students tested   100         100         100         100         100

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0.0         0.0         0.0         0.0         0.0

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. [African                                                                       
  Americans]{.underline} (specify                                                    
  subgroup)                                                                          

  \% At or Above Basic               78.4        34.9        31.1        48.0        26.4

  \% At or Above Proficient          8.1         7.0         0.0         23.0        5.3

  \% At Advanced                     0.0         0.0         0.0         5.0         0.0

  Number of students tested          37          44          45          44          38

  2.[Economically                                                                    
  Deprived]{.underline} (specify                                                     
  subgroup)                                                                          

  \% At or Above Basic               76.6        27.3        21.9        48.8        19.3

  \% At or Above Proficient          0.6         0.5         0.0         18.0        0.0

  \% At Advanced                     0.0         0.0         0.0         5.0         0.0

  Number of students tested          35          35          45          44          31

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               57.0        50.7        53.5        49.0        41.2

  State Mean Score                                                                   

  \% At or Above Proficient          15.7        12.5        12.7        12.0        9.5

  State Mean Score                                                                   

  \% At Advanced                     2.6         2.1         1.7         2.0         1.7

  State Mean Score                                                                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

## ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade [3]{.underline} Test [Iowa Tests of Basic Skills -- Language
Arts]{.underline}

Edition/publication year [1996]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month March                                                                                             

  **SCHOOL SCORES**                                                                                               

  Total Score                                     50               76               58                            

  Number of students tested                       19               44               39                            

  Percent of total students tested                100              100              100                           

  Number of students excluded                     0                0                0                             

  Percent of students excluded                    0                0                0                             

  SUBGROUP SCORES                                                                                                 

  1\. [African Americans]{.underline}        50               76               58                                 
  (specify subgroup)                                                                                              

  Number of students tested                  19               44               39                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                        
  (specify subgroup)                                                                                              

  Number of students tested                                                                                       
  ------------------------------------------ ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

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

  **NATIONAL MEAN SCORE**        182.9       200.2       188.1                   

  **NATIONAL STANDARD            N/A         25.2        22.4                    
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

## 

## ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued

Grade [3]{.underline} Test [Iowa Tests of Basic Skills --
Mathematics]{.underline}

Edition/publication year [1996]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month March                                                                                             

  **SCHOOL SCORES**                                                                                               

  Total Score                                     56               52               39                            

  Number of students tested                       19               44               39                            

  Percent of total students tested                100              100              100                           

  Number of students excluded                     0                0                0                             

  Percent of students excluded                    0                0                0                             

  SUBGROUP SCORES                                                                                                 

  1\. [African Americans]{.underline}        56               52               39                                 
  (specify subgroup)                                                                                              

  Number of students tested                  19               44               39                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                        
  (specify subgroup)                                                                                              

  Number of students tested                                                                                       
  ------------------------------------------ ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

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

  **NATIONAL MEAN SCORE**        186.1       187.8       179.2                   

  **NATIONAL STANDARD            N/A         18.8        17.9                    
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

## ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS, Continued

Grade [5]{.underline} Test [Iowa Tests of Basic Skills -- Language
Arts]{.underline}

Edition/publication year [1996]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month March                                                                                             

  **SCHOOL SCORES**                                                                                               

  Total Score                                     70               50               48                            

  Number of students tested                       24               37               38                            

  Percent of total students tested                100              100              100                           

  Number of students excluded                     0                0                0                             

  Percent of students excluded                    0                0                0                             

  SUBGROUP SCORES                                                                                                 

  1\. [African Americans]{.underline}        70               50               48                                 
  (specify subgroup)                                                                                              

  Number of students tested                  24               37               38                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                        
  (specify subgroup)                                                                                              

  Number of students tested                                                                                       
  ------------------------------------------ ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

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

  **NATIONAL MEAN SCORE**        233.9       213.4       211.5                   

  **NATIONAL STANDARD            N/A         22.7        32.1                    
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------

## ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade [5]{.underline} Test [Iowa Tests of Basic Skills --
Mathematics]{.underline}

Edition/publication year [1996]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_\_\_

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

  Testing month March                                                                                             

  **SCHOOL SCORES**                                                                                               

  Total Score                                     58               38               37                            

  Number of students tested                       24               37               38                            

  Percent of total students tested                100              100              100                           

  Number of students excluded                     0                0                0                             

  Percent of students excluded                    0                0                0                             

  SUBGROUP SCORES                                                                                                 

  1\. [African Americans]{.underline}        58               38               37                                 
  (specify subgroup)                                                                                              

  Number of students tested                  24               37               38                                 

  2.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_                                                                        
  (specify subgroup)                                                                                              

  Number of students tested                                                                                       
  ------------------------------------------ ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

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

  **NATIONAL MEAN SCORE**        212.2       203.3       202.6                   

  **NATIONAL STANDARD            N/A         20.1        23.4                    
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------