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

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

**Cover Sheet**

Name of Principal: [Ms. Marilynn Sherry Kellert]{.underline}

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

Official School Name: [Belle Isle Enterprise Middle School]{.underline}

(As it should appear in the official records)

School Mailing [5904 North Villa Avenue]{.underline}

Street/P.O. Box

Address [Oklahoma City, Oklahoma 73112-7157]{.underline}

> City State Zip Code+4 (9 digits)

Tel. Tel. [(405) 843-0888\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Fax
[(405) 841-3127\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL
[www.BIEMS.org\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Email [lskellert@okcps.org\_\_\_\_\_\_\_]{.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. Bob
Moore\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Oklahoma City Public Schools]{.underline} Tel. [( 405 )
587-0000]{.underline}

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

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

Name of School Board Mr. Cliff Hudson, Chairman

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: \_\_[59]{.underline} Elementary
schools

\_\_\_[8]{.underline} Middle schools

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

\_\_\_[9]{.underline} High schools

\_\_ [6]{.underline} Other (Alternative Centers)

\_\_ [9]{.underline} Other (Charter schools connected to Oklahoma City

Public Schools)

\_\_\_[91]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_[\$ 6,760.00\_\_\_]{.underline}

Average State Per Pupil Expenditure: \_[\$ 6,125.00\_\_\_]{.underline}

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

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

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

4\. [5]{.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**                                                     **7**       62        89          151

  **1**                                                     **8**       43        65          108

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       71        81          152                     Other                             

                                                 **TOTAL                                      411
                                                 STUDENTS                                     
                                                 IN                                           
                                                 SCHOOL**                                     
  ----------- --------- ----------- --------- -- ---------- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [4]{.underline} % American Indian or
Alaska Native

the students in the school: [9]{.underline} % Asian

[23]{.underline} % Black or African American

[18]{.underline} % Hispanic or Latino

[0]{.underline} % Native Hawaiian or Other Pacific Islander

[46]{.underline} % White

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_[11.7]{.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 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 38
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        48
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    411
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     117
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.7
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[18.7]{.underline} %

\_\_\_[77]{.underline} Total Number Limited English Proficient

Number of languages represented: \_\_\_[8\_\_\_]{.underline}

Specify languages:

Spanish Vietnamese Chinese Laotian Farsi Cantonese

Hindi Yoruba

9\. Students eligible for free/reduced-priced meals:
\_\_[59]{.underline} %

\_[242]{.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:
\_\_\_\_\_[2]{.underline} %

\_\_\_\_\_[8]{.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.

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

\_\_\_\_Deafness \_\_[2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[3]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[3]{.underline} 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) \_\_ [2]{.underline} \_\_\_\_[0]{.underline}

Classroom teachers \_\_\_[21\_\_]{.underline} \_\_\_\_[2]{.underline}

Special resource teachers/specialists \_\_\_ [3]{.underline}
\_\_\_\_[1]{.underline}

Paraprofessionals \_\_\_\_[0]{.underline} \_\_\_\_[0]{.underline}

> Support staff \_\_\_\_[2]{.underline} \_\_\_\_[1]{.underline}
>
> Total number \_\_\_[28]{.underline} \_\_\_\_[4]{.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.)

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

  Daily student attendance 95.5%       97.1%       96.6%       95.8%       95.1%

  Daily teacher attendance 96.0%       96.6%       93.9%       94.4%       95.1%

  Teacher turnover rate    9%          27%         9%          21%         0%

  Student dropout rate     0.0%        0.0%        2.4%        0.0%        0.0%

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

Belle Isle Enterprise Middle School, Oklahoma City, Oklahoma is a state
accredited, site-based Oklahoma City public school of choice with direct
parental and community involvement. The school's mission and values
statement is detailed and can best be summarized in the school's motto:
*Academics, Character, and Community...Second to None.*

The initial proposal for the school was developed and submitted by a
grassroots group of parents and community members responding to the
Oklahoma City Public Schools District's enterprise policy to increase
school choice and education reform. The initiating group of parents and
community members incorporated BIEMS (BIEMS, Inc.) as a membership
supported not-for-profit corporation with parents comprising the
majority of its membership. Each year members elect a Board of Directors
charged with the management of the corporation with responsibilities
including the development of school policies and standards addressing
academic requirements, admission standards, student ethics, student
uniforms, and school curriculum. In turn, it is the responsibility of
the administrators, faculty members, parents, and students to uphold
these policies and standards.

Comparable to Oklahoma City Public Schools magnet and specialty schools,
enrollment for Belle Isle Enterprise is by application and is open to
all middle school students who have indicated they are prepared for the
school's accelerated academic program. Graduates leave Belle Isle
Enterprise well prepared for any high school in the metropolitan and
suburban areas as well as the metro area's private and parochial
schools.

Belle Isle Enterprise's curriculum follows the Core Knowledge Sequence,
a sequential learning series developed by E.D. Hirsch, a nationally
acclaimed education reformer. The Sequence represents a first and
ongoing attempt to state specifically a core of shared knowledge
children should learn in American schools and offers a coherent plan
that builds year by year, helping to prevent the many repetitions and
gaps in instruction that can result from vague curricular guidelines. In
an eight-block class schedule setting, all students receive accelerated,
in-depth instruction in language arts, mathematics, science, social
studies, foreign language, and technology. Students have the opportunity
to gain up to four high school credits before graduating, allowing them
to take advantage of more upper-level math and foreign language classes
in high school.

In accordance with Effective Schools Research, Belle Isle Enterprise's
mission and values statement recognizes the importance of creating a
school climate that fosters learning. By following the practices of
*Great Expectations*, Belle Isle Enterprise has created a school climate
of mutual respect and high expectations for all students. Teachers and
students not only hold themselves accountable for upholding the school's
honor code but hold each other accountable as well. A school-wide
philosophy of continuous improvement guides all stakeholders in pursuing
better ways to enhance and support student achievement.

The combination of an accelerated program with high expectations for all
students and strong parent and community involvement have worked
together to achieve outstanding results. This year Belle Isle Enterprise
was recognized by the Oklahoma State Department of Education as one of
the top ten schools in the state.

**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.

Belle Isle Enterprise Middle School student reading scores have
increased annually according to the results of the Oklahoma state
mandated criterion-referenced reading test administered to all eighth
grade students. In the spring of 2003, 96% of Belle Isle Enterprise's
eighth grade students scored in the categories of advanced and
satisfactory in reading, the highest reading scores in the Oklahoma City
Public School District. Not one student scored in the category of
unsatisfactory. High reading achievement was consistent among students
in all ethnic, gender, and socio-economic subgroups.

Student reading comprehension scores on the Iowa Test of Basic Skills, a
national norm-referenced test, ranked these same students in the top 30%
of eighth grade students in the nation. Belle Isle Enterprise sixth and
seventh grade students also scored in the top 30% of students in the
nation in their grade levels.

Belle Isle Enterprise Middle School student mathematics scores also have
increased annually according to the results of the Oklahoma state
mandated criterion-referenced math test administered to all eighth grade
students. In the spring of 2003, 95% of Belle Isle Enterprise's eighth
grade students scored in the categories of advanced and satisfactory in
mathematics, the highest math scores in the Oklahoma City Public School
District. The percentage of students scoring in the advanced category
increased from 12% in 2002 to 20 % in 2003. Not one student scored in
the category of unsatisfactory. High mathematics achievement was
consistent among students in all ethnic, gender, and socio-economic
subgroups.

Student scores in mathematics on the Iowa Test of Basic Skills, a
national norm-referenced test, ranked these same students in the top 35%
of eighth grade students in the nation. Belle Isle Enterprise sixth and
seventh grade students also scored in the top 30% of students in the
nation in their grade levels.

Each year the Oklahoma State Department of Education calculates an
Academic Performance Index score (API) for each public school in the
state. This score is largely based on a school's performance in reading
and math on the state criterion-referenced tests with a score of 1500 as
the highest score attainable. In December of 2003 Belle Isle Enterprise
Middle School received an API score of 1407, the sixth highest score of
1,857 schools in the state of Oklahoma.

2.  Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Belle Isle Enterprise Middle School teachers and administrators analyze
assessment data from the state criterion-referenced tests in each
subject area tested to evaluate the school's curriculum and to make
adjustments where gaps are found. An example of this process is best
illustrated in the subject area of history. In 2001, the first year
eighth grade students were assessed in history, Belle Isle Enterprise
students scored a 63% in the satisfactory category. Several previously
taught units were replaced with units covering early American history,
and the following year Belle Isle Enterprise student history scores rose
to 92% in the satisfactory category. This same process is used in all
subject areas to improve instruction.

Administrators use Iowa Test of Basic Skills results to compile
spreadsheets of individual student performance in math and reading.
Spreadsheets identify individual students who are performing below the
25^th^ percentile, below the 50^th^ percentile, and above the 90^th^
percentile in these subject areas. This information is used by all core
subject teachers to give extra instruction and tutoring to students who
are performing at a below-proficiency level as well as to ensure
high-performing students are challenged to use higher-level thinking
skills.

STAR reading test scores of all students are analyzed twice a year to
determine the appropriate reading level of books students will read
during the school year to ensure all will progress in reading ability.
Accelerated Reader scores are continually monitored by all advisory
teachers to determine if students are progressing.

Student Iowa Test of Basic Skills math scores help math teachers
initially place students in the appropriate math classes.

3.  Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.

Individual student test scores on the state criterion-reference test and
the Iowa Test of Basic Skills are mailed home to parents at the end of
each school year. A school annual data report called the school report
card is also mailed to each parent. The report card shares the school's
test scores as well as other data, such as student enrollment,
attendance, and drop-out data. The same information is shared with
parents and other members of the community before spring and winter
orchestra, band, and vocal music concerts. The principal prepares and
presents a monthly report of the school's progress at each Belle Isle\
Enterprise Middle School, Inc. Board of Directors meeting. All meetings
are posted and open to the public.

Belle Isle Enterprise test scores and state Academic Performance Index
scores are reported to the community through the local media. This
information was reported in state and local newspapers, *The Oklahoman,
The Oklahoma Gazette,* and several other local newspapers. Belle Isle
Enterprise's performance was also featured on KTOK radio, a local news
radio station and is reported on the school's website,
[www.BIEMS.org](http://www.BIEMS.org/). An annual open house is held at
the school site for the public to view a PowerPoint presentation of the
school's accomplishments, curriculum, and school activities and to
participate in guided tours of the school. This same information is
shared with parents of district elementary school students during
evening parent meetings at the individual school sites.

Administrators meet with eighth grade students in small groups prior to
spring state mandated testing. This meeting includes a PowerPoint
presentation showing students test score trends in past years and
information on how scores are determined.

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

The principal of Belle Isle Enterprise Middle School meets monthly with
other elementary, middle, and high school principals in the same
Oklahoma City Public Schools feeder group. During these meetings
principals share methods, strategies, and practices proven to be
successful in raising student performance in their own individual
schools. Belle Isle Enterprise teachers attend District subject area
meetings for the same purpose. The principal was also given the
opportunity to share Belle Isle Enterprise's successes with principals
across the state of Oklahoma as a member of Principals Academy and as a
presenter at the annual CCOSA state conference.

The school's mathematics team leader meets regularly with other math
teachers in the area to share methods, strategies, and practices and has
presented briefings to math teachers from all over the state.

**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 (foreign
    language instruction as a part of the regular curriculum is an
    eligibility requirement for middle, junior high, high schools, and
    elementary schools in grades seven and higher).

The basis for Belle Isle Enterprise Middle School's curriculum is the
Core Knowledge Sequence, a sequential learning series developed by E.D.
Hirsch, a nationally acclaimed education reformer. The Sequence
represents a first and ongoing attempt to state specifically a core of
shared knowledge children should learn in American schools and offers a
coherent plan that builds year by year, helping to prevent the many
repetitions and gaps in instruction that can result from vague
curricular guidelines. The curriculum is not textbook based and requires
teachers to draw from a variety of resources to teach content. Some
adjustments in the Core Knowledge sequence, mainly in social studies,
have been made to ensure all content areas covered on the state
criterion-referenced tests have been taught.

An A/B block schedule and a longer school day allow students to take
eight classes. All students in grades 6-8 are required to take language
arts, science, social studies, mathematics, and foreign language. Sixth
grade students are required to take a semester of computer, a semester
of physical education, and a year of music. Seventh and eighth grade
students may take advanced courses in these subjects as elective
classes.

English classes read a variety of classical and modern literature.
Authors include Shakespeare, Emily Dickenson, Robert Frost, Maya
Angelou, and Langston Hughes. Writing is emphasized in all grades.
Students learn to produce reports, poetry, descriptive essays,
persuasive essays, and research papers.

Belle Isle Enterprise students choose from a variety of mathematics
classes depending on their abilities and developmental levels. Honors
mathematics is offered to sixth grade students, and pre-algebra, Algebra
I, and Geometry I are offered to seventh and eighth grade students.

Sixth grade social studies classes concentrate on the study of ancient
history, the Industrial Revolution in the United States, the French
Revolution, and world religions. Seventh grade students study the
1900s-1940s in U.S. history with extensive units covering capitalism,
WWI, and WWII. Eighth grade students study the 1950s-1970s in U.S.
history, China, the Middle East, and Early American history. Geography
is taught in all three grades.

Science classes in all grades are general science classes. The eighth
grade science curriculum includes units on electricity, magnetism,
electromagnetic radiation and light, and sound waves. Seventh grade
units include atomic structure, cell division and genetics, and
chemistry. Sixth grade units include mechanical concepts of physics,
astronomy, volcanoes and plate tectonics, oceans, and the human body.

All Belle Isle Enterprise students choose either French or Spanish as a
core class for all three years. All students take Latin in seventh and
eighth grade. This extensive foreign language curriculum allows students
to leave eighth grade with high school credits in Spanish or French and
Latin.

Fine arts classes include orchestra, band, vocal music, music
appreciation, girls' choir, mixed choir, musical theater and visual
arts. Fine arts teachers incorporate Core Knowledge unit study into
their classes whenever possible.

Elective classes include technology education, health, prevention (drug
and alcohol), young adult literature, newspaper, yearbook, study skills,
research, and *Seven Habits of Highly Effective Teens*.

2.  **(Elementary Schools)** Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.

> **(Secondary Schools)** Describe in one-half page the school's English
> language curriculum, including efforts the school makes to improve the
> reading skills of students who read below grade level.

Belle Isle Enterprise's English curriculum follows the Core Knowledge
Sequence with the philosophy that greater diversity leads to greater
breadth and depth of learning. Much of the literature taught can be
found in *Realms of Gold*, three volumes of poems, short stories,
essays, speeches, and biographies. Students read novels which include
Homer's *The Iliad* and *The Odyssey*, Upton Sinclair's *The Jungle*,
Mark Twain's *The Prince and the Pauper,* and Anne Frank's *Diary of a
Young Girl* as well as Shakespearean plays such as *Julius Cesar* and
*Twelfth Night*. Other examples of student readings include poetry (Poe,
Tennyson, Shelley, cummings, Hughes), essays and speeches (F.D.
Roosevelt, Thurber, M.L. King), and short stories (Chekov, O. Henry, de
Maupassant).

Becoming an effective writer allows students to develop their ideas to
the fullest potential and to communicate those ideas to others. Students
are taught the processes of writing essays, poetry, speeches, research
papers, letters, and short stories. In eighth grade instruction
emphasizes repeated expository writing. Students learn to examine their
expository work with attention to unity, coherence, and emphasis.
Paragraphs must have a unified focus, be developed with evidence and
examples, and have transitions between them.

Students are given many opportunities for reading. Besides the required
readings, Belle Isle Enterprise has implemented Accelerated Reader in
all grades with great success. Teachers explain the individual reading
levels to every student, ensuring that each student reads books of
choice within his or her zone of proximal development. Twenty-five
minutes a day is reserved exclusively for reading, and reading outside
of school hours is a must in order for students to meet their individual
reading goals for each quarter.

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.

Belle Isle Enterprise's Fine Arts program is tightly tied to the
school's mission statement. First, education in the arts promotes
creativity and enhances cultural understanding. Students have the choice
to participate in a variety of large and small musical ensembles and art
classes. Using the Core Knowledge Curriculum, Fine Arts teachers
incorporate music and art from many different cultures to give students
a diverse arts experience. Students are part of an arts community that
functions as a large group. They are also encouraged to perform
individually, whether that is a solo instrumental performance or an art
showing. Arts education is important to the educational environment of
the school. Fine Arts teachers incorporate reading, writing, math, and
science to help students make connections to the core classes. Arts
education helps students to develop responsibility, dedication,
perseverance, self-esteem, and many other character traits. Students
develop the fundamental skills necessary to maximize their potential and
prepare them for the future.

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

All Belle Isle Enterprise teachers practice the *Essential Elements of
Instruction* based on the research and theories of Madeline Hunter. The
four skill areas of teaching to an objective, active participation,
anticipatory set, and closure ensure that all information, questions,
activities, and responses initiated by teachers are congruent with the
objectives of all lessons and that all students are actively engaged in
the learning.

Belle Isle Enterprise teachers also implement the practices of *Great
Expectations*, a research-proven, reform model program combining the
best practices of good teaching with the teaching of social competencies
to students. The use of this integrated, holistic model teaches students
to become self-directed learners, productive citizens, effective
communicators, critical thinkers, and cooperative contributors in the
classroom, as well as in society.

Dr. Lee Jenkins *Improving Student Learning: Applying Dr. Deming's
Quality Principles in Classrooms* focuses on continuous improvement in
the classroom. Core teachers develop a list of the 100 most important
facts their students need to know before they leave their classrooms at
the end of a school year.

Students are quizzed each week with ten randomly selected questions
based on the 100 facts, and individual and class scores are graphed
throughout the year.

Other strategies used in Belle Isle Enterprise classrooms include
*Hypothesis Based Learning,* cooperative learning, and performance-based
instruction.

5.  Describe in one-half page the school's professional development
    program and its impact on improving student achievement.

All Belle Isle Enterprise certified staff members are required to earn
75 staff development points (1point =1 hour) over a five-year period.
Required professional development includes parent outreach and
multicultural sessions. Because Bell Isle Enterprise students are
performing at a high level, school staff is exempt from most district
required training which focuses on low-performing students. Therefore,
the school has had the opportunity to develop its own professional
development plan which best fits the needs of the school. All Belle Isle
Enterprise classroom teachers are required to receive training in Core
Knowledge methodology to provide their students with an accelerated
curriculum for gifted students and regular education students which
teaches them a body of knowledge crucial for successful and productive
communication in our society. According to Dr. E. D. Hirsch, "Cultural
literacy constitutes the only sure avenue of opportunity for
disadvantaged children." All Belle Isle Enterprise classroom teachers
are required to receive training in Great Expectations methodology,
which focuses on creating a positive school climate conducive to student
learning, and Essential Elements of Instruction which provides teachers
with the skills and practices they need to give students the best
instruction possible.

More than half of Belle Isle Enterprise teachers have received
OKTechmasters advanced technology training to learn how to use the
latest technology available to enhance student learning. In recent
years, Belle Isle Enterprise certified staff members have also received
training in Marco Polo, Team Building, DISC, Front Page, Improving
Student Learning, Performance Series, Interpreting Data, 10 Strategies
for Increasing Student Performance, and Active Participation. Teachers
also pursue additional training in their specific subject areas.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s):

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
\_\_\_\_\_\_ No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

2\. What is the educational cost per student? \$\_\_\_\_\_\_

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$\_\_\_\_\_\_

4\. What percentage of the annual budget is devoted to \_\_\_\_\_\_%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_\_\_\_%

> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS**
>
> The sample Data Display Table is illustrated on the following page.
>
> Change the sample table to fit the state's assessment system.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_[8]{.underline}\_\_\_\_
>
> Test: \_[Oklahoma School Testing Program Core Curriculum Tests:
> Reading]{.underline}
>
> Edition/publication year [Revised Annually]{.underline} Publisher
> \_\_\_[Harcourt Brace, Inc\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number of students in the grade in which the test was administered
> \_[107\_\_\_]{.underline}
>
> Number of students who took the test \_[107\_]{.underline}\_\_

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

> \_[excluded; no absent students or invalid tests]{.underline}
>
> Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_\_\_[0]{.underline}\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> [Advanced:]{.underline} Students consistently demonstrate a thorough
> understanding of knowledge and skills expected of all students at this
> grade level. These skills are broadly demonstrated in reading
> processes, response to text, and in acquisition of information through
> research. In addition to demonstrating a broad and in-depth
> understanding and application of all skills at the proficient level,
> students at the advanced level typically: use a wide range of
> strategies to interpret and evaluate text; regularly demonstrate a
> thorough and comprehensive understanding of literary forms;
> consistently apply many different strategies for assessing,
> organizing, analyzing, synthesizing, and paraphrasing information.
>
> [Proficient:]{.underline} Students demonstrate a general understanding
> of the reading knowledge and skills expected of all student at this
> grade level. Students scoring at the proficient level typically read
> and comprehend grade level reading material using the following
> skills:

-   determine literal and nonliteral word meanings using a variety of
    strategies

-   analyze informational text, poetry, short stories, novels, and
    dramas

-   determine main idea and themes (stated and implied) and recognize
    relevance of details

-   interpret figurative language and elements of poetry

-   infer, predict, and generalize ideas

-   judge author's purpose/point of view, accuracy of text, and
    fact/opinion

-   use appropriate strategies to organize and summarize information

> [Basic:]{.underline} Students demonstrate partial understanding of the
> reading knowledge and skills expected of all student at this grade
> level. Students are inconsistent in demonstrating the satisfactory
> level competencies and typically demonstrate reading skills within
> more explicit and concrete contexts.
>
> **SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**

Data Display Table for Reading

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

  Testing month                      March       March       March                   

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               100         98          98                      

  \% At or Above Proficient          96          93          86                      

  \% At Advanced                     9           17          13                      

  Number of students tested          107         93          86                      

  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                                                                     
  American]{.underline} (specify                                                     
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          95          94          86                      

  \% At Advanced                     24          19          10                      

  Number of students tested          17          16          21                      

  2.\_\_[Hispanic]{.underline}                                                       
  (specify subgroup)                                                                 

  \% At or Above Basic               100         100         94                      

  \% At or Above Proficient          93          95          88                      

  \% At Advanced                     0           10          0                       

  Number of students tested          28          20          17                      

  3.\_\_[Caucasian]{.underline}                                                      
  (specify subgroup)                                                                 

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         95          90                      

  \% At Advanced                     14          23          19                      

  Number of students tested          43          39          31                      

  4.\_\_[Asian]{.underline} (specify                                                 
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         100         75                      

  \% At Advanced                     0           0           25                      

  Number of students tested          9           7           4                       

  5.\_\_[American                                                                    
  Indian]{.underline} (specify                                                       
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         100         100                     

  \% At Advanced                     0           0           0                       

  Number of students tested          6           1           2                       

  6.\_\_[Other]{.underline}                                                          
  \_(specify subgroup)                                                               

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         100         100                     

  \% At Advanced                     0           0           14                      

  Number of students tested          2           3           7                       

  5[. Economically                                                                   
  Disadvantaged]{.underline}                                                         

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          95          94          88                      

  \% At Advanced                     8           17          10                      

  Number of students tested          61          47          49                      

  **STATE SCORES**                                                                   

  \% At or Above Basic               90          90          88                      

  \% At or Above Proficient          71          70          70                      

  \% At Advanced                     6           8           12                      

  State Median Score                 738         732         730                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)
>
> Grade\_\_\_[8]{.underline}\_\_\_\_
>
> Test: \_[Oklahoma School Testing Program Core Curriculum Tests:
> Mathematics\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Edition/publication year [Revised Annually]{.underline} Publisher
> \_\_\_[Harcourt Brace, Inc\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
>
> Number of students in the grade in which the test was administered
> \_[107\_\_\_]{.underline}
>
> Number of students who took the test \_[107\_]{.underline}\_\_

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

> \_[excluded; no absent students or invalid tests]{.underline}
>
> Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_\_\_[0]{.underline}\_\_\_\_
>
> For the school and state, report scores as the percentage of students
> tested whose performance was scored at or above the cutpoint used by
> the state for 1) basic, 2) proficient, and 3) advanced, or similar
> categories as defined by the state. States will vary in their
> terminology and cutpoints. If the state does not report scores using
> the categories of basic, proficient, and advanced, use the state's
> categories and report data for each category. Note that the reported
> percentage of students scoring above the basic cutpoint should include
> students scoring above the proficient and advanced cutpoints. For
> example, 100% of students are at "basic," 69% are at "proficient," and
> 42% are at "advanced."
>
> Explain the standards for basic, proficient, and advanced (or the
> relevant state categories), and make clear what the test results mean
> in a way that someone unfamiliar with the test can interpret the
> results.
>
> [Advanced:]{.underline} Students consistently demonstrate a thorough
> understanding of the knowledge and skills expected at this grade
> level, which include algebraic reasoning, number sense, geometry,
> measurement, data analysis, and statistics. In addition to
> demonstrating a broad and in-depth understanding and application of
> all skills at the proficient level, students typically: use a wide
> range of strategies to solve problems; regularly use various types of
> reasoning effectively; consistently connect one area or idea of
> mathematics to another; communicate mathematical ideas through a
> variety of representations.
>
> [Proficient:]{.underline} Students demonstrate a general understanding
> of the mathematical knowledge, skills, and processes expected of all
> students at this grade level. Students typically will:

-   compare, order, and use different forms of positive and negative
    rational numbers to solve problems

-   solve single and multi-step algebraic equations and inequalities

-   develop, select, and apply appropriate formulas for given situations

-   classify solid figures and apply concepts of surface area and volume
    to real world settings

-   use ratio and proportion to solve problems involving similar
    geometric figures

-   determine probabilities of uncertain events happening

-   analyze samples and select and apply appropriate charts and graphs
    to represent collected data

> [Basic:]{.underline} Students demonstrate a partial understanding of
> the mathematics knowledge, skills, and processes expected of all
> students at this grade level. Students scoring at the basic level have
> difficulty and are inconsistent in applying the general knowledge and
> mathematical process skills necessary to solve problems effectively
> and reason mathematically.

**SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS, Continued**

Data Display Table for Mathematics

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

  Testing month                      March                                           

  **SCHOOL SCORES**                                                                  

  \% At or Above Basic               100         98          95                      

  \% At or Above Proficient          95          79          69                      

  \% At Advanced                     20          12          8                       

  Number of students tested          107         94          85                      

  Percent of total students tested   100         100         99                      

  Number of students excluded        0           0           1\*         \*absent    

  Percent of students excluded       0           0           0                       

                                                                                     

  SUBGROUP SCORES                                                                    

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

  \% At or Above Basic               100         100         91                      

  \% At or Above Proficient          100         100         59                      

  \% At Advanced                     29          0           0                       

  Number of students tested          17          16          22                      

  2.\_\_[Hispanic]{.underline}                                                       
  (specify subgroup)                                                                 

  \% At or Above Basic               100         95          100                     

  \% At or Above Proficient          90          77          63                      

  \% At Advanced                     11          10          0                       

  Number of students tested          28          21          16                      

  3.\_\_[Caucasian]{.underline}                                                      
  (specify subgroup)                                                                 

  \% At or Above Basic               100         100         94                      

  \% At or Above Proficient          96          84          74                      

  \% At Advanced                     26          14          18                      

  Number of students tested          43          37          34                      

  4.\_\_[Asian]{.underline} (specify                                                 
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         86          75                      

  \% At Advanced                     22          43          0                       

  Number of students tested          9           7           4                       

  5.\_\_[American                                                                    
  Indian]{.underline} (specify                                                       
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          100         100         100                     

  \% At Advanced                     0           0           0                       

  Number of students tested          6           2           2                       

  6.\_\_[Other]{.underline} (specify                                                 
  subgroup)                                                                          

  \% At or Above Basic               100         100         100                     

  \% At or Above Proficient          50          100         85                      

  \% At Advanced                     0           33          14                      

  Number of students tested          2           3           7                       

  5[. Economically                                                                   
  Disadvantaged]{.underline}                                                         

  \% At or Above Basic               100         98          92                      

  \% At or Above Proficient          91          73          60                      

  \% At Advanced                     13          8           6                       

  Number of students tested          61          49          48                      

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Basic               91          88          88                      

  \% At or Above Proficient          65          62          63                      

  \% At Advanced                     14          12          15                      

  State Median Score                 726         725         724                     
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.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\_\_[8\_\_\_\_]{.underline} Test\_\_[Iowa Test of Basic Skills:
Reading\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year\_\_[1993\_\_]{.underline} Publisher
\_\_[Riverside Publishing Company\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
\_\_[109\_\_]{.underline}

Number of students who took the test \_\_[109\_\_]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
\_[0 students were exempt\_\_]{.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                         

  **SCHOOL SCORES**                                                                                  

  Total Score                        70               71               60                            

  Number of students tested          109              96               83                            

  Percent of total students          100              100              100                           
  tested                                                                                             

  Number of students excluded        0                0                0                             

  Percent of students excluded       0                0                0                             

  SUBGROUP SCORES                                                                                    

  1\. [African                  72               67               51                                 
  American]{.underline}                                                                              
  (specify subgroup)                                                                                 

  Number of students tested     18               21               22                                 

  2.\_[Hispanic]{.underline}    59               62               51                                 
  (specify subgroup)                                                                                 

  Number of students tested     27               18               13                                 

  3.\_[Caucasian]{.underline}   49               50               37                                 
  (specify subgroup)                                                                                 

  Number of students tested     65               67               59                                 

  4.\_[Economically             65               67               59                                 
  Disadvantaged]{.underline}                                                                         

  Number of students tested     60               50               49                                 
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    

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

**[SAMPLE FORMAT FOR DISPLAYING ASSESSMENTS]{.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\_\_\_[8]{.underline}\_\_\_ Test\_\_[Iowa Test of Basic Skills:
Mathematics\_\_\_\_]{.underline}

Edition/publication year\_\_[1993\_\_]{.underline} Publisher
\_\_[Riverside Publishing Company\_\_\_\_\_\_\_\_]{.underline}

Number of students in the grade in which the test was administered
\_\_\_[109]{.underline}\_

Number of students who took the test \_\_\_[106]{.underline}\_

What groups were excluded from testing? Why, and how were they assessed?
\_[0 students were excluded;]{.underline}

\_[3 students were absent during testing and were assessed with the
state CRT test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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                         

  **SCHOOL SCORES**                                                                                  

  Total Score                        65               65               50                            

  Number of students tested          106              91               78                            

  Percent of total students          97               100              100                           
  tested                                                                                             

  Number of students excluded        0                0                0                             

  Percent of students excluded       0                0                0                             

  SUBGROUP SCORES                                                                                    

  1.\_[African                  69               54               36                                 
  American]{.underline}                                                                              
  (specify subgroup)                                                                                 

  Number of students tested     18               20               20                                 

  2.\_[Hispanic]{.underline}    58               56               47                                 
  (specify subgroup)                                                                                 

  Number of students tested     27               17               13                                 

  3.\_[Caucasian]{.underline}   68               69               57                                 
  (specify subgroup)                                                                                 

  Number of students tested     45               47               35                                 

  4.\_[Economically             61               60               46                                 
  Disadvantaged]{.underline}                                                                         

  Number of students tested     60               48               46                                 
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- -- ----------- -- -----------

If the reports use scaled scores, provide the national score (mean
score) and standard deviation for the total test and each subtest.

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

  **NATIONAL MEAN SCORE**                                                        

  **NATIONAL STANDARD                                                            
  DEVIATION**                                                                    
  ------------------------------ ----------- ----------- ----------- ----------- -----------