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

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

**Cover Sheet**

Name of Principal [Mrs. Brenda C. Smith]{.underline}

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

Official School Name [McKinley Classical Junior Academy]{.underline}

(As it should appear in the official records)

School Mailing Address [2156 Russell
Blvd]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

# St. Louis MO 63104-2607 

City State Zip Code+4 (9 digits total)

Tel. [(314 )773-0027 Fax (314)771-9749]{.underline}

Website/URL [www.slps.org]{.underline} E-mail
[Brenda.Smith@slps.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.

[Brenda C. Smith]{.underline} Date
[2/4/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [William V. Roberti]{.underline}

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

District Name [St. Louis City]{.underline} Tel. [(314 )
231-3720]{.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.

[William V. Roberti]{.underline}
Date\_[2/3/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Darnetta Clinkscale]{.underline}

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

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

[Mrs. Darnetta Clinkscale]{.underline}
Date\_[2/4/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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 has 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

[21]{.underline} Middle schools

[0]{.underline} Junior high schools

[11]{.underline} High schools

[4]{.underline} Other (Briefly explain)

[95]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10, 617]{.underline}

Average State Per Pupil Expenditure: [\$7, 345]{.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\. [2yrs 7 mos.]{.underline} Number of years the principal has been in
her/his position at this school.

[16 years]{.underline} 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**       74        73          147

  **1**                                                     **8**       63        68          131

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**       52        65                     117          Other                             

                                    **TOTAL                                                   395
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [41]{.underline} % White

the students in the school: [54]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[6]{.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 18
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 6
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        24
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    397
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .060
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    6.04
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [34]{.underline} %

[142]{.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: [3]{.underline} %

[11]{.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 [6]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [6]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [4]{.underline} Speech or Language Impairment

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

[1]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

> [1]{.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 [41]{.underline} [1]{.underline}

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

Paraprofessionals [3]{.underline} \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ [3]{.underline}
>
> Total number [50]{.underline} [4]{.underline}

12\. Average school student-"classroom teacher" ratio:
[17-1]{.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 96.1        96.2        96.5        96.1        95.4

  Daily teacher attendance 97.23       97.1        97.5        97.3        97.1

  Teacher turnover rate    17.0        2.5         10.0        9.1         9.2

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

The purpose of McKinley Classical Junior Academy is to provide a
challenging educational experience for gifted and talented students that
is accelerated and enriched beyond the normal curriculum.

The mission is to provide, a culturally diverse educational program for
all our students, a teaching atmosphere where the student is encouraged
to grow intellectually as well as personally, and a child-school parent
support system that improves cooperation between family and school.

McKinley Classical Junior Academy, a gifted and talented magnet middle
school, located south central St. Louis city. The selection process for
the students who attend McKinley is based on individual intelligence
tests and the state's criteria for gifted students. At each grade level,
students are randomly placed on grade level teams. Students receive
instruction in the core areas of language arts, science, social studies,
and mathematics, as well as world language, computer, family and
consumer science, industrial technology, vocal and instrumental music,
and visual arts. A five-day rotating schedule accommodates this variety
of subject matter. All students are accelerated one year above grade
level. The in-depth, accelerated learning environment affords students
the opportunity of classroom, cultural and career related field
experiences, guest speakers and hands on research projects. Data from
the state's Missouri Assessment Program (MAP), and other tests data are
analyzed and presented to staff, students and parents as resources for
updating classroom instruction. This ensures the highest performance
levels for McKinley students.

Our current enrollment consists of students who are African American,
White, Asian, and Hispanic. This culturally diverse population
incorporates ethnic components in its fine arts program, Black History
month celebration and weekly-sustained silent reading program. The
student population is stable, with a 96% daily attendance rate and a 6%
mobility rate. Students at McKinley are motivated and challenged by a
staff of certified educators and support personnel. All adults at
McKinley are there to offer a nurturing, safe, and positive learning
environment so there will be "no child left behind."

The intellectual growth of each student is further reinforced in two
additional areas. The first is the high level of sustained effort in the
classroom. The children are encouraged to strengthen and develop habits
of discipline and organizational skills particularly in researching
projects, problem solving in the classroom, or tracking daily
assignments. The second area involves the character education program,
which has four components. They are (1) the twice weekly Advisory
periods, (2) the personal growth lessons in the social studies
curriculum, (3) the career awareness and development experiences lead by
the counselor/classroom teachers including 8^th^ grade college and
university visits, and the District's 8^th^ Grade Career Awareness Fair,
and (4) the weekly Activity time lead by faculty in areas of their
extracurricular expertise. The intellectual and personal growth lessons
provided for each student are means to assist in paving the way for the
student's success in the future.

The child-school-family relationship supports a learning environment to
meet the needs of all students. Communication is a key factor and there
are several means to keep these lines open. Families are provided with
publications and informational guides to ensure their understanding of
the academic expectations at McKinley. These include the School Handbook
(District Rules and Regulations), the CJA Newsletter (monthly), the Team
Handbooks (subject area requirements provided at Open House), the
Homework Hotline, the REACH booklet (research project guidelines) and
the Parent Library, a resource for specific parenting needs. The
counselor, social worker and school nurse also provide community
resources to families. Parents are encouraged to volunteer at school
functions and do so with the teen town dances, fall festival, and field
day.

Community business and education partners finalize the educational
support system utilized at McKinley. There is a 6-week summer enrichment
program, a partnership with Boeing, which provides direct involvement
with the 7^th^ grade research project entitled A World in Motion, a
partnership with Maryville University for educational undergraduates to
have fieldwork experience at McKinley and partnerships with various
cultural institutions in St. Louis.

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

The state achievement test administered by the district is the Missouri
Assessment Program (MAP). The MAP test is a standards based assessment
that requires students to show what they know not only on the
traditional multiple choice questions, but also on constructed response
items and performance events. The four subtests, language arts,
mathematics, science, are social studies are designed to measure student
learning on 33 performance standards and 40 knowledge standards.
Students are expected to apply their knowledge and skills to a variety
of problems across these disciplines. The data is reported in intervals
of achievement. These intervals are from the lowest step through
progressing, nearing proficient, proficient and advanced.

The following is a brief description of each interval:

-   Step 1- Students are substantially behind on the MAP standards.

-   Progressing- Students are beginning to use their knowledge of simple
    concepts to solve problems.

-   Nearing proficient- Students may understand key concepts, although
    their application of that knowledge is limited.

-   Proficient -- This is the desired achievement level for all students
    in the state.

-   Advanced -- Students demonstrate an in-depth understanding of all
    concepts and apply that knowledge to complex problems.

The State of Missouri has identified benchmarks for acceptable
performance in all areas. McKinley has been identified by the State of
Missouri as a high performing school. This means that each year our
students have not only met the minimum acceptable achievement scores,
but have also exceeded the state average. In addition, we consistently
score as one of the top ten schools in the state.

Two major subgroups are represented in the population of students at
McKinley CJA. There are 54% African American, 42% Caucasian, and less
than 4% Asian, Hispanic, and Native American. No students are excluded
from testing.

In 2003, on the mathematics portion of the test, 13.9% of all students
in the state of Missouri scored at Proficient or Advanced on the MAP. At
McKinley, 36% of the eighth graders scored at Proficient or Advanced.
This level of high achievement has been consistent for the past four
years. In Communication Arts, at the state level 32.5% of all seventh
graders scored at Proficient or Advanced. At McKinley 59% of the seventh
graders scored at Proficient or Advanced. Again, this high achievement
has been consistent over four years of testing. At the middle school
level reading is reported separately from Communication Arts. The range
of student scores at the state level has been between 57.5% and 62.6% at
the satisfactory or proficient level. Our students, over the past four
years, have scored 87.5% to 92.9% at the satisfactory or proficient
levels in reading. Our scores represent a consistently higher level than
the state's benchmark.

2\. Analyzing testing data is viewed as an opportunity for teachers to
discover the areas that require more instruction and/or a new
instructional approach. Subject-area departments meet to analyze data
derived from the Missouri Assessment Program (MAP). Teachers tally all
of the objectives that the students did not meet. Next, each department
brainstorms appropriate methodology to further instruct students and
supply additional time for students to practice the skills that need
strengthening. Each teacher revisits long-term instructional action
plans that were established at the beginning of the school year. These
plans are revised to include lessons designed to teach the targeted
objectives. The Literacy Coach then checks the plans to ensure that the
teacher has not overlooked any important objectives. Teachers use data
derived from end-of-unit tests to guarantee that the academic objectives
were mastered. Testing is beheld as a means by which the teacher can
assess the effectiveness of his or her teaching strategies.

3\. McKinley communicates student performance including assessment data
to parents, students, and the community in a variety of ways. In an
effort to meet a wider audience, we communicate through print, multi-
media resources, and person-to-person interactions. We print a monthly
newsletter that is distributed to all the constituents of our learning
community. A parent syllabus is generated every five weeks detailing
expected student performance. Student performance is highlighted in the
student generated newspaper and literary magazine, awards assembly,
National Junior Honor Society, press releases, and several competitions
including math counts, world languages, Cripps-Howard spelling bee, and
science fair. Parental conferences are scheduled twice per year by the
district In addition at McKinley parents are informed about student
performance on an ongoing basis through electronic email, written
communication, homework hotline, student assignment planner, and
telephone calls, and weekly grade level meetings with individual parents
as needed. A family and parent resource specialist is on staff to serve
as a liaison between home and school.

Missouri Assessment Program, and other standard based assessments
results are communicated to parents and the wider community in a variety
of ways. At the district level an annual report to the community is
compiled. This report includes test data, enrollment, attendance, and
school population data. At the state level the Department of Elementary
and Secondary Education documents test data, and student performance
data by school for the entire state. As a high performing school we are
showcased on the states' website. At the national level, On the Great
Schools Site McKinley is again recognized as a high performing school.

4\. We share our successes with college partnerships and with area
pre-service educators. Many of our teachers are presenters at local and
state conferences, showcasing our academic excellences. Over the past
decade, many of our teachers have been selected as teachers of the year
and have been recognized at local and state ceremonies.

We participate regularly in activities such as magnet school open
houses, and the Voluntary Interdistrict Choice Corporation Parent Fair.
We invite teachers and students from a variety of elementary schools to
participate in our middle school transition program. Our partnership
with a local radio station included a broadcast from our site on the
first day of school. We visit a variety of locations such as elementary
schools, civic and community groups, and businesses to share our student
performance data. It is our plan to continue these means of
communication to share the success that McKinley enjoys.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. The McKinley CJA curriculum employs a variety of research derived
acceleration strategies. Students are exposed to textual and research
material that is at least one grade level higher than their age level
peers. We have raised the bar on academic achievement by selecting
curriculum activities that integrate reading and writing across the
curriculum, and we infuse of higher order thinking skills into every
lesson.

**[Language Arts]{.underline}:** The language arts curriculum provides
opportunities for students to develop competence in all communication
skills including research. Reading is an integral part of our
literature-based program. Excellence is fostered through analysis of
classical literature, development of optimal writing performance through
a portfolio system, and exposure to situations that require the use of
real life oral communication. The 6th & 7th grade curriculum is a
telescoped version of the traditional middle school language arts
program. The 8th grade curriculum is the equivalent of Freshman English
100.

**[Mathematics]{.underline}:** The mathematics curriculum at the 6th
grade is traditional pre algebra. The 7th grade course is the equivalent
of high school algebra. The 8th grade curriculum is the equivalent of
high school geometry. Mathematical thinking is enhanced through student
participation in projects utilizing math related technology for data
collection, analysis and application. Tools such as spreadsheets,
database, and graphing calculators are used in the total mathematics
program.

**[Science]{.underline}:** The inquiry method is infused throughout the
science curriculum. Scientific experimentation and the scientific method
enhance the content of the three major thrusts: Earth, Life, and
Physical Science. The curriculum at the 6th and 7th grade is a
telescoped version of a traditional middle school science curriculum.
The curriculum at the 8th grade is the equivalent of 9th grade Physical
Science. The writing skills are used to log data and generate reports.

**[Social Studies]{.underline}**: Our social studies curriculum infuses
the diversity of human kind with the emphasis on multi-cultural and
gender-based perspectives. The social studies curriculum begins with
United States History from pre-colonial to Reconstruction. The
curriculum concludes in the 8th grade with the equivalent ninth grade
Social Studies 100 (Civics, Law, Economics and Geography). Student
product includes re-creation of period artifacts, dialogues of
historical figures, biographies and original short works of historical
fiction.

**[Foreign Language]{.underline}**: The world language curriculum
introduces students to the four basic areas: listening, speaking,
reading, and writing in either French or Spanish. The French or Spanish
curriculum at 6th, 7th and 8th grades is a telescoped version of the
first year world-language course in high school. Students are taught new
vocabulary, dialogues, and children\'s literature in the respective
foreign languages. The grammatical structure of the English language and
their chosen foreign language is explored through the collaboration
between the teachers of world language and language arts.

## Research. Interdisciplinary research project integrate the content areas. Research in the natural sciences produces a project that integrates science and mathematics. Social studies and language arts collaborate on a research project in the social sciences. Field experiences, on-site enrichment and projects are planned throughout the year to integrate various themes and content. One such project, a *World in Motion,* simulates product development from inception to production through marketing. 

**[Exploratory:]{.underline}** The library media center supports
independent and small group student research.

Our technology education curriculum provides s the opportunity to use
computers in a real-world application. The fine arts curriculum includes
instrumental and vocal music, the visual arts, and dance. Instrumental
music includes theory and performance in woodwinds, brass and
percussion. Vocal music includes performance and theory. The visual arts
provide an opportunity for students to learn about art fundamentals,
explore and develop art skills, become exposed to various media, and to
gain a solid background in art history. A professional level dance
studio in our building provides a nurturing environment for students
interested in exploring this classical medium. The students\' personal
and intellectual growth toward becoming a responsible and healthy
citizen is paramount to our program. To that end, students take family
and consumer science and physical education for three years.

2\. McKinley Classical Junior Academy's English language curriculum
takes an integrated approach. Reading is an integral part of the
literature-based program. As opposed to teaching reading separate from
writing, each student has one English teacher who weaves all of the
facets of English instruction into one class. Literature selections are
culled from the classics as well as contemporary writings, ensuring that
woman writers and writers from a variety of cultural backgrounds are
represented. Research indicates that the cognitive processes of reading
and writing are connected. As a result, the writing *process* is
paramount in this program. Writing assignments are often based upon the
literature selection. Throughout the school year, eight of the many
assigned writing pieces are selected for the student portfolio. With
each piece all steps of the writing process are taught; with allowance
for individual choice in each assignment. Grammar is taught within the
context of the writing pieces. Teachers hold conferences with the
students to strengthen writing skills. On the rare occasion that a
gifted student is reading below grade level, the teacher addresses this
deficiency in a variety of ways. The literature selections remain the
same. Research based reading strategies such as sidebars of information
including vocabulary words and focus questions are used. Support staff
such as research teachers meet with the student during class time to
provide instruction in additional reading strategies.

3\. McKinley CJA Computer Literacy Curriculum is based on the premise
that students today will use computers on a daily basis as they continue
their education, graduate, attend college, and join the workforce. No
matter what their chosen profession, McKinley CJA students will have the
foundation required to effectively use technology to their advantage.

McKinley CJA Computer Literacy Curriculum will introduce students to
computer use, Windows Operating System and related technology. It will
focus on the development of "touch" keyboarding skills and introduces
word processing, desktop publishing, multimedia, computer graphics,
spreadsheets, the Internet, and computer ethics. A spiraling process
will be used to revisit all topics over the years of the middle school
experience. Coursework is designed to use practical skills that have
immediate value, and emphasis is placed on hands-on learning; therefore,
age appropriate information is presented in an exciting and stimulating
manner. Computer literacy teachers work closely with core subject area
teachers to provide technology assistance in research projects,
multi-media presentations, and word processing documents. Professional
development activities are provided for teachers and staff who are
interested in becoming more proficient in technology, and enhancing the
learning experience for students by integrating technology into
classroom activities.

4\. As teachers we strive on a daily basis to provide a challenging
experience that is data-driven and accelerated beyond the standards set
by the state and national curricula. Our teachers provide a
student-centered environment that is conducive for learning and
encourages intellectual and emotional growth.

Instructional methods that we employ that are designed for use with
gifted students are, compacting, contracting, graphic organizing, and
scaffolding. Other instructional techniques include but are not limited
to interdisciplinary research projects, authentic teamwork projects,
higher order questioning techniques, peer coaching, and cooperative
learning. Effective study and personal growth skills are reinforced
during twice a week advisory sessions.

We are implementing the tenets of two research based reform models,
[Framework For Understanding Poverty and Instrumental
Enrichment]{.underline}. In both reform models low achievement is
closely correlated with lack of resources. Our goal is to improve
achievement by providing several resources in the classroom setting.
This is done primarily through the use of direct instruction, role
modeling, character development, and strategies which mediate skill
gaps.

Aside from emphasizing literacy across the curriculum through reading,
writing, speaking, and listening skills, we also provide enrichment
activities to encourage literacy such as sustained silent reading,
oratorical competitions, spelling bee, guest readers, channel one, and
newspaper and literacy magazines,. Efficient instruction on the use of
student planners, and the binder system has assisted our students in
organization, task completion, and focus on short and long term
educational goals.

5\. As committed life-long learners, the administration, teachers and
staff at McKinley view professional development as an integral part of
our responsibilities. Our school is mandated by the state to participate
in professional development activities. Each administrator, teacher, and
staff member must earn at least ten professional development units each
year. At the beginning of each school year, teachers formulate
individual plans that are reviewed by their peers and the principal.

Missouri "Show Me Standards" provide the framework for developing
professional goals. The McKinley professional development committee,
administration, teachers and staff collaborate on assessing needs and
determining a course of action that will improve the daily activity of
teaching and learning. There is a district professional development
committee that assesses professional development needs, determines
procedure, assists with providing orientation, support, mentoring new
teachers, and monitoring compliance.

McKinley teachers meet weekly in small teams and departments to discuss
student concerns curriculum and student performance data. We meet as a
faculty to discuss procedures, issues, and planning. Our professional
development committee meets regularly with administration to discuss the
best way resources can be used to improve student achievement. The most
recent outcome of these discussions resulted in a sustained
investigation of *A Framework of Poverty* research by Ruby Payne, PhD.
This research is assisting us in bridging the achievement gap and
improving student test scores. This interactive group investigation into
understanding the values and actions of children who live in poverty
helps us to develop strategies that work with students who are mired in
underachievement.

### 

### 

### Criterion Referenced Tests

> **Data Table Display for Mathematics**

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

  Testing month                      April         April         April         April         April

  **SCHOOL SCORES**                                                                          

  \% At or Above Basic               83%           77%           86%           71.7%         63.5%

  \% At or Above Proficient          36%           35%           43%           23%           24.8%

  \% At Advanced                     3.9%          5.2%          3.3%          2.5%          3.6%

  Number of students tested          154           115           121           120           137

  Percent of total students tested   100%          100%          100%          100%          100%

  Number of students excluded        0             0             0             0             0

  Percent of students excluded       0%            0%            0%            0%            0%

                                                                                             

  SUBGROUP SCORES                                                                            

  1\. Black Non-Hispanic                                                                     

  \% At or Above Basic               70%           63%           75%           58.6%         41.1%

  \% At or Above Proficient          15.5%         14.8%         21.4%         8.6%          7.1%

  \% At Advanced                     0%            1.9%          1.8%          0%            0%

  Number of students tested          71            69            50            56            59

  2\. Free/Reduced Lunch                                                                     

  \% At or Above Basic               80%           66.7%         73.5%         61.5%         43.5%

  \% At or Above Proficient          30%           11.1%         23.5%         12.8%         15.2%

  \% At Advanced                     0%            0%            0%            0%            0%

  \# of Students Tested              53            60            32            37            39

  3\. White                                                                                  

  \% At or Above Basic               96%           89.1%         96.7%         84.2%         87.5%

  \% At or Above Proficient          52%           47.3%         62.3%         38.6%         42.2%

  \% At Advanced                     5.3%          9.1%          4.9%          5.3%          6.3%

  \# of Students Tested              60            77            59            64            55

  **STATE SCORES**                                                                           

  TOTAL                                                                                      

  \% At or Above Basic               47.8%         44.6%         44.8%         41.6%         \%

  State Mean Score                   Unavailable   Unavailable   Unavailable   Unavailable   Unavailable

  \% At or Above Proficient          13.9%         13.7%         14.7%         14.1%         10.4%

  State Mean Score                   Unavailable   Unavailable   Unavailable   Unavailable   Unavailable

  \% At Advanced                     1.1%          1.2%          1.4%          1.2%          0.6%

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

> **Criterion Referenced Tests**
>
> **Data Table Display for Communication Arts**

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

  Testing month                      April         April         April         April         April

  **SCHOOL SCORES**                                                                          

  \% At or Above Basic               90.4%         91.1%         94.7%         93.5%         90.6%

  \% At or Above Proficient          59.6%         61.8%         61.9%         73.2%         64.1%

  \% At Advanced                     3.7%          7%            3.5%          11%           7.7%

  Number of students tested          137           157           114           123           118

  Percent of total students tested   99.3          100%          100%          99.1%         99.2%

  Number of students excluded        1             0             1             0             1

  Percent of students excluded       0%            0%            0%            0%            0%

                                                                                             

  SUBGROUP SCORES                                                                            

  1\. Black Non-Hispanic                                                                     

  \% At or Above Basic               84.3%         88.4%         88.0%         92.9%         89.7%

  \% At or Above Proficient          40%           50.7%         54%           57.1%         50%

  \% At Advanced                     1.4%          2.9%          0%            3.6%          1.7%

  Number of students tested          71            69            50            56            59

  2\. Free/Reduced Lunch                                                                     

  \% At or Above Basic               86.5%         88.4%         88.0%         92.9%         89.7%

  \% At or Above Proficient          42.3%         50%           56.3%         54.1%         50%

  \% At Advanced                     1.9%          1.7%          0%            2.7%          2.6%

  \# Students Tested                 53            60            32            37            39

  3\. White                                                                                  

  \% At or Above Basic               96.7%         92.2%         100%          93.8%         92.7%

  \% At or Above Proficient          81.7%         68.8%         67.8%         89.1%         78.2%

  \% At Advanced                     6.7%          9.1%          5.1%          19%           15%

  \# Students Tested                 60            77            59            64            55

  **STATE SCORES**                                                                           

  TOTAL                                                                                      

  \% At or Above Basic               62.2%         63.3%         63.8%         60.3%         58.7%

  State Mean Score                   65.2          63.3          63.8          60.3          58.7

  \% At or Above Proficient          32.4%         32.0%         34.2%         32.3%         30.5%

  State Mean Score                   Unavailable   Unavailable   Unavailable   Unavailable   Unavailable

  \% At Advanced                     1.9%          2%            2%            3.1%          2.4%

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

Missouri reports scores using five categories. They are Advanced,
Proficient, Nearing Proficient, Progressing, and Level One. To report
scores that will meet the requests of the No Child Left Behind, Blue
Ribbon Application, some categories were combined in the following
manner.

-   At or Above Basic= Advanced, Proficient and Nearing Proficient

-   At or Above Proficient= Advanced and Proficient

-   Advanced= Advanced

Attached to the original application is how McKinley student scores are
reported using the Missouri criteria. This is at the request of the Blue
Ribbon Committee to provide amore thorough look at McKinley scores.

Mathematics

![](media/image1.png){width="9.247222222222222in"
height="0.6145833333333334in"}

![](media/image2.png){width="9.241666666666667in"
height="1.4201388888888888in"}

Communications

![](media/image3.png){width="9.333333333333334in"
height="0.4861111111111111in"}

![](media/image4.png){width="9.247916666666667in"
height="1.1479166666666667in"}