##### *REVISED* March 22, 2005

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

*U.S. Department of Education*

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

Name of Principal: [Mr. Keith Stephen Burton]{.underline}

Official School Name: [South Highlands Academic and Performing Arts
Elementary Magnet School]{.underline}

(As it should appear in the official records)

School Mailing Address: [831 Erie Street]{.underline}

[Shreveport]{.underline} [Louisiana]{.underline}
[71106-1505]{.underline}

City State Zip Code+4 (9 digits total)

County: [Caddo Parish]{.underline} School Code Number: \*
[009057]{.underline}

Telephone: [(318) 865-5119]{.underline} Fax: [(318)
861-6264]{.underline}

Website/URL: [www.southhighlandsmagnet.org]{.underline} E-mail:
[kburton@caddo.k12.la.us]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* \_\_\_\_\_\_[Mrs. Ollie S.
Tyler]{.underline}\_\_\_\_\_\_\_\_\_\_\_

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

District Name [Caddo Parish Schools]{.underline} Tel. [(318)
603-7106]{.underline}

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

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

Name of School Board

President/Chairperson

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**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: [42]{.underline} Elementary
schools

[15]{.underline} Middle schools

[0]{.underline} Junior high schools

[11]{.underline} High schools

[7]{.underline} Other

[75]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,298.00]{.underline}

Average State Per Pupil Expenditure: [\$ 6,906.00]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[16]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    \-        \-                     **-**        **7**       \-        \-          **-**

  **K**       24        58                     **82**       **8**       \-        \-          **-**

  **1**       36        45                     **81**       **9**       \-        \-          **-**

  **2**       37        41                     **78**       **10**      \-        \-          **-**

  **3**       34        42                     **76**       **11**      \-        \-          **-**

  **4**       30        50                     **80**       **12**      \-        \-          **-**

  **5**       37        42                     **79**       **Other**   \-        \-          **-**

  **6**       \-        \-                     \-                                             

                                    **TOTAL                                                   476
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [61]{.underline} % White

the students in the school: [35]{.underline} % Black or African American

[-]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
[2%]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      4
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

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

  **(4)**                   Total number of students in 476
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .02
                            by total in row (4)         

  **(6)**                   Amount in row (5)           2%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals: [14]{.underline} %

Total number students who qualify: [67]{.underline}

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

10\. Students receiving special education services: [7]{.underline} %

[33]{.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 \_\_[1]{.underline}\_ Orthopedic Impairment

\_\_\_\_ Deafness \_\_\_\_ Other Health Impaired

\_\_\_\_ Deaf-Blindness \_\_[1]{.underline}\_ Specific Learning
Disability

\_\_\_\_ Hearing Impairment \_[30]{.underline}\_ Speech or Language
Impairment

\_\_\_\_ Mental Retardation \_\_[1]{.underline}\_ Traumatic Brain Injury

\_\_\_\_ Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

\_\_\_\_ 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) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [20]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [9]{.underline} [9]{.underline}

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

> Support staff [15]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [48]{.underline} [9]{.underline}

12\. Average school student-"classroom teacher" ratio:
[24:1]{.underline}

13\.

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

  Daily student attendance  97 %        97 %        98 %        97 %        97 %

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

  Teacher turnover rate     10 %        15 %        15 %        5 %         13 %

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

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

**PART III ‑ SUMMARY**

South Highlands Academic and Performing Arts Elementary School in
Shreveport, Louisiana is a progressive, highly-challenging elementary
magnet school composed of a multicultural student body. The mission of
the school states: *South Highlands Magnet will provide a program of
academic excellence for all students with an emphasis on the performing
and visual arts.*

Located in one of the city\'s most historic neighborhoods, this unique
school has left a legacy in Shreveport and continues to inspire and
prepare future generations of learners. The addition of the new
classroom wing and performing arts exemplifies the school\'s and the
community\'s commitment to progress and the school's future. It is a
school steeped in tradition, having been originally established in the
1920's as a neighborhood school and transformed into a magnet school in
1981. Four hundred seventy-six highly motivated students, forty-six
competent caring adults, and many involved parents and grandparents make
up the South Highlands family. The student population is composed of
children from all over the entire district.

South Highlands provides a nurturing environment where students,
teachers, and parents are treated with respect and dignity. The school
family encourages and supports all individuals as they strive to achieve
their highest potential. It is a dynamic learning environment with a
strong focus on academic skills while providing many opportunities for
students to learn and explore new information in innovative and
interactive ways. When visitors enter the building, they might notice
the artwork showcased in the hallways, hands on experiments conducted in
science classes, the award-winning choir rehearsing in the auditorium,
and students preparing broadcasts for the in-school television station,
KSHM. Outside, tree-lined school grounds reveal landscaping by parents,
teachers, and students, a school garden, a quarter-mile jogging trail
with seven exercise stations, and three stations of developmentally
appropriate playground equipment, as well as baseball and soccer fields.

Since 1998, South Highlands has been the highest achieving elementary
school in Louisiana and has recently been named one of Louisiana's five
star schools. The students and faculty have achieved numerous awards,
including national and state awards for art, music and literary
achievements. The current principal was Louisiana\'s first recipient of
the Milken Family Foundation National Educator Award and numerous
faculty members have been recognized as regional/state teachers of the
year, Parent Teacher Association (PTA) Educators of Distinction, and
National Board certification. The faculty has been awarded grants
totaling more than \$675,000 for technology, innovative reading
programs, and curriculum projects in social studies, math, and science.
The Kennedy Center Alliance for the Performing Arts Education Network
awarded the school the Creative Ticket National School of Distinction
Award in 2002 for outstanding achievement in arts education.

The South Highlands Festival Choir has performed in London and Dublin,
at Carnegie Hall, and at the Kennedy Center for the Performing Arts,
while the orchestra program has won the sweepstakes awards at regional
and state festivals for the past five years. Students have achieved
state recognition in literary awards, art awards, and PTA Reflections
contests. The art department provides instruction in art techniques as
well as art history and appreciation, and students have been recognized
annually in local, state, and national art competitions. Students in
grades two through five present dramatic performances for the school
community.

Parent participation is encouraged at all levels. South Highlands has
been awarded the Louisiana State Parent Teacher Association Award for
100% membership of parents and faculty for the past 14 years. In 2004,
the National PTA awarded South Highlands the National PTA Parental
Involvement School of Excellence Award. The success of South Highlands
is due to the perfect combination of parents, students, and faculty
members who share the rich heritage of excellence and strive to
challenge students to reach their full potential.

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

1\. **[SCHOOL ASSESSMENT RESULTS IN READING AND
MATHEMATICS]{.underline}**

South Highlands Elementary Magnet students participate in statewide
testing in March of every year. The third and fifth graders take the
Iowa Tests of Basic Skills (ITBS), a norm-referenced test that compares
students\' performances with similar students\' performances across the
nation. Louisiana fourth graders take the Louisiana Educational
Assessment Program for the 21st Century Test (LEAP-21), a
criterion-referenced test that measures student performance in language
arts, mathematics, social studies, and science. The LEAP-21 tests are
developed from the state benchmarks/standards and grade level
expectations for fourth grade. There are five achievement levels on the
LEAP-21 tests (ranked from highest to lowest): Advanced, Mastery, Basic,
Approaching Basic, and Unsatisfactory. A school performance score is
given by the state based upon the following: 60% LEAP-21, 30% ITBS, and
10% school attendance.

ITBS total reading and math scores reflect increased standard-based
learning, and diagnostic instructional strategies to targeted
populations. In the past four years, there were significant gains in
targeted subgroups (see tables 3-6, pages 14-17). Scores of African-
American students in third grade have increased from the 71st percentile
in 2000-2001 to the 76th percentile in 2003-2004. The third grade
economically disadvantaged students improved from scoring at the 74th
percentile in 2000-2001 to achieving at the 80th percentile in
2003-2004.

LEAP-21 tests have shown growth (see tables 1-2, pages 12-13),
especially in the area of reading/language arts. In 2003-2004, South
Highlands had the highest percentage of students achieving in the
advanced level of the English/language arts (33%) since 1999. The
percentage of economically disadvantaged students scoring at the
advanced level has increased from 10% in 2001 to 20% in 2004. The
percentage of black students scoring at the advanced level has increased
from 4% in 2001 to 18% in 2004 (see tables 1 and 2).

Disparity among subgroups is most prevalent in mathematics among
economically disadvantaged students. 2003-2004 test results on the
LEAP-21 test showed the lowest percentage of economically disadvantaged
students scoring at or above the basic level in recent years. This
year\'s introduction of Accelerated Math, along with an increased
emphasis in hands-on math are being used daily in all classrooms. The
reason for this disparity is partly due to the fact that these students
need additional assistance with homework and with learning basic
mathematic skills. Parents requested this assistance in conferences held
in the beginning of the year. Due to this need, South Highland included
in the School Improvement Plan *Early Morning Homework Help* that is
available to all students, as well as an after-school program in reading
and mathematics. Changes in reading instruction such as leveled-reading
groups and an increased use of research-based reading strategies have
reduced the gap in achievement (see table 1, page 12).

2\. **[USE OF ASSESSMENT DATA]{.underline}**

Teachers, along with the principal, counselor, and curriculum
coordinator, evaluate all yearly test results and identify instructional
strengths and weaknesses. Test scores are disaggregated and an item
analysis is generated and used for instructional planning. School-wide
professional development plans are created for grade level teams to
implement the following year. In the fall, parent-teacher conferences
are held and specific strategies are discussed to inform and encourage
parent participation.

Students whose scores reflect special needs are targeted and individual
student profiles are developed. These detailed student profiles break
down the student\'s subtests, focus on specific areas of need, and
target educational strategies. Parents, teachers, and administrative
staff meet to discuss these students and to recommend strategies for
success. These students are then directed to in-school programs to
assist them, such as one-on-one tutoring, an after-school academy,
and/or individual curricula for future success.

Also resulting from test analysis are school-wide curriculum
enhancements. Because of test data, a guided reading program has been
implemented in grades K -- 2 to instruct students at their individual
levels of development. A \$40,000 supplemental library of leveled books
has been developed for use in reading. By providing appropriate texts,
this program enables teachers to help every child reach his/her full
potential as a reader. The reopening of the school's science lab has
generated excitement through inquiry-based learning and hands-on
activities. The addition of Accelerated Math will allow teachers in all
grades to assess students based on state standards and adjust
instruction as needed.

3\. **[COMMUNICATION OF RESULTS]{.underline}**

South Highlands formally communicates student performance to parents and
students in bimonthly detailed progress reports, "Still Time to Improve"
notices, and report cards. Weekly school newsletters, classroom web
pages, teacher bulletins, and daily school announcements are used to
informally communicate. School assemblies are used to celebrate school
wide or grade level student achievement.

Parent meetings, individual conferences, and testing/curriculum notices
ensure that every parent is aware of the standards required by the
state, district, and school. "Brown bag lunches" are held during the
parents\' lunchtimes to discuss student performance, testing, and ways
that parents can help their students score at the highest level
possible. The counselor provides detailed testing results to parents
that include total and subtest scores. Content areas scores are reported
as total items tested, number attempted, and percent correct.

Due to school accountability reform, additional emphasis has been placed
on standardized testing results at the state level. Each school is given
a School Performance Score with 30% coming from third and fifth grade
norm reference test results (ITBS), 60% coming from fourth grade
criterion reference test results (LEAP-21), and 10% from the attendance
index for students. Local media is utilized to communicate individual
school scores provided by the State Department of Education. Parents
also receive individual school results through the Louisiana School
Report Card and the Principal\'s Report Card.

4\. **[SHARING SUCCESSES]{.underline}**

South Highlands shares its successes with other schools in the community
by being a leader in teacher development in the district. Teachers from
other schools, college students, and student teachers observe lessons
and new techniques in our classrooms. The faculty and staff present
workshops, lead book studies at local schools, and conduct conferences
at the state and national level. Presentations have been made at the
International Reading Association, National Association of Elementary
School Principals, National Art Teachers Association, and various other
state and regional conferences. Faculty members serve on local and state
committees to develop standards and curriculum, on district assistance
teams, and on many other district level educational committees.

South Highlands' teachers combine with the Staff Development Center to
showcase best practices to be used in other schools. School based
learning groups meet in grade levels and showcase successful strategies
with students. These are presented at meetings and in classes at local
universities. Many faculty members teach at the college level as adjunct
professors in their field of expertise. The faculty participates in
summer school camps and programs locally and throughout the district.
Many teachers teach summer school to students needing remediation for
standardized testing.

South Highlands has hosted ***The World United Through Art*** and
showcased individual artwork designed by students from numerous
countries around the world in grades

K-5. This will be hosted again in the 2005-2006 school year. Student
artwork is exhibited at local museums, banks, hospitals, and on
television. The music department has participated in ***Red Hot
Nails***, a pilot program in collaboration with other area schools and
the Shreveport Symphony. The South Highlands ***Music Memory Program***
is a pilot project started in 2002 to develop music awareness. This
project has doubled in size this year and now includes a multitude of
area schools, the Shreveport Symphony, and local radio stations. Area
schools attend the South Highlands\' drama and musical productions
throughout the year.

**PART V -- CURRICULUM AND INSTRUCTION**

The academic program pays careful attention to the basic core subjects
of language arts, math, science, and social studies. A challenging
curriculum offered in a nurturing environment makes learning both fun
and inviting. Extensive reading, along with creative writing and poetry,
are cornerstones of the language arts program. These reading and writing
skills are utilized and further developed in other content areas such as
social studies. Emphasis on a hands-on, problem-solving approach in both
math and science help further develop a well-rounded curriculum.

**The language arts curriculum** at South Highlands is a rich literacy
program that develops within each child the ability to become a critical
reader, a fluent writer, a good listener, and an articulate speaker.
Teachers involve students in a variety of activities including comparing
and analyzing literature, author studies, reading in multiple genres,
informational reading, and using research and technology. Reading in all
grades encompasses real literature: leveled books, literature-based
basal readers, poetry, and trade books. Teachers introduce students to
the five steps of the writing process, and engage them in writing daily.
Writing has become the process in which spelling, grammar usage, and
other skills are embedded.

The **math** **curriculum** at South Highlands is designed to empower
students to solve real world problems by using numbers, performing
computations, recognizing and understanding basic measurement and
geometrical concepts, and utilizing tools for handling data. Along with
all fundamental mathematical tools, students learn to develop
higher-order thinking skills such as problem solving and analysis. The
National Council of Teachers of Mathematics provides the standards
teachers follow, with the state benchmarks and local scope and sequence
supplying the framework for all instruction.

The **science curriculum** at the school contains five strands: 1)
science as inquiry; 2) life science; 3) physical science; 4) earth and
space science; and 5) science in the environment. A constructivist
approach to learning science is utilized when students are allowed to
explore basic concepts through "hands-on" activities. State science
benchmarks have been used to develop specific objectives at each grade
level.

The **social studies curriculum** contains geography, history, civics,
citizenship, and economics. Instructional units utilize community
speakers, cooperative learning, role playing, hands-on activities,
research, field trips, shared readings, and projects in the arts. Each
grade builds on the knowledge of previous years. Geography is taught as
an integrated program in all grades, rather than in isolation.

The **art program** at South Highlands places emphasis on creativity,
exploration, and appreciation. Our nationally board certified art
teacher incorporates technology for lesson enhancement.

The **music program** is an Orff Schulwerk based program. Language,
singing, rhythm, movement, instrument playing, improvisation, and
composition are used as basic tools for the development of musicality in
the students. School choir and strings programs are available also.

The **drama program** is an extension of the language arts program, and
is taught by a certified teacher. This program emphasizes pantomime,
role-playing, public speaking, and theatrical performances in
kindergarten through fifth grades. Drama combines with our art and music
programs to produce plays and musicals in second through fifth grades.

The **foreign language program** is based on the theory that children
most readily acquire a second language in their early years. French
begins in kindergarten and continues through the fifth grade. Two highly
qualified teachers instruct these students using a communicative
approach to language acquisition. French is taught in a natural,
progressive, logical order, as was their first language learning.
Students use real life and meaningful situations to develop listening
and speaking skills. By beginning at an early age foreign language study
helps shape children\'s acceptance of others. Children at South
Highlands not only learn to understand and speak French, but also
develop an appreciation of another culture.

The foreign language teachers are able to engage in cross-curricular
lesson planning to target specific skills in other areas. These teachers
collaborate with classroom teachers in other core curriculum areas at
all levels to strengthen skills and improve overall test scores.

2\. [READING]{.underline}

South Highlands uses a reading curriculum that combines leveled readers,
basal

anthologies and children\'s literature in all grades. Teachers use a
combination of approaches to

meet the needs of all students.

Guided reading provides the structure for instruction in all primary
classrooms. Students are taught in small, leveled groups utilizing
literature of the appropriate level. These groups are not static, as
students move frequently as their reading skills progress. Teachers use
these guided reading groups to target specific children in need of
additional time, different strategies, etc. Individual student
progression is documented and conferences provide constant communication
with students and parents. Each classroom has a leveled library for its
use as well as hundreds of titles in a leveled resource room in the
school library. The guided reading approach is used because it allows
children at all levels to be challenged appropriately. When an entire
class is reading one text, many students will struggle with the text due
to its being too easy or too difficult. The guided reading program
allows teachers to ensure that all students are challenged with
appropriate texts. Smaller group instruction also leads to increased
interactions between students and the teacher. This provides stronger
instruction in phonics and fluency.

Intermediate classrooms use a mixture of basal and children\'s trade
books to teach reading. Teachers interweave writing, spelling, and
language development skills into all reading instruction. Teachers
introduce and develop skills based upon their own curriculum maps.
Skills are taught within a mixture of whole group and small group
instruction. Individual student needs and additional skill reinforcement
are met by weekly (or daily) teacher conferencing. Teachers provide
feedback not only in direct reading instruction, but also through
conferencing in writing workshops, reading response logs, and student
journals.

3\. **[SCIENCE]{.underline}**

A major goal of the South Highlands science program is the development
of process skills that will enable students to become better problem
solvers and decision makers and ultimately scientifically literate
citizens. Process skills include observing, communicating, estimating,
measuring, classifying, inferring, predicting, comparing and
contrasting, hypothesizing, defining operationally, and investigating.
Teachers encourage the development of all levels of thinking skills
through activities, observation, questioning, and concluding. Students
work cooperatively toward a conclusion. This strengthens their science
learning and helps in other curriculum areas as well by building
mentoring relationships among the students, which in turn assists the
school in accomplishing its mission.

Other content areas are integrated into the science program. Additional
science sessions include chemistry investigations about the process of
artifact preservation in the ocean water. Students keep science journals
to record observations and responses and they are often given science
topics for language arts activities. Math and science are natural
companions as math skills are utilized routinely during science
investigations.

Some unique aspects of the science curriculum at South Highlands include
lessons in the portable Star Lab planetarium, work in the school garden,
and field trips to Walter B. Jacobs Park, (a local nature preserve), Sci
Port (the city's science museum), science space center, and a coal mine.
The Star Lab planetarium was purchased through a state grant awarded to
South Highlands. Each grade level has lessons in the planetarium to
learn about the night sky and Earth's place in space. Each grade has a
space in the school garden that it maintains. The school has several
other grade-level activities and school-wide activities each year.

4\. **[INSTRUCTIONAL METHODS]{.underline}**

South Highlands strives to use a variety of instructional methods to
teach concepts in all

areas of the school's curriculum. Yearly grade teams reflect upon the
instructional methods used in core curriculum subjects and alter them to
maximize success of current students. This year differentiated
instruction was a major portion of the school's staff development plan.
Teachers worked to provide individualized activities for all students
and to offer choices that maximize opportunities for student success in
all core areas of curriculum. A national presenter led a full day
faculty workshop to assist teachers in fully implementing differentiated
instruction in their classrooms.

Hands-on math, inquiry based science, and guided reading are evident in
classrooms throughout the school. These research-based methods provide a
student-centered approach that leads to higher student achievement.
Trained math teachers provide instruction to others about *Developing
Educational Excellence and Proficiency in Math (DEEP)* strategies, a
Louisiana math initiative that focuses on meaningful patterns to
mathematical structure and purpose. Science instruction is complemented
by weekly inquiry-based laboratory experiences by a certified resource
teacher. These laboratory experiences are aligned with classroom
instruction. Foreign language teachers use the communicative approach in
French to learn in a meaningful and natural way. Student-led discussion
groups and cooperative learning are vital elements of instruction in all
classrooms at South Highlands.

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

Professional development at South Highlands is designed with the end in
mind: improved student achievement. Each year comprehensive needs
assessments are conducted by collecting and analyzing data from multiple
sources to identify the strengths and weaknesses of the individual
students, classes, grades, and the school as whole. Based upon this
data, a detailed plan that outlines goals, objectives, observable
changes, activities, timelines, persons responsible, procedures for
evaluation, and targeted audiences is used to develop the elements of
needed professional development for the each year. Simply, the
effectiveness of the professional development programs is measured by
changes in teacher behavior and accompanying changes in student
achievement. For the last two years the staff has focused on two
researched based strategies, Guided Reading and Curriculum Mapping.
During these years, teachers have worked and learned together in grade
level and cross-grade level teams, all with common goals. They
continually come together to dialog about their instructional practices,
practice new techniques, receive feedback, and refine the skills they
have learned. Although, administrators guide and provide support, time,
resources, and structure for the program, teachers are empowered as the
architects of their personal and professional development based on their
students\' needs and their own professional goals. The result has been a
professional learning environment filled with energy and excitement for
learning, continually growing and changing, and providing a powerful
example for students and teachers of what lifelong learning is and
should be. The staff development program at South Highlands is based on
the simple premise that all should be working together to improve,
whether it be students or teachers. At South Highlands, teachers are
continually engaged in acquiring and refining their knowledge and skills
in order to address the academic and instructional needs of all
students. As a result of the extensive professional development program,
students have demonstrated continual growth and improvement performance
as evidenced by multiple sources of data including teacher observations,
teacher-made and standardized tests, and other forms of authentic
assessment. In addition, these activities have had a positive impact on
our efforts to close the achievement gap between our more and less
successful students.

## PART VI -- ASSESSMENT RESULTS

## 

## Table 1

**South Highlands Elementary Magnet School**

**LEAP for the 21^st^ Century**

**Louisiana Criterion Referenced Testing Program**

## English Language Arts

**Grade 4**

**State Tests**

+---------------------------------------+------+------+------+------+
|                                       | 2    | 2    | 2    | 2    |
|                                       | 003- | 002- | 001- | 000- |
|                                       | 2004 | 2003 | 2002 | 2001 |
+---------------------------------------+------+------+------+------+
| Testing month                         | M    | M    | M    | M    |
|                                       | arch | arch | arch | arch |
+---------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                     |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 100  | 94   | 100  | 98   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 80   | 57   | 74   | 72   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 33   | 5    | 31   | 21   |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 79   | 75   | 75   | 78   |
+---------------------------------------+------+------+------+------+
| Percent of total students tested      | 100  | 100  | 100  | 100  |
+---------------------------------------+------+------+------+------+
| Number of students alternatively      | 0    | 0    | 0    | 0    |
| assessed                              |      |      |      |      |
+---------------------------------------+------+------+------+------+
| Percent of students alternatively     | 0    | 0    | 0    | 0    |
| assessed                              |      |      |      |      |
+---------------------------------------+------+------+------+------+
|                                       |      |      |      |      |
+---------------------------------------+------+------+------+------+
| #  SUBGROUP SCORES                    |      |      |      |      |
+---------------------------------------+------+------+------+------+
| 1\. Economically Disadvantaged        |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 100  | 95   | 100  | 100  |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 50   | 32   | 39   | 35   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 20   | 0    | 5    | 10   |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 10   | 19   | 16   | 15   |
+---------------------------------------+------+------+------+------+
| 2\. Black                             |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 100  | 91   | 100  | 93   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 64   | 33   | 57   | 56   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 18   | 3    | 17   | 4    |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 28   | 33   | 30   | 27   |
+---------------------------------------+------+------+------+------+
| 3\. White                             |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 100  | 97   | 100  | 100  |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 88   | 75   | 84   | 82   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 39   | 7    | 39   | 29   |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 49   | 41   | 44   | 49   |
+---------------------------------------+------+------+------+------+
| # STATE SCORES                        |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 39   | 45   | 38   | 44   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 18   | 13   | 16   | 14   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 3    | 1    | 3    | 1    |
+---------------------------------------+------+------+------+------+

## 

## 

## 

## Table 2

**South Highlands Elementary Magnet School**

**LEAP for the 21^st^ Century**

**Louisiana Criterion Referenced Testing Program**

## Mathematics

**Grade 4**

**State Tests**

+---------------------------------------+------+------+------+------+
|                                       | 2    | 2    | 2    | 2    |
|                                       | 003- | 002- | 001- | 000- |
|                                       | 2004 | 2003 | 2002 | 2001 |
+---------------------------------------+------+------+------+------+
| Testing month                         | M    | M    | M    | M    |
|                                       | arch | arch | arch | arch |
+---------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                     |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 94   | 96   | 98   | 98   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 64   | 64   | 69   | 70   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 13   | 25   | 25   | 23   |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 79   | 75   | 75   | 78   |
+---------------------------------------+------+------+------+------+
| Percent of total students tested      | 100  | 100  | 100  | 100  |
+---------------------------------------+------+------+------+------+
| Number of students alternatively      | 0    | 0    | 0    | 0    |
| assessed                              |      |      |      |      |
+---------------------------------------+------+------+------+------+
| Percent of students alternatively     | 0    | 0    | 0    | 0    |
| assessed                              |      |      |      |      |
+---------------------------------------+------+------+------+------+
|                                       |      |      |      |      |
+---------------------------------------+------+------+------+------+
| #  SUBGROUP SCORES                    |      |      |      |      |
+---------------------------------------+------+------+------+------+
| 1\. Economically Disadvantaged        |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 80   | 100  | 100  | 100  |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 30   | 31   | 41   | 36   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 10   | 5    | 10   | 8    |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 10   | 19   | 16   | 15   |
+---------------------------------------+------+------+------+------+
| 2\. Black                             |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 82   | 91   | 96   | 99   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 39   | 36   | 43   | 51   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 0    | 9    | 13   | 7    |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 28   | 33   | 30   | 27   |
+---------------------------------------+------+------+------+------+
| 3\. White                             |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 100  | 100  | 100  | 98   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 75   | 85   | 86   | 67   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 18   | 39   | 34   | 16   |
+---------------------------------------+------+------+------+------+
| Number of students tested             | 49   | 41   | 44   | 49   |
+---------------------------------------+------+------+------+------+
| # STATE SCORES                        |      |      |      |      |
+---------------------------------------+------+------+------+------+
| \% At or Above Basic                  | 38   | 42   | 38   | 41   |
+---------------------------------------+------+------+------+------+
| \% At or Above Mastery                | 13   | 13   | 10   | 11   |
+---------------------------------------+------+------+------+------+
| \% At Advanced                        | 2    | 3    | 2    | 2    |
+---------------------------------------+------+------+------+------+

Table 3

**South Highlands Elementary Magnet School**

**IOWA Tests of Basic Skills**

**Louisiana Norm-Referenced Testing Program**

**Reading**

**Grade 3**

Edition/Publication Year [IOWA 03 & Form M]{.underline} Publisher [The
Riverside Publishing Company]{.underline}

Scores are reported as percentiles.

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2     | 2     | 2001  | 2000  |
|                                     | 003-2 | 002-2 | -2002 | -2001 |
|                                     | 004\* | 003\* |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | March | March | March | March |
+-------------------------------------+-------+-------+-------+-------+
| > **SCHOOL SCORES**                 |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Total Score                       | 88    | 89    | 81    | 84    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 78    | 74    | 75    | 78    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 100   | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ###  SUBGROUP SCORES                |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > 1\. Economically Disadvantaged    | 75    | 62    | 62    | 77    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 9     | 8     | 14    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| > 2\. Black                         | 76    | 76    | 66    | 71    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 26    | 25    | 33    | 30    |
+-------------------------------------+-------+-------+-------+-------+
| > 3\. White                         | 93    | 94    | 89    | 90    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 50    | 47    | 41    | 47    |
+-------------------------------------+-------+-------+-------+-------+

\* = IOWA 03

Table 4

**South Highlands Elementary Magnet School**

**IOWA Tests of Basic Skills**

**Louisiana Norm-Referenced Testing Program**

**Mathematics**

**Grade 3**

Edition/Publication Year [IOWA 03 & Form M]{.underline} Publisher [The
Riverside Publishing Company]{.underline}

Scores are reported as percentiles.

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2     | 2     | 2001  | 2000  |
|                                     | 003-2 | 002-2 | -2002 | -2001 |
|                                     | 004\* | 003\* |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | March | March | March | March |
+-------------------------------------+-------+-------+-------+-------+
| > **SCHOOL SCORES**                 |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Total Score                       | 88    | 86    | 85    | 89    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 78    | 74    | 75    | 78    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 100   | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ###  SUBGROUP SCORES                |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > 1\. Economically Disadvantaged    | 80    | 60    | 72    | 74    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 9     | 8     | 14    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| > 2\. Black                         | 78    | 73    | 72    | 75    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 26    | 25    | 33    | 30    |
+-------------------------------------+-------+-------+-------+-------+
| > 3\. White                         | 91    | 91    | 93    | 96    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 50    | 47    | 41    | 47    |
+-------------------------------------+-------+-------+-------+-------+

\* = IOWA 03

Table 5

**South Highlands Elementary Magnet School**

**IOWA Tests of Basic Skills**

**Louisiana Norm-Referenced Testing Program**

**Reading**

**Grade 5**

Edition/Publication Year [IOWA 03 & Form M]{.underline} Publisher [The
Riverside Publishing Company]{.underline}

Scores are reported as percentiles.

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2     | 2     | 2001  | 2000  |
|                                     | 003-2 | 002-2 | -2002 | -2001 |
|                                     | 004\* | 003\* |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | March | March | March | March |
+-------------------------------------+-------+-------+-------+-------+
| > **SCHOOL SCORES**                 |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Total Score                       | 90    | 89    | 81    | 83    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 73    | 72    | 77    | 77    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 100   | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ###  SUBGROUP SCORES                |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > 1\. Economically Disadvantaged    | 70    | 78    | 56    | 63    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 15    | 7     | 6     | 5     |
+-------------------------------------+-------+-------+-------+-------+
| > 2\. Black                         | 77    | 78    | 65    | 61    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 27    | 28    | 28    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| > 3\. White                         | 95    | 94    | 88    | 87    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 44    | 43    | 47    | 62    |
+-------------------------------------+-------+-------+-------+-------+

\* = IOWA 03

Table 6

**South Highlands Elementary Magnet School**

**IOWA Tests of Basic Skills**

**Louisiana Norm-Referenced Testing Program**

**Mathematics**

**Grade 5**

Edition/Publication Year [IOWA 03 & Form M]{.underline} Publisher [The
Riverside Publishing Company]{.underline}

Scores are reported as percentiles.

+-------------------------------------+-------+-------+-------+-------+
|                                     | 2     | 2     | 2001  | 2000  |
|                                     | 003-2 | 002-2 | -2002 | -2001 |
|                                     | 004\* | 003\* |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Testing month                     | March | March | March | March |
+-------------------------------------+-------+-------+-------+-------+
| > **SCHOOL SCORES**                 |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Total Score                       | 90    | 89    | 84    | 86    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 73    | 72    | 77    | 77    |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of total students tested  | 100   | 100   | 100   | 100   |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students alternatively  | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > Percent of students alternatively | 0     | 0     | 0     | 0     |
| > assessed                          |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| ###  SUBGROUP SCORES                |       |       |       |       |
+-------------------------------------+-------+-------+-------+-------+
| > 1\. Economically Disadvantaged    | 79    | 73    | 63    | 69    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 15    | 7     | 6     | 5     |
+-------------------------------------+-------+-------+-------+-------+
| > 2\. Black                         | 78    | 80    | 72    | 68    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 27    | 28    | 28    | 15    |
+-------------------------------------+-------+-------+-------+-------+
| > 3\. White                         | 96    | 94    | 89    | 89    |
+-------------------------------------+-------+-------+-------+-------+
| > Number of students tested         | 44    | 43    | 47    | 62    |
+-------------------------------------+-------+-------+-------+-------+

\* = IOWA 03