##### *Revised*

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

*U.S. Department of Education*

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

Name of Principal [Mrs. Caroline Graves]{.underline}

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

Official School Name [Brodhead Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [PO Box 187, 27 School
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Brodhead]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[KY]{.underline}\_\_\_\_\_\_\_\_\_\_[40409-0187]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[Rockcastle]{.underline}\_[511]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
School Code
Number\*\_\_[020]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(606) 758-8512]{.underline} Fax [(606)
758-8514\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.bes.rockcastle.k12.ky.us]{.underline} E-mail
[cgraves@rockcastle.k12.ky.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\* [Mr. Larry Hammond]{.underline}

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

District Name [Rockcastle]{.underline} Tel. ([606) 256-2125]{.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 Mr. Terry Burton

(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 2004-2005 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_\_[3]{.underline}\_\_
Elementary schools

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

\_\_[0]{.underline}\_\_ Junior high schools

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

\_\_[1]{.underline}\_\_ Other (Alternative)

\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[7125]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_[7033]{.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\. [4]{.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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    16        16                     **32**       **7**                             

  **K**       33        32                     **65**       **8**                             

  **1**       28        30                     **58**       **9**                             

  **2**       27        32                     **59**       **10**                            

  **3**       32        31                     **63**       **11**                            

  **4**       38        25                     **63**       **12**                            

  **5**       35        24                     **59**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   399
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [99]{.underline} % White

the students in the school: [\<1]{.underline} % Black or African
American

[\<1]{.underline} % Hispanic or Latino

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

[\<1]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[16]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      34
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      31
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 65
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 399
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided 16
                            by total in row (4)         

  **(6)**                   Amount in row (5)           16%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_[63]{.underline}\_\_\_%

Total number students who qualify: \_\_[259]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_[21]{.underline}\_\_%

\_\_[97]{.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.

\_\_[1]{.underline}\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_[10]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[12]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_Hearing Impairment \_[39]{.underline}\_Speech or
Language Impairment

\_[11\_]{.underline}Mental Retardation \_\_[0]{.underline}\_Traumatic
Brain Injury

\_\_[2]{.underline}\_Multiple Disabilities \_\_[0]{.underline}\_Visual
Impairment Including Blindness

\_\_[2]{.underline}\_Emotional Disturbance

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

    **Number of Staff**

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

Administrator(s) \_\_\_[2]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_[21]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[6]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[10]{.underline}\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[13]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[53]{.underline}\_\_ \_\_\_\_[2]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[20:1]{.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.)

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

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

  Daily teacher attendance   98%         98%         98%         98%         97%

  Teacher turnover rate      1%          2%          1%          5%          1%

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

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

Part III Summary

Brodhead Elementary School is a rural school in southeastern Kentucky,
located in Rockcastle County. We are housed in a four-year-old, state of
the art facility, which is organized into pods of four classrooms. We
have three primary pods (K-3), two intermediate pods (4-5), one pod
containing preschool and special services, and one pod housing
technology and music. Students have access to restrooms and water
fountains within each pod that eliminates wasted time traveling in the
hallways. The pod also contains a large open area that provides the four
classrooms space to combine for various activities relating to their
units of study.

Brodhead Elementary School's staff focuses teaching around a continuous
cycle of curriculum, instruction and assessment. Each one of these areas
is dependent upon the other. This process is time consuming; therefore,
each team of teachers is provided with at least fifty-five minutes of
common planning time. This allows for discussion of instructional
strategies, student progress and discovery of means to differentiate
learning in order to meet the needs of each individual child.

Brodhead Elementary School is fortunate to have the accommodations to
provide special opportunities for students. Each child has technology
instruction in our computer lab as well as piano instruction in our
piano lab. Our music room and gymnasium are not only used to teach music
and physical education, they also are used for the practical living and
arts and humanities instruction.

Brodhead Elementary School's staff, students, parents and community
believe our mission is to provide ALL children, regardless of personal
situations, an equal opportunity to learn and achieve to their highest
potential. We believe that this should include:

> Teaching a core curriculum in a variety of ways that will build
> positive learning experiences to prepare students for middle school
> and for life
>
> Teaching life lessons to children that foster self-worth (pride,
> respect, cooperation and responsibility)

Brodhead Elementary School acknowledges its role in this mission and
will strive to unite students, parents and the community in this effort.
The students will be cooperative, earn and give respect, strive to be
their best and take responsibility.

> We believe this Excellence can be attained if We....

CARE more than others think is wise

RISK more than others think is safe

DREAM more than others think is practical

EXPECT more than others think is possible.

These are all big ideas, some say impossible, but at Brodhead Elementary
School these things have been happening. They have not happened
overnight, but slowly as the bar has been raised, all parties have risen
to new heights. Although the process has been somewhat uncomfortable at
times for teachers and parents, working together we are making this
vision come true.

# Part IV Indicators of Academic Success

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

> The most important component of the Commonwealth Accountability
> Testing System (CATS), in terms of its contribution to a school's
> academic index, is the Kentucky Core Content Test (KCCT). As the name
> implies the Kentucky Core Content Test assesses student mastery of the
> Kentucky Core Content for Assessment, as well as higher order thinking
> and communication skills. One of the most confusing aspects of
> Kentucky's testing system is the difference between the KCCT and CATS.
> The first is the actual test. The second is the accountability system
> that in fact includes the CTBS/5 and KCCT plus other indicators of
> school performance. The KCCT tests fourth graders in reading, writing
> and science and fifth graders in math, social studies, arts and
> humanities, practical living and vocational studies. The CTBS/5 tests
> third graders in reading, language, math, science and social studies.
> The objective of CATS is to have the same goal for all schools,
> proficiency by 2014. CATS is designed to measure progress toward the
> goal. Proficiency is defined as a score of 100 on a 140-point scale.
> Results of testing can be found at
> <http://www.education.ky.gov/KDE/Default.htm>. This test makes up the
> large portion of our accountability. This test also allows for
> students to score above proficient into the distinguished level. There
> are two categories below proficient, novice being the bottom level and
> apprentice being the category between novice and proficient.
>
> In reading, on the KCCT, our school is currently scoring 104 (four
> points above proficiency), with 93.22% of all students scoring
> proficient or better. We have 90.63% of our free and reduced lunch
> population scoring proficient or better with a score of 101. The males
> are scoring 106 with the females scoring 102. Our students with
> disabilities group are too small to calculate a score for (below 10
> students). However, we currently have less than 1% of ALL students
> scoring at the novice level.
>
> In mathematics our school is currently scoring 109 (nine points above
> the goal of proficiency). We have 88.24% of all students scoring
> proficient or above while 85.71 % of students receiving free or
> reduced lunch are scoring proficient or above. Females scored higher
> in this area than males, with a score of 111. The males score was 108.
> Still, both groups are well above proficiency. The free and reduced
> lunch population is scoring above proficiency with a score of 109. Our
> student with disabilities populations was too small to calculate data.
>
> Under the Commonwealth Accountability System (CATS) Kentucky requires
> national norm referenced testing in reading, language arts and
> mathematics for students exiting primary (third grade), sixth grade
> and ninth grade. A national norm referenced test allows comparisons
> between the performance of Kentucky students and the performance of
> students across the country. The test used to meet this requirement is
> the Comprehensive Test of Basic Skills (CTBS). This test is 5% of our
> schools total accountability index.
>
> In reading our students are scoring 71.8%. Our free and reduced lunch
> population scored 69.3%. All other subgroups were statistically too
> small to calculate data. Our math scores school-wide were 72.4%, with
> our free and reduced population scoring 69%. Once again all other
> subgroups were too small to calculate data.

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

> Once assessment data is received at the school, it is disaggregated in
> several ways. First, each intermediate teacher is given the data so
> that he/she can analyze their students' performance in each curricular
> area. This allows for teachers to recognize gaps in instruction.
> However, since many of the teachers have the same students more than
> one year they can look at each student's strengths and weaknesses and
> adjust their educational plan to meet each student's individual needs.
> Second, the data is given to the students former primary teachers who
> analyze the data from both a team and individual perspective. This
> allows the team and the teacher to look for gaps in their instruction.
> Finally, as an entire staff we meet to discuss each individual
> subject. We look at the progress we have made. We find the strengths
> the students demonstrated and reflect on what we did in the classroom
> that produced those strengths. Then we attack the weaknesses. We
> analyze the weaknesses and discuss the possibilities that may have
> produced these weaknesses. We then go back to the core curriculum to
> re-examine in detail what is required of students in each subject
> area. Together we work on a plan, starting from the preschool level,
> on ways to attack the issues. Teachers do not wait until the next year
> to start implementing the plan; they begin immediately adjusting their
> instruction to address the areas of weakness. Since our testing system
> is setup to judge how well the curriculum is being taught, this
> information gives us extensive feedback on what we need to continue
> doing and what we need to adjust or refine.

3.  **[COMMUNICATING STUDENT PERFORMANCE]{.underline}**

> Our school uses a variety of ways to communicate student performance.
> Each school year begins with a "Back To School Night". This allows
> parents and students to become familiar with the facility as well as
> our faculty and staff. Teacher-parent relationships are allowed to
> begin on a positive note. During this session, time is spent going
> over the curriculum that will be taught during the school year. Each
> parent is given a grade level brochure with the curriculum that his or
> her child will be taught. We also share our schools comprehensive plan
> with goals that have been established, by our school council.
>
> Each grading period parents come into the school for a face-to-face
> conference regarding their child's progress. Report cards are not sent
> home. If parents are unable to come into the school, we as a staff
> make home visits. There were many home visits when this process first
> began, but over time face-to-face conferences have become a part of
> our school culture. We have had 100% face-to-face conferences for the
> past seven years. During these conferences we discuss the students
> progress and share their performance on state assessment and on other
> school assessments. The state assessment data is printed in the local
> paper. The Department of Education also sends this data in the form of
> a school report card to all parents.
>
> Weekly newsletters and progress reports are sent home from each
> teacher along with a weekly school newsletter. These include; a
> calendar of upcoming events, yearly instructional goals, strategies
> for helping children in specific academic areas and recognition of
> student performance. Parent workshops are held throughout the year,
> using parent surveys to determine the topic of each workshop.
> School-wide celebrations are held to recognize proficient student
> performance to encourage all students to strive toward proficiency.
> PTA meetings are used to introduce parents to examples of proficient
> student work at different grade levels and in different subjects.

4.  **[SHARING SUCCESS WITH OTHER SCHOOLS]{.underline}**

> Our school has shared our success in a variety of ways with other
> schools. We have had site visits from many schools throughout the
> state. During this time visiting teachers are allowed to observe
> teaching strategies and student participation. To avoid classroom
> interruption, discussions with the classroom teacher are allowed
> during planning time.
>
> We have participated in a research project funded by the Ford
> Foundation and performed by the Prichard Committee for Academic
> Excellence. During this process the foundation chose eight high
> performing, high poverty schools and completed scholastic audits on
> each school. They produced their findings in a report entitled INSIDE
> THE BLACK BOX OF HIGH PERMFORMING, HIGH POVERTY SCHOOLS.
>
> We have had visits from members of our State Department of Education,
> who were compiling data to share with other schools, pertaining to the
> common strategies used in high performing, high poverty schools. We
> also have presented our strategies for success at the Kentucky
> Association of School Councils along with allowing new and upcoming
> teachers to observe, be mentored and even student teach in our
> facility.
>
> Many of our teachers have led professional development sessions for
> others schools in a variety of academic subjects. We also receive
> multiple e-mails from teachers, principals and instructional
> supervisors across the state asking questions about curriculum,
> instruction and assessment. Our staff responds in an effort to share
> successful strategies in all areas.

# Part V---Curriculum and Instruction

1.  **[CURRICULUM]{.underline}**

> Brodhead Elementary School\'s curriculum was designed to inform staff
> and parents of the concepts and goals which students would be taught
> at each level. The standards were developed using National Standards,
> Kentucky's Transformations, Core Content and Program of Studies. This
> curriculum was also designed around Kentucky's six learner goals.
>
> This curriculum is used only in conjunction with developmentally
> appropriate practice in the classrooms. Although the document is
> divided into subject areas, teaching strategies within the classroom
> should be used so that integration of all areas and connections to
> real life use is the norm. These strategies are what help produce high
> levels of learning for all students.

Our Curriculum is as follows:

Reading: Literary, Informational, Persuasive and Practical/Workplace

> Mathematics: Number/Computation, Geometry/Measurement,
> Probability/Statistics and
>
> Algebraic Ideas

Science: Physical Science (which includes object/material properties,
object's

> positions/motions and light, heat, electricity and magnetism) Earth
> and Space Science (earth materials; properties, objects in the sky and
> earth/sky changes) Life Science (organism's characteristics,
> lifecycles of organisms and organism's environment)
>
> Social Studies: Government and Civics, Culture and Society, Economics,
> and Geography and History
>
> Writing: Students learn the writing process and how to apply it over
> time. They are also expected to write on-demand. They write in a
> variety of forms (letters, articles etc.) and for many purposes.

Arts: Music, Dance, Drama/Theatre and Visual Arts

> Practical Living/Vocational Studies: Health, Physical Education,
> Consumerism and Jobs/Careers.
>
> Each class is heterogeneously grouped for all subjects. They are all
> taught the same curriculum no matter what their personal situation may
> be. They may receive extra assistance if they are having difficulty
> with a certain skill, but everyone is taught and expected to master
> the same curriculum. We use looping at our school. Looping allows
> teachers to have the same students for more than one year, therefore
> teachers have a better understanding of what each child has learned
> previously and their individual needs can better be met. This helps to
> eliminate gaps in curriculum and helps students achieve at higher
> levels.

2.  **[READING CURRICULUM]{.underline}**

> Brodhead Elementary School's reading instruction begins with a ninety
> minute uninterrupted reading time each day, with extra time allotted
> to students who are still struggling with reading. Reading is our main
> focus in primary school. We want all students reading at the end of
> first grade, but this had not been happening for many years. We had
> been relying on the Whole Language Approach, and for the average or
> above average student this worked. However, it wasn't working for the
> student who really needed more direct instruction. We spent over two
> years researching best reading practices with the help of Dr. Deborah
> Bott-Slaten, who teaches and is currently the Head of the Department
> of Special Education at the University of Kentucky. During our
> research we relied greatly on the National Reading Panels Report on
> best practices for teaching reading.
>
> We currently teach explicit phonics and phonemic awareness including
> sounds, blending of sounds into words and the leverage of using this
> knowledge for reading and writing. We also develop explicit
> instruction and modeling of comprehension strategies and skills
> instruction. This is balanced with extensive reading of both decodable
> texts to begin building fluency and quality literature coupled with
> reading aloud to students. From the beginning of their school
> experience students experience a wide variety of literacy forms and
> genres in a way that emphasizes reading, writing and learning. All of
> our reading experiences are integrated into thematic studies that
> spark authentic inquiry and research. We believe this helps drive the
> students desire to read.
>
> We also test each individual student, in grades K-3, using DEIBELS
> testing materials. This helps us identify students that are having
> trouble. From that data we give each of these children extra help in
> the areas of need, whether it be building blending and segmentation
> skills or working on fluency and comprehension. Reading is at the
> heart of our schools mission, for without advanced reading skills,
> success in school and success as a contributing member of our society
> will be extremely difficult. If we cannot create readers, we will have
> failed. Therefore we are putting extreme emphasis on explicit reading
> instruction and intervention so that no child is left not reading.
> Using this curriculum we are well on our way to all children reading
> at the end of first grade.

3.  **[WRITING CURRICULUM]{.underline}**

> The Brodhead Elementary School writing curriculum was designed to
> cover all aspects of our state's Program of Studies and Core Content.
> We strive to develop writers who view writing as a strong and vital
> form of communication in which to change, motivate or inspire others.
> In order to be successful in this endeavor, teachers must give
> students valid reasons for writing and students must see the results
> that writing can accomplish. Our students are taught the writing
> process; however writing is not a subject area that is taught
> separately. It is integrated into the areas they are studying in
> class, which makes it become real to the students.
>
> Our school's mission acknowledges that we will teach in a variety of
> ways that will build positive life experiences and that we expect all
> children to learn and achieve to their highest potential. Within our
> writing curriculum and the various forms of writing that are
> presented, students have the choices and opportunities to express
> themselves to any audience and to continually revisit their writings
> as their growth continues. When a child sees the results that a
> writing piece can bring about, whether a change in the school or
> community or a published piece in a local paper, the lesson of writing
> for a purpose is forever engraved in the heart of that student.

4.  **[INSTRUCTIONAL STRATEGIES]{.underline}**

> The teachers at Brodhead Elementary School use a variety of
> instructional strategies. They do whatever it takes to find and reach
> a student's individual needs. Within our primary classes you may see
> games, dances, art, small reading groups, centers, one-on-one
> instruction, peer teaching, cooperative group inquiry projects and
> whole class instruction. Although instructional methods may vary all
> students are learning the same curriculum. Differentiation occurs in
> order to ensure that all students master this curriculum
>
> In the intermediate grades many of these methods are still used.
> However, at this level each child is given a multiple
> intelligence/learning styles inventory, in order to assist the teacher
> in using the best instructional methods to address the child's
> learning styles. At this grade level students are becoming more
> responsible. We teach them the value of effort. When the children are
> cognizant of their personal learning styles and strengths they are
> better able to apply effort and take greater responsibility for their
> own learning. In doing this, teachers must also be flexible, allowing
> for student choice and direction of their own learning, while
> continuing to focus this direction on the required curriculum.
>
> Perhaps the most important instructional method we use is continuous
> assessment. With this on-going assessment students are able to
> recognize proficient work and evaluate and analyze their own work
> continuously. At the same time, teachers are able to evaluate the
> student's progress and adjust their methods, as needed, to produce
> proficiency.

5.  **[PROFESSIONAL DEVELOPMENT PROGRAM]{.underline}**

> Brodhead Elementary School's professional development program changes
> continually. Yearly we spend time revisiting our curriculum, mapping
> and outlining what we are going to teach throughout the year. From
> that point our professional development is driven by data gathered
> from disaggregating test data, teacher observations and parent
> concerns. For example, after reviewing parent surveys we found that
> the parents wanted and needed to know what student proficient work
> looked like at each grade level. So using our professional development
> time, we researched, pulled together examples of proficient work and
> prepared to present this information to parents. We have found that
> working together with parents to educate them about our curriculum and
> what is expected of their children, increases student achievement.
>
> Professional development is also individualized when the need arises.
> We are continually providing differentiated instruction for children
> and we have found that teachers often need differentiated professional
> development. We do this by having experienced teachers mentor new
> teachers and when necessary sending new teachers to extra professional
> development. Experienced teachers also need differentiation from time
> to time and these opportunities are provided for them as the needed.
> The main point is that all professional development is centered on
> what data proves our children and teachers need to reach proficiency
> in all subject areas.

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