##### *REVISED - MARCH 29, 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 \_\_\_\_\_\_\_\_[Miss Jane F. Walter]{.underline}

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

Official School Name \_\_\_\_\_\_\_\_[Jefferson Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[37614 US Hwy
136]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_[Conception
Jct.]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Missouri]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[64434-0112\_]{.underline}\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_\_[Nodaway]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code
Number\*\_\_\_\_\_\_[074-195]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 660 ) 944-2316]{.underline} Fax [( 660 ) 944-2315
\_\_\_\_\_\_]{.underline}

Website/URL [www.jc123.k12.mo.us]{.underline} E-mail
\_[ytk008@mail.connect.more.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\*\_\_\_\_\_[Mr. Rob Dowis]{.underline}

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

District Name [Jefferson C-123 School District\_\_\_\_\_\_]{.underline}
Tel. [( 660 ) 944-2316]{.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 [Mr. Greg
McQuinn\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_[1]{.underline}\_\_
Elementary schools

\_\_\_\_\_ Middle schools

\_\_ \_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[2]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_[\$9483]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_[\$7394]{.underline}\_\_\_\_\_

**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
>
> \[ \] Small city or town in a rural area
>
> \[ X\] Rural

4\. [\_\_\_11]{.underline} Number of years the principal has been in
her/his position at this school.

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

5\. Number of students 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**    4         6                      10           **7**                             

  **K**       5         6                      11           **8**                             

  **1**       5         8                      13           **9**                             

  **2**       6         4                      10           **10**                            

  **3**       6         3                      9            **11**                            

  **4**       3         9                      12           **12**                            

  **5**       5         7                      12           **Other**                         

  **6**       6         4                      10                                             

                                    **TOTAL                                                   **87**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [98.75]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

[0]{.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:
\_\_[2.5]{.underline}\_%

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

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

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

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

  **(4)**                   Total number of students in 80
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .025
                            by total in row (4)         

  **(6)**                   Amount in row (5)           2.5
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_[35]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[30]{.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:
\_\_\_\_[14]{.underline}\_\_%

\_\_\_\_[12]{.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 \_\_[2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[9]{.underline}\_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_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 \_\_\_\_[7]{.underline}\_\_
\_\_\_\_[1]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_
\_\_\_\_[7]{.underline}\_\_\_

\*Note - half-time Art, Music, Library, P.E., Speech, Title I, Special
Ed.

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_[3]{.underline}\_\_\_
>
> Total number \_\_\_\_[7]{.underline}\_\_ \_\_\_[14]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_\_[8]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

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

  Daily teacher attendance  97%         98%         98%         98%         99%

  Teacher turnover rate     91%         86%         86%         86%         86%

  Student dropout rate      n/a         n/a         n/a         n/a         n/a
  (middle/high)                                                             

  Student drop-off rate     n/a         n/a         n/a         n/a         n/a
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*Note - Due to the small number of teachers, the turnover rate was
rather low despite what the percentage indicates.

**PART III ‑ SUMMARY**

"The Jefferson C-123 School District is dedicated to understanding the
past and building for the future of our students. In accomplishing this
endeavor, our mission is to develop students with a healthy physical,
emotional and intellectual balance that will prepare them to become
lifelong learners and productive, enlightened members of a diverse
society." This mission statement has been the guiding light when
decisions are made in curriculum, purchases, hiring, policies, and more.
The school district wants its students to have the best there is in
every aspect of the learning environment.

Jefferson Elementary is part of a small rural district in northwest
Missouri surrounded by three communities: Conception Jct., Conception,
and Clyde. There are 86 students in prekindergarten through sixth grade
who are served in one building for all grades, pre-k through 12^th^.
These students come from the surrounding communities and dozens of small
farms. Area businesses include an MFA, the Printery House at the Abbey,
an altar bread department and nursing home at the Convent, a convenience
store, and a car and farm equipment repair shop. Many parents also work
at factories just minutes away in Maryville such as Energizer and
Kawasaki.

Despite its small size, the school has been known for its excellence in
academics. The school board, administrators, teachers, and parents all
have high expectations when it comes to student performance and it shows
in the Annual Performance Report. This report assesses points for the
Missouri Assessment Program (MAP) test, student attendance, college and
vocational placement, ACT scores, and dropout rate. The school district
expects nothing less than 100% of the points possible on this report and
has done so for the past three years. This in turn has allowed Jefferson
to be recognized as Distinguished in Performance for the same number of
years and for in the years it has been reviewed for accreditation.

Jefferson Elementary services pre-k through 6^th^ grade students with
one classroom teacher per grade level, one elementary principal who also
teaches Title I Communication Arts half-time, and a three-quarters time
Title I Aide. Jefferson Elementary has special classes of music, art,
library, keyboarding, physical education, guidance, special education,
and Spanish by teachers that the elementary shares with the high school.
Jefferson acknowledges that learning does not begin just in the
classroom so there is a very successful Parents as First Teachers (PAT)
program. Over 90% of the district's families participate. Jefferson also
offers a program for 3 and 4-year-olds and their parents with evening
activities.

Walking into the elementary one notices the technology-rich environment.
The third through sixth grades incorporates the eMINTS (enhancing
Missouri's Instructional Networked Teaching Strategies) program with one
computer for every two students at their desks. A SmartBoard is located
at the front of the room, and students have access to digital cameras
and scanners. Teachers use an inquiry-based instructional program with
students becoming responsible for their own learning and the teacher as
the facilitator. Students make PowerPoint presentations after gathering
their research. Some classrooms have students at their desks typing
their work into Palm handhelds, another way to have computer access for
every student. One of them is the second grade, which also has an
interactive white board in the classroom. All classrooms have Internet
access.

Students are very active in the many extra-curricular and co-curricular
programs. Sixth graders meet after school once a quarter to work on a
newspaper, kdg.-6^th^ grade students participate in the annual Library
Sleep-over, 4^th^, 5^th^, and 6^th^ graders participate in Academic
Team, and 5^th^ and 6^th^ graders participate in the Stock Market Game.
There are many other academic contests such as the Spelling Bee,
National Geography Bee and the Reader's Digest Word Power. Students
participate in the Winter Music Program and Spring Music Program
performances. Fifth and sixth graders play basketball in weekend
tournaments. Boy Scouts and Girl Scouts also take place at the school in
the evenings. Volunteers help with the Readers' Carnival and Read Across
America.

The excellence in education at Jefferson is possible due to the hours of
dedication by the students, faculty, support staff, school board,
parents, and community members of Jefferson C-123.

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

**1. Jefferson Elementary's assessment results in reading and
mathematics.**

The Jefferson C-123 School District uses the state assessment system,
the Missouri Assessment Program (MAP). It is based on the state
standards known as the Show-Me Standards, to determine student
achievement and whether the school's curriculum is providing adequate
instruction for students to achieve at a satisfactory level. The test
includes multiple choice questions, short answer or constructed
responses, and performance events. Communication Arts is administered in
third grade and Math is administered in fourth grade.

The MAP classifies student results into one of five performance levels.
These five levels are: Step 1, Progressing, Nearing Proficiency,
Proficient, and Advanced. Proficient is considered the desired
achievement level demonstrating knowledge and performance from the
Show-Me Standards. Student scores are expected to move from the bottom
two quintiles (Step 1 and Progressing) into the top two quintiles
(Proficient and Advanced).

Source: Missouri Dept. of Elementary and Secondary Education --
[Missouri Assessment Program (MAP)]{.underline}; available on the web at
<http://dese.mo.gov/schooldata/four/074195/mapmnone.html>.

Jefferson Elementary has attained consistently high scores over the past
five years of administering the MAP. In third grade Communication Arts
the five years of data show that at least 63% of Jefferson Elementary
students have scored at or above the Proficient level in four out of the
five past years. The school's five-year average of students scoring
Proficient or Advanced in Communication Arts is 57.4%, compared to only
33.5% statewide. In fourth grade Math the data shows that at least 60%
of the students have scored at or above the Proficient level in all five
years, with 91% of the students scoring at or above Proficient last
school year. Plus there has been consistent growth three times out of
four within the five-year span. The district five-year average of
students scoring Proficient or Advanced in Mathematics is 77.0%,
compared to only 37.9% statewide.

Additionally, students in disaggregated subgroups have performed well.
Because of Jefferson's small enrollment, the only subgroup that can be
statistically considered is that of low socio-economic status. The
school's three-year average of students in this subgroup scoring
Proficient or Advanced in Communication Arts is 76.9%. In Mathematics
the school's three-year average of students in this subgroup who scored
Proficient or Advanced is 77.8%. Last year 100% of this subgroup
attained Proficient or Advanced in Mathematics. Overall, the MAP test
results demonstrate the excellence in performance of the students in
Jefferson Elementary.

Missouri releases an annual Top Ten list showing which schools have
persistently high scores (percent of students scoring at Proficient and
Advanced levels) during a five-year average. Jefferson Elementary has
been listed in the Top Ten of schools with less than 250 students in
Math every year from 2001 to 2004 and in Communication Arts in 2003.

Jefferson Elementary also uses the Terra Nova, a nationally normed
achievement test developed by CTB/McGraw**-**Hill, to assess student
achievement. The Terra Nova is administered in grades kindergarten
through sixth grade and assesses the areas MAP doesn't in third and
fourth grades. In comparing test results from 2000 to 2004 the average
grade level National Percentile scores have shown a steady increase from
73% to 76% in reading and from 80% to 84% in math. In 2003, Jefferson
Elementary students scored higher than the national average on 59 out of
the 62 reading and math objectives tested. The three that were below
were lower by only one to four percentage points. In 2004, the students
scored higher than the national average on every single objective tested
in reading and math. Terra Nova test results have consistently
demonstrated excellence in student performance year after year.

**2. Using assessment data to understand and improve student and school
performance.**

Jefferson Elementary uses a variety of assessment data to improve
student performance and achieve excellence. Examples include using
Crystal Reports to interpret MAP test results, Terra Nova test results,
Standardized Test for Assessment of Reading (STAR), and student work.

The Crystal Reports are used to help with updating curriculum, which in
turn drives lesson planning. Areas that show a need for improvement are
highlighted by the collaboration of the school counselor and elementary
principal. This information is shared with the teaching staff in
meetings. The school holds curriculum camps and has early dismissals for
teachers to work collaboratively on their curriculum.

Teachers use the STAR reading test results to establish reading goals
for the Accelerated Reader program. Students are tested at least three
times during the year and reading goals are updated accordingly.
Elementary teachers use running records, reading conferences, and
one-on-one student-teacher time to determine student needs.

The Jefferson Professional Development Committee has been on the cutting
edge when it comes to the professional growth of the teaching staff. For
the past several years the faculty has been involved in study groups.
The study groups take place about once a month on days when school
dismisses early. The first two years included work on improving reading.
One study group used the information from *Strategies That Work* by
Harvey and Goudvis and saw improvements with students making connections
while reading. The teachers are also sharing new strategies in teaching
writing skills and been have been using student work to share during
study groups to show progress. Some writing strategies include
Four-Block and Six Traits.

**3. How Jefferson Elementary communicates student performance to
parents, students, and**

**community.**

Jefferson Elementary communicates its student performance in a variety
of ways to its parents, students, and community. Examples include grade
cards, mid-quarter grade sheets, MAP and Terra Nova test results, and
the District Report Card.

Parents receive their children's grade cards quarterly. Kindergarten,
first, and second grade have objectives listed in the curricular areas
on the grade sheets. Each objective is to be mastered by the students at
80% or above. If they do not master a skill, the teacher does a
re-teaching session with students before the test is administered again.
The students are shown the results of their test over the objective.
Third through sixth grade are given grades for each subject area. This
information is entered in the Lemberger computer program system and
printed out for parents. The parents of these students also receive
Friday letters and mid-quarter grades to keep them informed of their
child's progress.

Students frequently see the results of their work and grades. Papers are
checked and returned right away so as to make corrections. Upper
elementary students are shown their weekly progress with one-on-one
sessions with their classroom teachers.

For the past few years the Jefferson Elementary has shared test results
with parents during an evening soon after the test results have arrived.
In the past the results were shared at Parent-Teacher Conference time,
making it difficult for the teacher to share information when the test
was given by a teacher from the previous school year. Now the teacher
who administered the test meets with the child's parents soon after the
following school year starts to go over the test results and can give
more detailed information on how their child did on the test.

Test results are not only shown annually to school board members but
also to the community through the District Report Card. This information
is sent out to every household with a post office mailing address. The
information is also given to area newspapers for publication. Jefferson
Elementary takes pride in the publication of its test results as it
demonstrates the excellence in student performance.

**4. How Jefferson Elementary has shared and will continue to share its
successes with other**

**schools.**

As Jefferson Elementary strives for excellence, it has also shared its
successes in achievement, curriculum, and technology on numerous
occasions. Teachers, administrators, college students and professors,
and state legislators have all toured our school, met with teachers and
students, and observed the learning process. The classroom teachers have
also made presentations at conferences and professional development
days.

When Jefferson C-123 School District completed its 2001 MSIP review (an
accreditation process) and received a "strength" for its curriculum,
many other schools called asking to borrow the curriculum. It was
difficult for the teachers to be without their curriculum since they use
it often for lesson planning, but they were pleased to share it with
others.

Jefferson Elementary implemented the eMINTS (enhancing Missouri's
Instructional Networked Teaching Strategies) style in the 2001-2002
school year. Teachers in grades three through six participated in 200
hours of professional development within three years to learn the
inquiry-based style of teaching. The junior high is presently in its
first year of the eMINTS program. The school district also partnered
with SuccessLink to implement Palm handhelds in some of the classrooms.
Once schools heard about Jefferson's technology, several teachers and
administrators from area schools came to observe and ask questions on
how to write the grant and start the program in their schools.
Professors and college students in the education department of NWMSU in
Maryville, Missouri, (with whom Jefferson C-123 is partnered for
practicums and observations) visited recently to observe Jefferson's
eMINTS program in third through eighth grades and the Palm handhelds.

Classroom teachers have shared their teaching strategies in
presentations such as conferences and professional development days. At
conferences the primary grade teachers shared their successes of their
WriteNight program, where children author their own books with their
parents' help. College professors interviewed the teachers and observed
the program so as to write an article on the successes of the program.
The second grade teacher, who has a Masters in Reading, gave a
presentation on teaching reading strategies to other teachers in
break-out sessions on a professional development day for area schools.
On the same day the administrators gave a presentation on preparing for
MSIP reviews.

Jefferson Elementary will again share any information on its successes
whether in technology, teaching strategies, or curriculum. The district
just installed an ITV room, which could be used for interviewing the
teachers and principal. The faculty can also be e-mailed or called for
information. On-site observations are always welcome. The teaching staff
at Jefferson Elementary feels fortunate to have so much in its program
and wants to share its successes with others.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Jefferson Elementary's curriculum.**

In 1996 Missouri adopted a new set of standards to guide schools in
planning their curriculum. The Show-Me Standards include knowledge and
performance standards that are assessed through the Missouri Assessment
Program (MAP). Jefferson Elementary teachers attended curriculum camps
to revise the school's curriculum according to these new standards. The
curriculum is presently being revised now that Missouri is in the
process of adding Grade Level Expectations (GLE's).

Jefferson Elementary's curriculum includes Communication Arts, Math,
Science, and Social Studies based on the Show-Me Standards. The
curriculum is enriched with inquiry-based strategies with the teacher as
the facilitator, technology-based strategies, cooperative learning, and
hands-on learning. Students become responsible for their own learning by
conducting research and making presentations through the use of
technology. The "backward design" strategy is used for lesson planning
by keeping the assessment in mind then building backward from there.
Spanish is also taught on a weekly basis.

The Communication Arts curriculum develops students' skills in reading,
writing, spelling, and oral presentation. It is important for students
to demonstrate the ability to locate, decode, analyze, explain and apply
the ideas and information needed for their success. Daily practice and
application of these skills will help students extend their critical
thinking processes, while the connection of literature will enable
students to apply these strategies every day. Phonemic awareness is an
important component of the prekindergarten program, and Saxon Phonics is
taught in kindergarten through second grade. "Best Practices in
Reading," by Options Publishing, is used in grades one through six to
link fiction with non-fiction and practice skills such as making
connections, questioning, inferring, and visualizing. Similar to the
"Best Practices in Reading" is the "Pair-It" books, by Steck-Vaughn,
which is used in kindergarten through fourth grade. The upper grades use
literature sets to pull in Communication Arts skills.

The Math curriculum is designed to motivate the student into developing
mathematical skills to use today and in the workplace. Students develop
and expand their understanding of numerical relationships, patterns,
mathematical operations, measurement, graphic organizers, and problem
solving strategies. The use of the Saxon Math program in fourth, fifth,
and sixth grade incorporates a spiraling curriculum so skills are
repeatedly addressed and kept in students' long-term memory. Second and
third grade use the "Math Advantage" series by Harcourt Brace, and
kindergarten and first grade incorporate a hands-on concept with
manipulatives to teach math skills.

Students need to develop their citizenship skills and knowledge of the
United States government and geography, which are addressed in the
Social Studies curriculum. Students will learn these skills to maintain
a place within their community, state, country, and the world as
consumers and producers and to solve problems with civic pride in a
diverse, ever-changing world population. Geography, economics, cultural
traditions, transportation, Missouri history and government, United
States history and government, world history, ancient civilizations,
current events, and more are covered in the curriculum. Grades two
through six supplement their program with the Harcourt Brace Social
Studies.

To become scientifically literate citizens, the Science curriculum
engages students actively in constructing their own knowledge through
concrete experiences of inquiring, exploring, experimenting, and
explaining results, thus gaining an understanding of the scientific
world around them. Students learn about matter and energy, force and
motion, interactions of living things, ecosystems, the Earth's processes
and atmosphere, the universe, scientific inquiry, and natural resources.
The elementary uses the Discovery Words series published by Harcourt
Brace in grades kindergarten through sixth.

Elementary Art is taught by the K-12 Art teacher, who is shared with the
high school half-time. The curriculum contains instruction in production
of visual art, the principles and elements of different art forms, and
the historical and cultural contexts of visual arts. Students are given
instructions requiring them to see beyond preconceived thought and
stretch their imagination while they develop their artwork. This in turn
relates to their regular classes in achieving higher-order thinking
skills.

**2. Jefferson Elementary's reading curriculum.**

Jefferson Elementary incorporates many strategies to help students read,
and not to just read the words but also comprehend and make connections
to what they read. Typically, students "learn to read" in the primary
grades and "read to learn" after that. For the past several years
Jefferson Elementary has been using the balanced reading approach to
teach reading in all the grade levels. This approach was selected after
learning through state-sponsored workshops on the researched-based
balanced reading approach and the successes other schools have had with
this style of teaching.

Instructional methods to teach reading in the elementary are included in
five areas: (a) Skills Instruction and Practice, (b) Oral Reading, (c)
Instructional Level Reading, (d) Independent Reading, and (e)
Developmental Writing.

> a\. Skills Instruction and Practice includes phonemic awareness, Saxon
> phonics instruction, inquiry-based questioning, and reading
> conferencing.
>
> b\. Oral Reading includes the teacher read aloud, choral reading,
> student read-aloud, shared reading, and Buddy Reading (pairing a
> younger student with an older student). On Read Across America Day,
> students read one-on-one with volunteers from the community.
>
> c\. Instructional Level Reading is comprised of guided reading with
> small groups, paired reading, reading centers, book clubs, genre
> presentations, word walls, and "Pair-It" books and "Best Practices in
> Reading" workbooks to make comparisons of fiction and non fiction.
>
> d\. Independent Reading includes Drop Everything And Read (DEAR) time
> every other week, reading centers, Roaming Readers (classes finding a
> new spot to read in or outside the building), writing on sticky notes
> the connections made while reading (text-to-text, text-to-self, or
> text-to-world), and Accelerated Reader. Accelerated Reader is
> incorporated in grades one through six to increase reading levels more
> than one grade level a year.
>
> e\. Developmental Writing has students making their own books, share
> writing experiences, and brainstorming through large group and small
> group activities.

**3. Math: how it relates to essential skills and knowledge based on the
school's mission.**

The curriculum area of Math was selected to show how it relates to
essential skills and knowledge based on the school's mission. The school
district's mission states: "The Jefferson C-123 School District is
dedicated to understanding the past and building for the future of our
students. In accomplishing this endeavor, our mission is to develop
students with a healthy physical, emotional and intellectual balance
that will prepare them to become lifelong learners and productive,
enlightened members of a diverse society." According the rational stated
in the elementary math curriculum "Students use math in their daily
lives. The Math Curriculum is designed to motivate the student to
develop mathematical skills to use today and in the future as a
life-long learner."

The acquisition of math skills will prepare the students to be
productive members of society. These skills are needed as members of the
workforce and as they maintain a budget based on their income. Even
though technology has made math computations easier to complete, all
students need to know the basic understanding and deductive reasoning as
to how the computations were completed.

Jefferson Elementary begins instruction in the basics of math in
prekindergarten with hands-on manipulatives. Kindergarten and First
Grade continue this practice with the addition of simple computations,
measurement, geometric shapes, time, and concepts and problem solving.
Second and third grade build upon previous skills through the use of the
"Math Advantage" math series published by Harcourt Brace. Math facts are
memorized, students learn to interpret charts and graphs, and they are
introduced on how to apply the skills in performance events. When
students are in fourth, fifth, and sixth grade they use the Saxon Math
series that spirals skills learned so as to keep the newly taught skills
in student's long-term memories. Teachers pull in supplemental materials
to continue giving students opportunities to perform their skills in
performance events.

**4. The different instructional methods Jefferson Elementary uses to
improve student learning.**

Jefferson Elementary promotes the partnership of the student, teacher,
and parent when it comes to student success. This partnership begins
early in a child's education with the Parents as Teachers (PAT) program
for parents of children birth to age three. It continues into the Early
Childhood program for three to four year olds and prekindergarten. An
early beginning with readiness skills heightens a child's success in
school.

While a child is enrolled in Jefferson Elementary he is exposed to a
wide range of instructional methods to help him learn. Students are
actively engaged in their learning with the use of technology and
inquiry-based instruction that teachers in the eMINTS program were
taught. Examples include WebQuests, scaffolding, and graphic organizers
using Kidspiration or Inspiration software. This style of learning has
been proven to raise the achievement levels of even the reluctant
students. Techniques teachers learned and applied from *Strategies That
Work*, students have learned how to visualize, question, predict, and
infer while reading. Students make connections of text-to-text,
text-to-self, and text-to-world. To improve writing skills teachers
incorporate Four-Block and Six Traits. The Four-Block method helps
students to organize the components of a paragraph or essay. Six Traits
incorporates ideas, organization, voice, sentence, fluency, word choice,
and conventions. To increases student test-taking skills "Comprehensive
Math Assessment" and "Comprehensive Reading Assessment," published by
Options, is used. Other strategies to improve student learning include
cooperative learning, flexible grouping, re-teaching, additional help
through Title I, and before and after-school tutoring. Accelerated
Reader is used to meet individual needs of students to increase their
reading levels.

Supplemental programs are used to promote the enjoyment of learning.
Students have the opportunity to participate in Write Night (primary
students author their own books with help from their parents),
Children's Book Week with a Library Sleepover, Read Across America, and
academic competitions for the upper elementary (such as Poetry Contest,
American Legion Essay Contest, Thinking Cap Quiz Bowl, Academic Team,
Spelling Bee, National Geographic Bee, Reader's Digest Word Power
Challenge, Math Contest, Stock Market Game, Science Fair, and Middle
School Design and Build).

**5. Jefferson Elementary's professional development program and its
impact on improving**

**student achievement.**

The purpose of the Jefferson Professional Development Committee (PDC) is
to "stimulate and encourage the professional growth of both new and
experienced teachers," as stated in the PDC's mission statement. It also
states that professional development "should be viewed as a continuous
process of refining skills and keeping abreast of new developments in
the field of education." In its commitment to attain excellence, the PDC
has kept abreast of the latest trends and has moved from the tradition
of sending teachers to workshops to an in-house based program. The PDC
requested and was given approval to have once-a-month professional
development time by dismissing school two hours early in order for
teachers to collaborate in various areas of study. This collaborative
grouping gave teachers the opportunity to meet with those of similar
interests (such as reading strategies or the use of technology). This
style of professional development led to changes in instruction and made
a bigger impact in student learning than attending workshops with no
follow-up or support.

One of the first study groups, which included elementary teachers,
selected *Strategies That Work* by Harvey and Goudvis to read. Teachers
would read one or two chapters before hand, discuss the strategies in
their group, apply the strategies in the classroom, and during
subsequent sessions discuss their observations. Teachers began to notice
a change in student performance in daily reading. Success also began
showing in the Communication Arts MAP test scores. The elementary study
groups are now focusing on improving writing skills by sharing
strategies from Four-Block and Six Traits.

The PDC also supported the application for the eMINTS grant. Teachers in
third through sixth grade participated in nearly 200 hours of training
to improve classroom instruction. The continuous training, support and
follow-up by the eMINTS Instructional Specialist have insured a
successful transition from teacher-led instruction to inquiry-based
learning.

Table 1

State Criterion-Referenced Test

Jefferson Elementary

Conception Jct., MO 64434

Subject\_\_[Communication Arts]{.underline}\_\_ Grade\_\_\_[3^rd^
\_]{.underline}\_ Test\_\_\_[Missouri Assessment Program
(MAP)\_\_]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[revised annually]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_[CTB-McGraw
Hill\_\_\_\_\_\_\_\_\_]{.underline}\_\_\_

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

  Testing month                    April       April       April       April       April

  **SCHOOL SCORES**                                                                

  \% At or Above Nearing           90.9%       100%        100%        76.9%       100%
  Proficient                                                                       

  \% At or Above Proficient        63.6%       63.6%       70%         23.1%       66.7%

  \% At Advanced                   9.1%        0%          10%         0%          0%

  Number of students tested        11          11          10          13          15

  Percent of total students tested 100%        100%        100%        93%         100%

  Number of students alternatively 0           0           0           1           0
  assessed                                                                         

  Percent of students              0%          0%          0%          7%          0%
  alternatively assessed                                                           

                                                                                   

  SUBGROUP SCORES                                                                  

  [Socioeconomic                                                                   
  Status]{.underline}                                                              

  \% At or Above Nearing           100%        100%        100%                    
  Proficient                                                                       

  \% At or Above Proficient        75%         55.6%       100%                    

  \% At Advanced                   0%          0%          0%                      

  Number of students tested        4           9           3                       

                                                                                   

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Nearing           74.4%       73.6%       73.8%       71.4%       69.9%
  Proficient                                                                       

  \% At or Above Proficient        34.6%       34.1%       35.4%       31.6%       31.7%

  \% At Advanced                   1.4%        1.4%        1.8%        1.0%        1.6%
  -------------------------------- ----------- ----------- ----------- ----------- -----------

Note - Due to the small enrollment, the only subgroup that can be
statistically considered is that of low socioeconomic status. No other
subgroup is large enough to be statistically significant.

Table 2

State Criterion-Referenced Test

Jefferson Elementary

Conception Jct., MO 64434

Subject\_\_[Math\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}\_\_
Grade\_\_\_[4^th^ \_]{.underline}\_ Test\_\_\_[Missouri Assessment
Program (MAP)\_\_]{.underline}\_\_\_\_

Edition/Publication Year\_\_\_[revised annually]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_[CTB-McGraw
Hill\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_

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

  Testing month                    April       April       April       April       April

  **SCHOOL SCORES**                                                                

  \% At or Above Nearing           100%        100%        100%        100%        90%
  Proficient                                                                       

  \% At or Above Proficient        90.9%       81.8%       66.7%       85.7%       60%

  \% At Advanced                   27.3%       45.5%       16.7%       42.9%       20.0%

  Number of students tested        11          11          12          14          10

  Percent of total students tested 100%        100%        92%         100%        100%

  Number of students alternatively 0           0           1           0           0
  assessed                                                                         

  Percent of students              0%          0%          8%          0%          0%
  alternatively assessed                                                           

                                                                                   

  SUBGROUP SCORES                                                                  

  [Socioeconomic                                                                   
  Status]{.underline}                                                              

  \% At or Above Nearing           100%        100%        100%                    
  Proficient                                                                       

  \% At or Above Proficient        100%        83.3%       50%                     

  \% At Advanced                   25%         33%         0%                      

  Number of students tested        8           6           6                       

                                                                                   

                                                                                   

  **STATE SCORES**                                                                 

  \% At or Above Nearing           82.4%       79.7%       78.9%       79.6%       77.7%
  Proficient                                                                       

  \% At or Above Proficient        40.4%       37.2%       37.6%       37.7%       36.7%

  \% At Advanced                   7.9%        6.6%        7.7%        8.2%        8.0%
  -------------------------------- ----------- ----------- ----------- ----------- -----------

Note - Due to the small enrollment, the only subgroup that can be
statistically considered is that of low socioeconomic status. No other
subgroup is large enough to be statistically significant.