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PART III -- SUMMARY Snapshot of the School

"**Jefferson School is a community of students, families, and staff
whose members encourage and help each other to grow, to reach full
potential, and to maintain a nurturing environment where individual
differences are appreciated. The families and staff work together and
help students accept the responsibility for their own learning and to
experience the joy of their successes."** (Jefferson School Vision)

Jefferson Elementary School is a K-6 facility providing regular
education and special education for approximately 270 students.
Jefferson is also the regional site for deaf education, and a district
site for English Language Learners.

The staff includes two part time administrators, thirteen certified
teachers with Masters Degrees for a total of eighteen certified
teachers. Eight certified traveling specialists and a traveling nurse
work with our students. The full time counseling position is shared by
two counselors. Eighteen part-time classified staff members which
includes ten classroom paraprofessionals, two English Language Learner
paraprofessionals, and one deaf interpreter. Full-time classified staff
includes a secretary and custodian.

To meet the needs of our students we have several special programs at
Jefferson. They include English Language Learning, Deaf Education,
Speech Therapy, Physical Therapy, Vision Services, Occupational Therapy,
Challenge Gifted Program, Reading Recovery, Title One Reading, Student
Leadership Council, The Stop and Think Social Skills Program, as well
as, a program presented by Nebraska State Patrol. Our primary classrooms
are designed to meet the needs of each child. The flexibility in
learning the basic skills of a language arts curriculum allows each
child be successful learners at a very early age. Through the
coordination of services all teaching staff work towards this important
goal for our students. To capitalize on the success of our primary team,
our intermediate teachers have recently begun meeting to discuss
authentic assessment and assessment practices.

We challenge our students to make positive contributions to society by
being responsible citizens who are flexible and accountable for their
learning as a life-long skill. They are encouraged to develop an
appreciation for the arts and explore future career opportunities.

Jefferson uses a program called Stop and Think. It is a way of
displaying positive attitudes and actions that exhibit a sense of caring
for self, others, and the environment. The focus of this program is on
learning skills for social situations that are used consistently
throughout our school. This program also gives students the needed
skills to address interpersonal, problem-solving, and conflict
resolution. This is a way for students to become more effective
self-managers, which will help them at school, at home, and in the
community. A school-business partnership with the local HyVee store
provides active leadership, support, and incentives for the students.

The diversity among our student population is global which includes
students from Somalia, Sudan, various Central American countries, and
Mexico. Additional ethic groups of students include Native Americans and
African Americans. So, an important aspect of our school is to help
students acquire communication skills that will recognize and appreciate
the differences in human relations and other cultures. To accomplish
this task each student and employee is responsible for positive actions
that demonstrate community citizenship. This is expanded to learning and
accepting national and global responsibilities.

To meet the varied needs of our students we have monthly Student
Assistance Team (SAT) meetings. These meetings are a way to involve
parents, teachers, administrators, interpreters, community counselors,
school counselors, and community agencies. Many of our students need to
have the help of a varied support team to help them become successful
learners and responsible people to society. This team has been very
successful with many of our students

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

1\. Jefferson Elementary School participates in the state of Nebraska's
Reading and Math Assessment Process. Nebraska has a unique system of
assessing standards. In the Nebraska model individual school districts
develop their own assessments and the state rates the assessment and the
process the school district used in developing and scoring the
assessments. Jefferson's school district, the Norfolk Public Schools,
received the two highest ratings possible for its assessments. In the
area of Reading/Language Arts the school district received a Very Good
rating and in the Math assessment the district received an Exemplary
rating. Information on the state assessment system can be found on the
following web site: <http://reportcard.nde.state.ne.us/> . Performance
levels were determined by using a process referred to as "Book Marking."
In this process all test items for both the Reading and Math assessments
were arranged from easiest to most difficult. A panel of fourth grade
teachers examined every test item on the reading test and the math
tests. The items were examined starting from the easiest and ending with
the most difficult. Beginning with the first (easiest test item) the
teacher panel determines if the typical "C" student could answer the
item correctly. If so, the panel proceeds to the next test item. If the
average "C" student cannot answer the item without assistance, than this
point in the assessment becomes the level of proficiency or what is
typically referred to as the "cut-score." To meet proficiency, students
must answer a total number of questions determined by the "cut-score."

READING. Jefferson Elementary students take the district
Reading/Language Arts assessment yearly. The assessment encompasses
basic reading skills such as 1) identifying essential facts/ideas, 2)
applies knowledge of fiction and non-fiction, identifies similar ideas,
and acquires an advanced vocabulary. Students must score at least 51% to
be proficient. As a check to compare how well Jefferson students perform
nationally, a standardized achievement test is given the second semester
of the sixth grade year and student results are analyzed. The
combination of the two tests assists the school in determining how well
students are progressing (fourth grade district assessment) and at the
end of their elementary schooling (national standardized test.)
Jefferson school also is meeting the need of early readers by using an
assessment system called Dibels. Dibels allows the school to identify
both pre-reading and early reading skills that pupils will need to
become successful readers. For example, during the 2004-05 school year
40% of kindergarten students were identified as at risk readers during
the September evaluations. Information results were used to create small
groups and tailor instruction to the pre-reading needs of the students.
During the Mid-Year evaluations (January) the at-risk readers dropped to
25%. In the first grade, 39% were identified as at risk readers and only
10% in January. Jefferson is making a difference in the lives of
students.

MATH. Jefferson fourth graders take a series of five math assessments
during the year to measure student math achievement. The assessments
measure, among other things, 1) Numerations & number sense, 2) Numbers
in equivalent forms, 3) Ordering fractions/mixed numbers, 4) Computes
change, 5)Computation and estimation, 6) Calculate perimeter & area, 7)
Algebraic concepts, and 8) Interpret graphs/charts/tables. Students must
score at least 51% to be proficient. Because we do not want to leave any
child behind, those students who do not pass an assessment are re-taught
and given an additional opportunity to show proficiency.

Part IV #2 -- Use Data to Improve Student Performance

**Primary formal assessments** are nationally normed DIBELS, Accelerated
Reader, the Developmental Reading Assessment (DRA), and Read Naturally
(a computer program to help improve reading fluency).

The results of the DIBELS assessments are used to group students and
determine appropriate instructional strategies to meet individual needs.
The results indicate students who reach benchmark, those who need
strategic interventions, and those who will benefit from intensive
instruction. Students are assessed three times per year to determine
growth and the need for additional instruction. DIBELS, Accelerated
Reader, DRA, and Read Naturally are used to place students into
heterogeneous groups with similar instructional learning needs in the
areas of vocabulary, phonemic awareness, fluency, comprehension, and
alphabetic principle. Students are moved from group to group as their
learning level changes. Primary teaching staff members each take
responsibility for an intensive group of four to eight students for an
extra 3o minutes of language arts instruction each day. Staff members
also meet weekly to discuss student progress and adjust teaching
strategies.

**Intermediate formal assessments** include the Metropolitan Achievement
Test (MAT 8) in grades 3, 5, and 6. The full battery is given at grades
3 and 6, and the short form is administered at grade 5. We use the
information from the MAT 8 to monitor student progress in reading.
Students that score below the 50^th^ percentile are given additional
reading assistance. One of Jefferson's NCA goals is the improvement of
reading and the MAT 8 is used to help teachers adjust their teaching
strategies to fit the needs of the students. Particular areas of focus
have been reading comprehension and vocabulary development. Students
also take the STAR Reading Assessment to determine their reading levels
and Accelerated Reader to self-monitor reading fluency and
comprehension. The staff use the goal setting charts provided by
Accelerated Reader and teachers hold individual conferences with
students to set weekly, monthly, and quarterly reading goals. Teachers
are utilizing the Read Naturally Fluency program to help assess
individual student reading fluency. Information from these assessments
is used to select student curriculum at their appropriate level. DIBELS
assessments are beginning to be used by the intermediate staff to
provide more information about student comprehension and fluency.

The district writing assessments are required in the fall while the
state writing assessment is given during the winter. All fourth grade
students are required to take the district criterion-reference tests in
the areas of reading and mathematics. Intermediate teachers use this
information to help diagnose and guide instruction to improve academic
achievement of all students. Teachers and students are given the
opportunity to reteach and retest in order to master the state
standards. The district is just beginning to test other intermediate
grades with criterion referenced tests.

**PART IV #3** -- Assessment Data Communication to Students, Parents,
Community

Student performance is assessed daily and shared with students by
teachers and staff as part of the learning process at Jefferson.
Assessment data, such as STAR, Accelerated Reader (AR) reports, DIBELS,
and CRT data, is also shared with students to help them monitor their
own progress and celebrate their success. Students are encouraged to set
goals. Our quarterly progress reports allow students the opportunity to
check their progress in meeting their goals. Some of our staff also have
incorporated student led conferences during parent/teacher conference
time to encourage students to take a more active role in their
education. Parents are encouraged to participate once each semester in a
parent/teacher conference. Parents also review progress reports each
quarter. Data from STAR, AR, DIBELS, and CRT assessments is shared at
this time. Individual California Achievement Test and Metropolitan
Achievement Test data reports are distributed to parents. Total school
assessment results are discussed in the school newsletter. Parents and
community members are able to view assessment and student performance
data on the Dept. of Education website. Our district's annual report
also provides information about specific programs and student
performance. The monthly Board of Education meetings are another was for
the community to gain knowledge about student performance.

Part IV #4 -- Ways of Sharing Successes

Jefferson School has shared and will continue to share its successes
with other schools in the following ways:

-   Jefferson newsletters are sent monthly to other elementary schools.

-   Jefferson School invites the Norfolk Daily News to come to school
    for special events to take pictures and write up articles for the
    newspaper to share with the community.

-   Jefferson teachers regularly share with Norfolk Public School
    district teachers at grade level meetings and at curriculum
    committee meetings.

-   Jefferson teachers share in district staff development meetings.

-   Jefferson School is developing a school web page so other schools,
    parents, and grandparents can keep in touch with Jefferson School's
    activities.

-   Jefferson includes articles in *News to You*, a Central Office
    publication, which is distributed throughout the school district.

-   Jefferson students and staff yearly attend a school board meeting to
    share new strategies that are successful at Jefferson.

Suggestions to further communicate Jefferson successes with other
schools in the district:

-   Invite a principal or school board member to visit our school when a
    class/classes are doing something special.

-   Submit a photo of a classroom or school event to the Norfolk Daily
    News for the Scrapbook page.

**PART V #1** - **School Curriculum**

In the Language Arts curriculum students are engaged in reading,
writing, and spelling.

The students participate in guided reading, working with words,
self-selected reading, and read aloud. During guided reading the
students are placed in ability based groups and instructed at their
reading level. Working with words entails teaching how to read and spell
words through interactive activities that build phonemic awareness. Self
selected reading allows students to read books at their independent
reading level based on their interest. Teacher read aloud models fluent
reading and expression. The students participate in individual reading
and assessment through the Accelerated Reading program; they work with
partners, work on projects, and work in small groups. During writing the
students are instructed in daily oral language, Six Trait Writing,
guided writing, and the five step process. Daily oral language teaches
students editing skills and strategies. The Six Trait process includes
voice, organization, sentence fluency, conventions, word choice, and
ideas. Guided writing helps to develop writing skills through mini
lessons, conferences with students, and author's chair. They also use
the five step writing process which involves pre-writing, rough draft,
revising, editing, and publishing. The students work individually
writing stories utilizing various genres, journaling, creating book
reports, and summarizing. In the primary grades the students work in
large groups through shared ideas and shared writing. In spelling the
students participate in word wall activities, vocabulary awareness, and
spelling strategies. These strategies include: look at the word, say the
word aloud, read and spell the word aloud, and then write the word.

In math the students learn number sense, computation and estimation,
measurement, geometry, probability, algebraic concepts, and problem
solving. Number sense teaches students numeration systems and the skills
to represent numbers in a variety of ways. Students will have quick
recall of basic math facts and be able to use appropriate methods of
computation. In measurement the students will estimate and measure using
appropriate measuring instruments and units when solving problems.
Geometry teaches the fundamentals of geometry from several perspectives.
Probability teaches the use of statistical methods to represent and
analyze data. Students will use Algebraic concepts and symbols and have
the skills to analyze, represent, and solve a variety of problems.
Students will use mathematical language and symbols to read, write and
solve mathematical problems. The Primary students use manipulatives such
as counters, place value blocks, and coins. Intermediate students use
manipulatives such as geo boards, power blocks, clocks, and fraction
pieces. Students are engaged through group activity and independent
study.

Social Studies lessons involve the study of history, geography,
political science, economics, behavioral sciences and current events.
Students study Nebraska, American and world history. The study of
political sciences focuses on the government systems necessary for
developing individual civic responsibility. In economics the students
learn about production, distribution, exchange, and consumption.
Behavior science is the study of interaction among people. Science
includes physical science, life science, earth and space, technology,
and the history of science. In physical science the students will study
the properties of matter, motion, and simple machines. Life science
teaches the students the structure of living organisms, reproduction and
heredity, and the life cycle. Earth and space science requires students
to understand objects in the sky, the solar system, and weather.
Technology encourages the use of computer with science.

In art, students are given the opportunity to create visual works of art
that successfully convey a central thought based on ideas, feeling,
memories, attitudes, or observations. Students examine, compare, select,
and employ a variety of subjects, themes, symbols, and pictorial
presentations to express ideas. Through art, students gain an
understanding of the relationship of various cultures. Students are
introduced to, become familiar with, and are able to safely use
different art materials; they learn to select media techniques and
processes having qualities and characteristics which enhance
communication of their ideas, feelings, and moods.

**PART V #2a - Reading Curriculum**

Jefferson Elementary School has chosen to implement a balanced literacy
program using the Four Block Teaching Model. This is a well rounded
program that is supported by research, which includes an in-building
team that discusses and re-examines compiled data from assessments. The
Four Blocks are phonics, literature, basal/trade books, and writing
(using 6-Traits).

The phonics block incorporates the Five Big Ideas in primary grades
using First Hand Phonics as a basis while at the same time incorporating
various other supplemental resources. The intermediate grades use word
study based from the Scholastic Basal Series and other relevant
resources.

The literature component includes student self-selected reading which is
supported by the Accelerated Reading Program that allows students to
individually select and read books at their own Zone of Proximal
Development (ZPD).

In the guided reading block, teachers use basal and trade books to teach
reading strategies, story elements, comprehension techniques, and
vocabulary by utilizing small-group instruction at individual student
levels.

Data is compiled through various assessment techniques including DIBLES
and the CAT and MAT 8 tests. The team reviews these assessments to
identify and direct teaching instruction. DIBELS is given three times a
year while the CAT/MAT 8 tests are given in the spring each year.

Together with support services of Title I, ELL, and Special Education,
student needs from at-risk to high ability learners are specifically
addressed. Classroom teachers work with support services in a Class
within a Class setting in the lower grades. Reading Recovery is a
program that focuses on at-risk first grade students. Students in grades
K-3 that are at risk for developing solid reading skills are provided
more time to gain skills and instruction in intensive reading groups. In
the upper grades, individual students receive intensive instruction in
pull-out settings. High ability students are offered a weekly challenge
class.

An important piece of our reading program is parent support in daily
at-home reading and community involvement in monthly paired and shared
reading times. Parent involvement is encouraged through monthly
newsletters sharing ideas for enhancing student success in reading. A
before school reading option is also offered to provide students with
another non-structured time for personal reading. Our school library is
also open for student use two days a week in the summer.

**PART V #3 - Writing Curriculum**

Jefferson Elementary School Staff pioneered **process** and
**six-trait** writing more than a decade ago with a pilot project
designed to enhance student\'s writing skills. Since then they have
continued to train, improve and develop until the curriculum can now be
described as follows:

The central goal of the writing curriculum is to produce skillful and
confident writers, Working to achieve the goal by necessity includes all
the specific competencies outlined in essential skills documents adopted
by the Norfolk Public Schools.

With the goal in mind, implementation begins in primary classrooms as
students focus on three of the **six traits**: *ideas*, *voice* and
*conventions*. Teachers use and encourage students to use consistent
writing vocabulary in order to develop continuity from classroom to
classroom. The primary curriculum provides a wealth of developmentally
appropriate strategies such as using six trait rubrics geared for young
children, interactive writing, frequent individual writing and a variety
of thinking, drawing, reading and speaking opportunities to establish a
view of oneself as a reader/writer.

Building on that foundation, the intermediate curriculum expands the
writing process by first reviewing the traits taught in primary and then
incorporating instruction in and assessment of the remaining traits:
*organization*, *word choice* and *sentence fluency*. Through
literature, speaking/listening, extended practice and numerous
opportunities to publish, students learn to skillfully compose, assess
and revise their writing,. which may include: journaling, creating
stories, answering questions, reporting research, content writing, or
otherwise sharing their ideas.

Teachers also use technology as an instructional tool to promote good
writing and research skills.

When students see themselves as readers/writers and have the skills and
confidence to act on their perceptions, they are positioned for success
in whatever endeavors they choose. In an academic setting, they have the
confidence to continue to refine their skills, while in the world of
work, they possess the skills to meet the challenges of employment.

**Part V #4 - Instructional Methods**

Jefferson Elementary strives to use methods of instruction that are
wide, varied, and yet, individualized enough to meet the needs of all
students in the classrooms. It is our goal that the methods we use make
each student feel successful, challenged and important.

Reading and writing go hand-in-hand. The primary grades are grouped
according to their instructional level as based on the results of our
DIBELS assessments. Each teacher teaches one level and the students are
grouped and taught according to their instructional level. These groups
are fluid. The teachers meet weekly to monitor student progress and
discuss instructional strategies. Effective teaching practices
incorporate Four Block language instruction, Six Trait writing,
intensive reading groups, and independent practice at each student's
reading level. Oral presentation, publishing of student work, research
projects using technology, book study groups, and cooperative learning
are methods used by our intermediate teachers. The challenge and
resource programs strive to expand on language arts instruction by
developing projects at the student's independent instructional level.

Teachers use individualized instruction, calculators, computers, games,
and math manipulatives. Teachers incorporate real-life experiences to
keep student interest high and success attainable for all students.

Science and Social Studies instruction is presented so students with
various learning styles are able to succeed. Many teachers in the
intermediate grades departmentalize classes to best utilize the talents
of our staff and to create student interest in the subject matter.
Teachers in the primary grades develop cross-curricular multicultural
units that include experiential learning activities and constructivist
practices.

In addition to the instruction of the core curriculum, we, as the
Jefferson community, strive to create an environment where all students
feel important, safe, and successful. We focus on the strengths of the
students by providing opportunities for all students to share their
cultural background and their special talents in music, art, movement,
and languages.

**PART V #5 - Professional Development**

Professional development is an integral part of being qualified
educators today. Jefferson administrators, teachers, and support staff
take time to work in groups, participate in a variety of seminars, plan
lessons together, and collaborate in monthly meetings. Jefferson
administrators encourage professional growth and will allow staff
release time to attend workshops, meetings, and conferences.

**Balanced Literacy-Four Blocks Model** is offered by the district in
twelve sessions, each semester. This class is designed to reach 1-3
level children to read, and at the 4-6 level to reinforce and extend
reading.

**Literacy Teams** meet for two hours per month in our building. This
time is used by the K-3 teachers and support staff to discuss and use
effective instructional strategies and assessments for literacy
development.

**Five Big Ideas** was an in service to introduce current teaching
trends in the major areas of literacy. The district's essential skills
are complementary to this research.

**Kindergarten Conference** is a time when the educator learns
strategies for social and academic success.

**Multicultural Training** is an ongoing plan that offers sensitivity
awareness that impacts our students. This is a way of removing obstacles
to learning and helps teachers interactive more effectively with
students.

**Six Trait Writing Workshops** are designed to help teachers get
started with analytical writing assessment and instruction. Teachers
learn to evaluate student writing across six dimensions of performance
using a rubric. The district uses a rubric for all writing assessments
and the state writing rubric is comparable to ours.

**DIBELS** are a set of standardized, individually administered measures
of early literacy development. They are designed to monitor the
development of pre-reading and early reading skills.

**Stop and Think Social Skills** is a training where all staff to learn
how to implement the school social skills program. Staff role play
situations and review common procedures to help students make good
choices about their behavior.

Planned training for 2005-06 includes **Step Up to Writing** for
classroom teachers in grades 4-8. More training in **DIBELS** assessment
and intervention strategies with Dr. Good has been scheduled for
teachers in grades K-3. Building administrators will also take part in a
**Balanced Leadership** training program.

Jefferson's professional development opportunities are driven by the
North Central Accreditation goals. Those goals include the improvement
of reading, the improvement of writing and the coordination of special
services. Because of NCLB funding we have been able to provide many
opportunities for staff development in research based reading
instruction strategies. The Balanced Literacy-4 Block Model, the
literacy teams, the five big ideas training, and the DIBELS workshops
are all professional development activities that directly enhance and
improve the instructional strategies teachers use to deliver the reading
curriculum. The Step-Up to Writing workshops and the Six Trait trainings
are related to the NCA writing goal. Jefferson implemented all day
kindergarten during the 2003-04 school year and the statewide
kindergarten conference offers staff new ways to complement instruction
during an entire day as opposed to half day sessions. Jefferson's
diversity and mobility rates demand that staff have an understanding of
a variety of cultures and have skilled classroom management techniques;
the Stop and Think Social Skills and the multicultural trainings address
those needs.

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