**U.S. Department of Education November 2002**

***2002-2003 No Child Left Behind Blue Ribbon Schools Program***

Cover Sheet

  ---------------- ------------------------------------------------------
  Name of          Sharon Angel
  Principal        

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

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

  ------------------ -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
  Official School    Kinder Elementary Schoolon
  Name               Angel\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

(As it should appear in the official records)

  --------------------- -------------------------------------------------
  School Mailing        536 E. Central Ave.
  Address               

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

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

  -----------------------------------------------------------------------
  Miamisburg Ohio 45342-2811

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

City State Zip Code+4 (9 digits total)

  ------ --- ----- --- ------------------ ----- --- ----- --- -----------------------
  Tel.   (   937   )   866-4461           Fax   (   937   )   866-4070

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

  ------------- -------------------------------------- ------- -----------------------------
  Website/URL   http://www.miamisburgcityschools.org   Email   Sangel@miamisburg.k12.oh.us

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

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)

*[Private Schools: If the information requested is not applicable, write
NIA in the space.]{.underline}*

  --------------------- -------------------------------------------------
  Name of               Dr. Gary Schomburg
  Superintendent        

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

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

  ------------- -------------------------- ------ --- ----- --- ----------------
  District Name Miamisburg City Schools    Tel.   (   937   )   866-3381

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

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    | Ms. Kathy Bates                                  |
| Board             |                                                  |
|                   |                                                  |
| Pres              |                                                  |
| ident/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]{.underline}**

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

  ----- -------------------------------- -------- ------------ --------------------
  1\.   Number of schools in the         7        Elementary   
        district:                                 schools      

                                         1        Middle       
                                                  schools      

                                                  Junior high  
                                                  schools      

                                         1        High schools 

                                         9        TOTAL        

  2\.   District Per Pupil Expenditure:  \$7421                

        Average State Per Pupil          \$8073                
        Expenditure:                                           
  ----- -------------------------------- -------- ------------ --------------------

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

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

  --- --- -- -------------------------------------------------------------
             Urban or large central city

             

             Suburban school with characteristics typical of an urban area

             

             Suburban

             

      X      Small city or town in a rural area

             

             Rural
  --- --- -- -------------------------------------------------------------

  ----- ---- ---------------------------------------------------------------
  4\.   4    Number of years the principal has been in her/his position at
             this school.

             If fewer than three years, how long was the previous principal
             at this school?
  ----- ---- ---------------------------------------------------------------

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

<table style="width:100%;">
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 3%" />
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td colspan="2"><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
<td></td>
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
</tr>
<tr class="even">
<td><strong>K</strong></td>
<td><strong>16</strong></td>
<td colspan="2"><strong>17</strong></td>
<td><strong>33</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>1</strong></td>
<td><strong>20</strong></td>
<td colspan="2"><strong>9</strong></td>
<td><strong>29</strong></td>
<td></td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2</strong></td>
<td><strong>17</strong></td>
<td colspan="2"><strong>12</strong></td>
<td><strong>29</strong></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>3</strong></td>
<td><strong>17</strong></td>
<td colspan="2"><strong>19</strong></td>
<td><strong>36</strong></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>4</strong></td>
<td><strong>27</strong></td>
<td colspan="2"><strong>28</strong></td>
<td><strong>55</strong></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>5</strong></td>
<td><strong>16</strong></td>
<td colspan="2"><strong>26</strong></td>
<td><strong>42</strong></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>6</strong></td>
<td></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td><strong>Other</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td colspan="6">TOTAL STUDENTS IN THE APPLYING SCHOOL</td>
<td><strong>224</strong></td>
</tr>
</tbody>
</table>

  ----- ---------------------------- ------ ------------------------------
  6\.   Racial/ethnic composition of 95.2   \% White

        the students in the school:  nc     \% Black or African American

                                     nc     \% Hispanic or Latino

                                     nc     \% Asian/Pacific Islander

                                     nc     \% American Indian/Alaskan
                                            Native
  ----- ---------------------------- ------ ------------------------------

> **100% Total**

7.  Student turnover, or mobility rate, during the past year:
    [33.4]{.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 1 00.)

  ------- ---------------------------------------------------------- ------
  \(1\)   Number of students who transferred to the school after     42
          October 1 until the end of the year.                       

  \(2\)   Number of students who Transferred from the school after   33
          October 1, until the end of the year.                      

  \(3\)   Subtotal of all transferred students \[sum of rows (1) and 75
          (2)\]                                                      

  \(4\)   Total number of students in the school as of October 1     224

  \(5\)   Subtotal in row (3) divided by total in row (4)            .334

  \(6\)   Amount in row (5) multiplied by 100                        33.4
  ------- ---------------------------------------------------------- ------

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: [45.9]{.underline}
%

> [103]{.underline} Total Number Students Who Qualify

If this method is not 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     13    \%
  education services:                       

                                      28    Total Number of Students
                                            Served
  ----------------------------------- ----- ------------------------------

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

  ----------- --- --------------------- ---- ------------------------------
                  Autism                     Orthopedic Impairment

                  Deafness              2    Other Health Impaired

                  Deaf-Blindness        14   Specific Learning Disability

                  Hearing Impairment    7    Speech or Language Impairment

              4   Mental Retardation    1    Traumatic Brain Injury

                  Multiple Disabilities      Visual Impairment Including
                                             Blindness
  ----------- --- --------------------- ---- ------------------------------

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

  ------------------------------------ --------------- -------- ---------- --------------- -------
                                       **Number of                                         
                                       Staff**                                             

                                       **Full-time**                       **Part-Time**   

  Administrator(s)                     **1**                                               

  Classroom teachers                   **13**                                              

  Special resource                     **5**                               **4**           
  teachers/specialists                                                                     

  Paraprofessionals                    **3**                               **3**           

  Support staff                                                            **5**           

  Total number                         **25**                                              
  ------------------------------------ --------------- -------- ---------- --------------- -------

12 Student-"classroom teacher" ratio: **[17.2]{.underline}**

13\. Show the attendance patterns of teachers and students. 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
and drop-off rates.

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student           95.1        95.1        95.6        95.5        95.9
  attendance                                                              

  Daily teacher           95.3        95.9        97.5        97.5        95.7
  attendance                                                              

  Teacher turnover rate   .08%        0%          25% \*      .08%        .08%

  Student dropout rate                                                    

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

\* 1999-2000 The District opened a new school and teachers were
transferred from all buildings to the new school.

## [PART III -- SUMMARY]{.underline}

Kinder Elementary is a K-5 neighborhood school in the small city of
Miamisburg, Ohio. All students walk to the school, which is often the
same school attended by their parents and grandparents. Parents
routinely gather on the playground, morning and afternoon, informally
interacting with the "Kinder Family". Within its walls, you will find
broad hallways, wooden floors, and spacious classrooms. In its
ninety-six year history, Kinder has served a socioeconomically diverse
population with a strong Appalachian heritage. On average, over
forty-five percent of its students are on the free or reduced lunch
program and are identified as low income, at-risk children.
Single-parent households are prevalent and thirty to fifty percent of
the student body has never attended pre-school. The goals of Kinder
Elementary are to enable at-risk students to benefit from mainstream
accelerated education, to close the test score gap between at-risk and
average students, to prevent grade level retention, and to enable all
students to progress and achieve beyond the grade school level.

Ten years ago, Kinder was perceived as a school of low-achieving
students. In 1994-95 the staff began a search to improve Kinder
Elementary and make it a school of excellence. Research indicated that
the Kinder profile fit the Accelerated Schools model, which focused on
three premises:

> 1\. Unity of Purpose (the whole school community has a unified
> purpose);
>
> 2\. Empowerment with Responsibility (the entire school community makes
> important educational decisions and takes responsibility for them);
>
> 3\. Building on Strengths (the strengths of the entire school
> community are used as a foundation upon which to build). Accelerated
> Schools proponents believe all students can benefit from Best Practice
> teaching strategies, which treat all students as gifted.

Kinder Elementary implemented the Accelerated Schools model eight years
ago. This strategic plan brought many changes to Kinder. Curricular and
instructional changes connected academic material with students' daily
lives and emphasized higher order thinking skills. Instruction focused
on mixed-ability and flexible groupings, active learning, peer tutoring,
hands-on science and math activities, thematic units and cooperative
learning. Student projects were designed to promote independence,
self-reliance and self-esteem. The Accelerated Schools process empowered
the staff as a whole to guide and coordinate school programs. The Kinder
Bill of Rights and Responsibilities guarantees a safe and positive
learning environment for each and every child. Kinder launches a new
building theme each year and at the end of the school year, celebrates
its successes with activities for the entire Kinder family.

The Kinder community, which includes students, parents, staff, and
community members, has a role in the decision-making process. This
process was used to develop the Kinder Vision which focused on a safe
nurturing environment, best teaching practices, an engaging curriculum
that meets diverse learning needs, and involvement of all Kinder family
members. Everyone, including the custodians and cafeteria aides is part
of the Kinder family and contributes to the success of the school. This
support staff attends the annual retreat and this year suggested
Kinder's building theme of "Soar to New Heights". The decision-making
process is driven by the steering committee and cadres. The steering
committee, made up of parents, community members, and staff, meets six
times a year to discuss issues and provide feedback to the cadres.
Cadres are committees that use an Inquiry Process to identify problem
areas within the school and develop solutions grounded in research for
the targeted concerns. Kinder's efforts have proven effective through
the honors they have received: State of Ohio School Improvement Award,
Brad Tillson School of Excellence Award, and OASCD's Best Practice
Award.

The vision continues to be a driving force at Kinder School. There is a
commitment to utilize techniques that will allow all students to
achieve. Kinder is a school where all parents and community members are
welcome. A unified partnership has been forged with parents, local
businesses, government, and service providers to meet the needs of
Kinder's children. There is ongoing staff development established
through clear systematic assessments. Kinder is a center of learning for
students, teachers, and parents. Best Practice is the norm in the
classrooms where learning is active and meaningful. Special services,
such as tutors, mentors, etc. are provided for students along with
enriching cultural experiences. Pass through the doors of Kinder and you
enter an environment "dedicated to educate, motivate, and challenge
lifelong learners." (Kinder's Vision)

**[PART IV -- INDICATORS OF SUCCESS]{.underline}**

1.  **a. Description of the State Test**

Ohio's Fourth Grade Proficiency Tests is a criterion-referenced test,
which measures student proficiency in Writing, Reading, Mathematics,
Citizenship and Science. The test questions in each academic area are
derived from the Ohio Academic Standards for each subject. The test
measures students' ability to use critical thinking skills to comprehend
and solve problems. The proficiency tests were field-tested in 1995 and
based on those results, a passing rate of 200 was designated. This
passing score was increased twice, and in 1998, the passing score was
finally established at 217 in reading and 218 in math. At this level,
students are considered proficient. To be deemed advanced proficient, a
student has to receive a score of at least 250. In 2001-2002, the state
added a third category of basic, with the required score of 198. This
means that while a student may not be proficient, he/she is not so
lacking in skills that he/she needs to be retained. The state expects
75% of all students to pass the test at the proficient level.

When the Ohio Fourth Grade Proficiency Test was implemented in 1995
Kinder students did not perform at the level the state demanded, only
53% of its students passed reading and 64% passed math. The Accelerated
School Model was adopted at the end of the 1996-1997 school year and
1998-1999, full implementation of Powerful Learning (see Part V. 4)
began in all classrooms. This is the same year the state raised the
passing score from 210 to 217, yet Kinder increased the reading passage
rate for its students from 53% to 86%. In 2000-2001, the reading test
scores dropped to 79%, which still exceeded the state's expectations of
75% passing. Kinder staff took this drop seriously and reviewed the item
analysis to determine what changes needed to occur. It is interesting to
note that reading test scores across the entire state also dropped
during that school year. The following year 2001-02, Kinder's passing
rate in reading soared to 93%. During the 2000-01 school year the
percent of Kinder students that passed the Math test increased from 84%
to 90%.

## Students excluded from the testing program

Students excluded from the proficiency test have individual education
plans in place. Students on an IEP have gone through an extensive
intervention assistance process to determine if there is significant
cognitive impairment or severe learning disabilities. If either of these
conditions is found to exist, then a team of teachers, education
specialists and parents write an individual education plan. Each
academic area is considered to determine whether or not a student takes
the test in that specific area. An individual student might not take the
reading test, but with modifications such as a reader would be able to
take the science test. Those students who do not take the Proficiency
Test are assessed according to their IEP goals, which are based on
regular education content standards. To reach compliance with "No Child
Left Behind" the state of Ohio has made changes so that all students now
either take the proficiency test or an alternative assessment. In Ohio,
students on an IEP who took the test could be exempted from the
consequences of the proficiency test. This means that IEP students could
take the test, but their scores would not be calculated in the scores of
the entire school. Typically all Kinder students on an IEP take the test
with accommodations and many pass. For example of the five students
whose scores were excluded from the 2001 reading test, three students
passed. Kinder teachers review the results of the test for these
individual students and make changes in curriculum and instruction as
needed

**c. Reason for disparity among subgroups.**

Looking at the data it is evident that passing rates for students in the
free and reduced lunch sub group are comparable to the passing rates of
the building as a whole. This is true for the Fourth Grade Proficiency
Test as well as the off-grade tests given at each grade level. The data
illustrates that Kinder's philosophy of treating all students as gifted,
using best practices and following the tenets of the Accelerated Schools
Model have produced a successful learning program for all students at
Kinder School.

**2. How the school uses assessment data to understand and improve
student and school performance**

In reading, individual student performance is evaluated throughout the
school year using reading comprehension probes and running records in
conjunction with classroom assessments. Each child who scores below the
average on curriculum-based assessments has an intervention portfolio.
Teachers graph the student performance before and after specific
interventions have been implemented, looking for the best way to improve
the student's progress. These portfolios travel with the student through
grade five and more data is added each year. If the student continues to
struggle, the teacher meets with an intervention assistance team. The
team studies student performance graphs, observations, and other data
and assists the teacher in making a decision on how to proceed. The
child may be given more intense intervention or referred for an
evaluation by the School Psychologist. The team, parents, and teacher
make this decision. In other curricular areas, teachers monitor student
progress and understanding using classroom discussions, projects,
hands-on activities, formal assessments (unit tests), and student
performances. Re-teaching, using alternative methods, is implemented to
improve student performance when needed.

The staff also assesses school performance by reviewing the test results
of Ohio's Fourth, Sixth, and Off Grade Proficiency Tests. The item
analysis of each test is used to identify areas of academic weakness.
These then become the challenge areas, which provide the impetus for
teachers to adjust content and teaching strategies. In addition, an
Inquiry Cadre (Committee), made up of staff members, administrators and
parents, researches data, brainstorms solutions, and makes
recommendations to the staff on schoolwide change for the challenge
areas.

**3**. **How the school communicates assessment data to students,
parents, and community**

Kinder School believes it is important to share performance information
with students, parents, and community. Formal and informal assessment
data from teacher-made tests, standardized tests, and the Ohio
Proficiency tests is relayed to each group through various means.

Information is provided to the students and parents through individual
conferencing, assessment scores, weekly student reports, interim
reports, and quarterly report cards. Results from standardized tests are
also sent to the parents along with an analysis of the performance data.
Conferences are scheduled, as needed, for further explanations of the
information. Counselors also meet with parents to help them understand
their child's assessment data. Kinder also has a "Family Room" that
provides resource material and information for parents.

Building performance is also shared with the community. Kinder utilizes
the local newspapers, board meetings, the State Report Card, as well as
building and district publications to communicate this information.

**4. The school has a coherent and reasonable plan for communicating its
successes.**

As a Blue Ribbon school, Kinder will continue to use a coherent plan to
share its successes. The Accelerated Schools network provides many
opportunities to share research-driven ideas with educators across the
nation. Kinder's doors are open to principals and teachers to observe
Powerful Learning lessons taking place within the classrooms. Last year
alone, over fifty educators visited the building. Kinder hosts Powerful
Learning Labs, where teachers from across the state work side-by-side
with the staff to plan, teach, and reflect upon lessons as they are
taught to Kinder students. Monthly Accelerated Schools meetings are held
at the University of Dayton to discuss and receive updated school
improvement information. Finally, Kinder shares its successes with
professional education organizations such as Phi Delta Kappa.

Kinder staff shares strategies with other educators through district
grade-level meetings and presentations at the local, state, and national
level. For example, Kinder teachers presented Peer Coaching and Family
Day workshops at the National Accelerated Schools conferences. In
conjunction with Sinclair Community College and Miamisburg High School,
Kinder welcomes high school students to observe and participate in the
strategies and methods used by the staff. Finally, successes are shared
with education majors from area universities as they observe the
teachers as part of their coursework.

In the event Kinder wins this award, the school will continue to promote
its strengths. Articles will be provided to local, regional, and
national newsletters as well as professional journals for publications.
Student reporters will communicate Kinder's success story with the
community through "Burg's Eye View", a student-produced television
program.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

#  

**1.** The core curriculum in place at Kinder is based on the content
common to all schools in the State of Ohio and on the State of Ohio
Fourth and Sixth grade Proficiency outcomes and District courses of
study. Courses of study are developed by teachers and administrators and
are tied to the Ohio Curriculum Models. Kinder's curriculum includes the
basics of Reading, Writing, Math, Social Studies, and Science. While the
school district has adopted programs for the major curriculum areas,
Kinder teachers are encouraged to develop lesson plans using the course
of study and proficiency outcomes rather than tables of contents in
textbooks. Various resources are then gathered that best help students
learn the objectives. Resources include an assortment of books, hands-on
material, and computer software programs, which make the learning goals
authentic to the students. Experiences, such as Revolutionary War
speakers, are designed to provide students with real world connections
to the content being studied. All curricula are spiraling, with content
and skills continually building on previous subject matter. A list of
common vocabulary words has been developed, spoken and taught to
students at all grade levels. This allows for internalization of the
words and their meaning. Students are, therefore, knowledgeable when
faced with these words on assessments. (i.e. reading selection versus
reading story).

Writing incorporates grade level rubrics in grades 1through 5 which are
shared with students and parents and used to assess student writing. The
writing process, which includes prewriting, drafting, editing, and
publishing, is taught to all students beginning in first grade and is
reinforced throughout all grade levels. All students are encouraged to
publish writing based on teacher-generated prompts. Students routinely
write in journals across the curriculum, so that writing is seen as an
integral part of all learning. They also answer short and extended
response questions on all classroom assessments. The school librarian
makes real world connections through visiting authors like Rick Sowash,
who met with students to discuss writing techniques and introduced the
students to "juicy words" to use in their writing.

Social studies includes historical events, government, economics, map
skills, and citizenship. It also encompasses goals, such as enabling
students to interpret and gather information, explain how people cope
with challenges of existence, and examine issues from multiple
perspectives. It is particularly interesting to listen to kindergartners
discuss factors of production. Kinder students are also taught to work
with others, make informed judgments and decisions, and act in
accordance with democratic processes. It too is a spiraling curriculum
that begins in kindergarten with students learning how to abide by the
rules and to work cooperatively. This continues through fifth grade
where students are involved in student council, peer mediation, safety
patrol, and community service projects. Field trips are designed to
reinforce content and provide students with experiences that are not
provided by many families. Our students visit the State Capital, city
government offices, farms, and local historical sites.

Math encompasses all six standards (number sense; measurement; geometry;
patterns, functions, and algebra; data analysis; and mathematical
processes) as identified by the National Council of Teachers of
Mathematics. At all grade levels, teachers use manipulatives to help
students understand content. Geoboards, unifix cubes, etc. are common to
all classrooms. Problem solving is an integral part of all math
instruction and routinely includes open-ended word problems and
investigation of mathematical situations. Math incorporates language
arts by having students support or explain answers. Students routinely
justify their thinking and explain their solution in writing.
Mathematical concepts are reinforced throughout other content areas,
i.e., students must apply the knowledge they've attained from math class
in order to interpret results in science experiments.

Special area teachers collaborate with classroom teachers to integrate
art, music, physical education, library and keyboarding into the
academic curriculum. For example the art teacher instructs students in
symmetry and in the art of various cultures. The P.E. teacher
incorporates health and fitness and ties it to health and science taught
in the regular classroom. Library instruction includes research skills,
computer software applications, and information skills. The librarian
collaborates with classroom teachers so that library activities will
reinforce and enhance classroom content. In summary Kinder's curriculum
focuses on standards-based outcomes, best practice instruction, and
authentic student learning.

**2.** **Reading**

Kinder's philosophical approach treats every student as gifted and
believes that all children can learn to read. This is evident in
Kinder's approach to reading. Look into a Kinder reading class and find
students immersed in a literature-rich environment. There are multiple
sets of trade books at various reading levels and high interest books
about real-world events that students like to explore. Students are
actively engaged in reading through self-selected books, guided reading
groups, literature circles and partner reading. The nearby pubic library
and a constantly growing school library provide unique literary
experiences for students and especially for those who come from literacy
poor homes. Resources provided to students include books, magazines, and
computer software that include both fiction and nonfiction.

Kinder's reading curriculum incorporates three strands. *Structure*
includes phonics, vocabulary, language, literary components, and
purpose. *Comprehension* includes summarizing, retelling, and
interpreting. Students are taught to extend meaning through inferring,
contrasting, predicting, and applying knowledge. *Application* includes
a student's ability to select appropriate material, gain a love for
reading, and use reading skills for life-long learning. "Touchstone
Novels" help build a common literary foundation for all students in the
district. These novels are assigned to each grade level (i.e. fourth
grade, [Shiloh]{.underline}) . Students' reading levels are assessed
monthly through the use of reading probes, running records, computer
software and other curriculum-based assessments. This enables teachers
to provide the individual student with appropriate reading material, and
it also helps identify at-risk children. These children are the
recipients of a variety of research-based instruction and intervention.
At-risk students in Grade One receive Reading Recovery services and in
Grade Two receive Title I services in order to bring students to an
average level of reading as quick as possible.

**3. Chosen curriculum area - Science**

To improve Kinder's weakest curriculum area, a coordinated effort was
made across grade levels to improve the teaching and learning of
science. First, through curriculum mapping, content areas were adjusted
based on the grade level science requirements listed in the State
Academic Standards. The use of the scientific method for investigations
now begins in kindergarten, and topics have been realigned to meet
proficiency outcomes. A common language of legitimate science terms is
used K-5. Hands on activities are almost exclusively practiced to teach
and reinforce scientific concepts because science is something you do,
not just read about. Higher level thinking skills, such as predicting,
analyzing, and assessing the validity of experimental results, are used
in all grades.

In addition to efforts within the classroom, programs have been
implemented outside the science classroom. For the past three years, a
summer science camp has been offered to forty to fifty Kinder students.
During this weeklong class, students are actively engaged in
sophisticated thinking through the use of the scientific method with
hands on activities. Kinder also created a Family Science Night during
which students and their families actively participate in a variety of
science experiments. Application of the scientific method continues with
100% student participation from grades 3-5 in Kinder's Science Fair.

Kinder has been able to bring real life scientific experiences to its
students through assemblies and field trips. Programs featuring wild
animals, yo-yo physics, and electricity broaden the students' exposure
to the world of science. Unique field trips such as visiting the same
nature setting three times per year allows students to observe change
over time. Kinder teachers and students have also received training at
the community science center. For example, fifth grade teachers received
ideas and materials for 20 new lessons about water.

Through these efforts, Kinder has generated an excitement about science
and has enabled the students to better understand science concepts,
which has resulted in improved student performance.

**4.** **There is a variety of instructional methods for Improving
Student Learning**

Teachers at Kinder base their instructional strategies on the philosophy
of Powerful Learning. Powerful Learning provides a common language for
understanding, thinking, and discussing learning both in terms of the
classroom and throughout the school. In all Powerful Learning classrooms
lessons are designed to be: Authentic, Interactive, Learner Centered,
Inclusive, and Continuous.

Literature circles, guided reading groups, hands-on science and math,
learning centers, and peer tutoring are all ways that our students
interact with each other and share their expertise in the classroom.
Authentic experiences inside and outside the classroom help build
real-world connections. For example students use a TV guide or movie
schedule to learn elapsed time. For those students who lack experiences,
various speakers and programs are brought to Kinder. Students'
experiential bases are continually broadened by field trips outside of
school.

Learning in the classroom is often learner-centered by using the
students' prior knowledge and interests. Student exploration with a
variety of materials creates an interactive environment. All students
are included and have access to learning. Differentiated activities help
our students demonstrate their learning in a variety of ways.

Cross-curricular teaching and cross-grade level planning achieve
continuous learning for the students. Students connect learning from
subject to subject, as well as from grade to grade.

Teachers continually reflect and demonstrate a sense of efficacy by
asking themselves, whether or not students have achieved the objectives.
Future lessons are determined by this reflective approach which assures
that the content has been learned by all students.

**5. Coherent, ongoing professional development program**

Kinder School has a comprehensive, on-going, professional development
program. Staff development time is built into the schedule through a
40-minute early release time one day a week. During that time staff
members meet together to discuss grade level and cross grade level
issues, attend in-house workshops, and conduct research. Staff
development opportunities are specifically tailored to support teachers
as they grow professionally. Students are directly effected as teachers
implement research-based strategies. These opportunities include
workshops, university course work, retreats, study groups, and peer
collaboration. Every teacher completes at least 21 hours of staff
development annually. Seventy-percent of the staff are working towards
or have already completed their Masters studies. Kinder's certified
Reading Recovery teachers update their skills quarterly. Finally, new
staff members participate in a Mentor/Mentee program where veteran
teachers support entry-year teachers.

Through the Accelerated School network, the staff has extensive,
specialized training. All teachers are trained in the components of
Powerful Learning. Thirteen teachers are trained as Coaches who are
in-house experts in Kinder's school improvement process provided by
Accelerated Schools.

The key to successful staff development at Kinder School is
collaboration and reflection. Staff members share new information on the
latest research through grade-level and cross grade-level planning. All
teachers participate in peer coaching opportunities, which provide
forums for reflection and sharing. Three times a year every teacher is
observed by a team of his/her peers and receive feedback for ways to
improve student learning.. The annual teacher evaluation procedure also
includes reflection as a part of the process. The Kinder staff
collaborates through bimonthly cadre meetings where they focus on ways
to improve student achievement.

Finally, Kinder teachers obtain new information regarding teaching
techniques, which directly affect student performance during annual
summer retreats, monthly staff meetings, and the Accelerated Schools
National Conference. Kinder's devotion to staff development,
collaboration, and reflection is one of the many reasons that students
succeed in and out of the classroom.

**Ohio Fourth Grade Proficiency Criterion Referenced Test Scores
Riverside Publishing**

  ------------------------- ----------- ----------- ------------ ----------- -----------
  **READING**               2001-2002   2000-2001   1999-2000    1998-1999   1997-1998

  March Proficiency Test                                                     
  Scores                                                                     

  **SCHOOL TOTAL SCORES**   93.2%       79%         87.5%        86.1%       52.8%

  at or above basic         100%        N/A         N/A          N/A         N/A

  at or above proficient    93.2%       79%         87.5%        86.1%       52.8%

  at advanced               16%         8%          13%          6%          11%

  Number of students tested 51          44          32           40          36

  Percent of total students 100%        100%        100%         90%         88%

  Number of students        8           5           6            11          4
  excluded\*                                                                 

  Percent of students       16%         11%         19%          28%         11%
  excluded                                                                   

  Students who did not      0           0           4            4           4
  attempt test                                                               

  **SUBGROUP SCORES**                                                        

  Free and Reduced Lunches                                                   

  Number of 4th graders on  19          12          8            8           16
  F/R                                                                        

  Percent on F/R lunches    37%         32%         25%          20%         44%

  at or above basic         84%         N/A         N/A          N/A         N/A

  at or above proficient    88%         92%         86%          100%        

  at advanced               12%         8%          14%          0%          

                                                                             

  **STATE SCORES TOTAL**    64%         56%         58%          59%         47%

  at or above basic         N/A         N/A         N/A          N/A         N/A

  at or above proficient    64%         56%         58%          59%         47%

  at advanced               7%          7%          6%           4%          4%

                                                                             

  \*Excluded students are                                                    
  those who are special                                                      
  education identified on                                                    
  IEP\'s. Some excluded                                                      

  students took the test                            We have                  
  \"off-line\" and some did                         shown this               
  not attempt. We have                              break-down               
  shown this Break-down in                          in                       

  the data table.                                                            
  ------------------------- ----------- ----------- ------------ ----------- -----------

**Ohio Fourth Grade Proficiency Criterion Referenced Test Scores**

**Riverside Publishing**

  ------------------------ ----------- ----------- ----------- ----------- -----------
  **MATH**                 2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  March Proficiency Test                                                   
  Scores                                                                   

  **SCHOOL TOTAL SCORES**  88.4%       90%         84.4%       94.4%       63.9%

  at or above basic        N/A         N/A         N/A         N/A         N/A

  at or above proficient   88.4%       90%         84.4%       94.4%       63.9%

  at advanced              30%         29%         44%         39%         19%

  Number of students       51          44          34          40          36
  tested                                                                   

  Percent of total         110%        100%        100%        90%         88%
  students tested                                                          

  Number of students       8           1           6           11          4
  excluded\*                                                               

  Percent of students      16%         2%          18%         28%         11%
  excluded                                                                 

  Students who did not     1           0           3           4           4
  attempt test                                                             

                                                                           

  **SUBGROUP SCORES**                                                      

  Free and Reduced Lunches                                                 

  Number of 4th graders on 19          12          7           6           10
  F/R                                                                      

  Percent on F/R lunches   37%         32%         22%         15%         28%

  at or above basic        N/A         N/A         N/A         N/A         N/A

  at or above proficient   63%         83%         100%        83%         

  at advanced              26%         33%         14%         16%         

                                                                           

  **STATE SCORES TOTAL**   63%         59.4%       49%         50.6%       42%

  at or above basic                                                        

  at or above proficient   63%         59.4%       49%         50.6%       42%

  at advanced              17%         16%         11%         12%         7%

                                                                           

  \*Excluded students are                                                  
  those who are special                                                    
  education identified on                                                  
  IEP\'s. Some excluded                                                    

  students too the test                                                    
  \"off-line\" and some                                                    
  did not attempt. We have                                                 
  shown this break-down in                                                 
  the                                                                      

  data table.                                                              
  ------------------------ ----------- ----------- ----------- ----------- -----------

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