#####  *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mr. Jeffrey J. Shearon]{.underline}

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

Official School Name [Frances Willard Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [201 N. 4^th^]{.underline}

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

[Arkansas City, Kansas 67005-2599]{.underline}

City State Zip Code+4 (9 digits total)

County [Cowley]{.underline} State School Code Number\*
[7442]{.underline}

Telephone [( 620 ) 441-2050]{.underline} Fax [( 620 )
441-2054]{.underline}

Website/URL
[http://www.arkcity.com/frances_willard/fwhome.html]{.underline} E-mail
[jeff.shearon@usd470.com]{.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\* [Dr. Ron Ballard]{.underline}

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

District Name [USD #470 -- Arkansas City]{.underline} Tel. [( 620 )
441-2000]{.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 Mrs. Joelyn Squires

President/Chairperson

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

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

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

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

*\*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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: [6]{.underline} Elementary
schools

[1]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other

[8]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,157]{.underline}

Average State Per Pupil Expenditure: [\$7,444]{.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
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    10        19                     **29**       **7**                             

  **K**       16        18                     **34**       **8**                             

  **1**       16        18                     **34**       **9**                             

  **2**       16        16                     **32**       **10**                            

  **3**       16        15                     **31**       **11**                            

  **4**       15        24                     **39**       **12**                            

  **5**       9         15                     **24**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   223
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [65]{.underline} % White

the students in the school: [10]{.underline} % Black or African American

[19]{.underline} % Hispanic or Latino

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

[6]{.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:
[19]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      22
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      19
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    41
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 219
                            the school as of October 1  

  **(5)**                   Total transferred students  .187
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           19
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [15]{.underline}
%

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [74]{.underline} %

Total number students who qualify: [164]{.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: [16]{.underline} %

[35]{.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. Do not add additional categories.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[0]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_\_[4]{.underline}\_\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Emotional Disturbance
\_\_[21]{.underline}\_Speech or Language Impairment

\_\_[0]{.underline}\_\_Hearing Impairment
\_\_[0]{.underline}\_\_Traumatic Brain Injury

> \_\_[0]{.underline}\_\_Mental Retardation
> \_\_[0]{.underline}\_\_Visual Impairment Including Blindness
>
> \_\_[8]{.underline} \_Multiple Disabilities [2]{.underline}
> Developmentally Delayed

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} [0]{.underline}

Classroom teachers [11]{.underline} [1]{.underline}

Special resource teachers/specialists [2]{.underline} [8]{.underline}

Paraprofessionals [10]{.underline} [4]{.underline}

> Support staff [2]{.underline} [4]{.underline}
>
> Total number [26]{.underline} [17]{.underline}

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
[20:1]{.underline}

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96%         95%         95%         95%         93%

  Daily teacher attendance  96%         96%         97%         97%         92%

  Teacher turnover rate     10%         20%         20%         40%         15%

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

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

**PART III ‑ SUMMARY**

Frances Willard Elementary School is one of six elementary schools in
the USD #470 school district. Our school is located in Arkansas City,
Kansas. Arkansas City has a population of approximately 13,000 whose
economy is based on agribusiness, manufacturing, and aircraft engine
maintenance. Frances Willard Elementary School is located in a
residential area near down town and includes a four-year old program
through fifth grade. Industry has developed, and at times, has left
quickly creating economic stress on our community. Approximately 75
percent of our students are on free or reduced lunches. Frances Willard
is also an ethnically diverse school. Approximately 65 percent of our
students are white and 35 percent of our students are Hispanic,
African-American, Native American, and Asian.

In addition to a principal, our school also supports teachers and
students with two half-time academic coaches. One coach works with
teachers on reading strategies and the other coach works with them in
teaching mathematics. Frances Willard is also supported by a school
social worker/counselor; library media specialist; physical education
teacher; and music teacher. We also have a full time special education
teacher, a part-time speech pathologist, Native American tutor, and
one-and-a-half ESL support staff. Frances Willard also has the shared
services of a school nurse, school psychologist, physical therapist,
occupational therapist, and an adaptive physical education teacher.
Students are also assisted by several Title I aides and additional
support staff. Frances Willard also has several individuals assisting
teachers through the Foster Grandparent program.

With the unique needs of a high percentage of students at-risk, teachers
have developed a mission in which they maintain a safe, productive
learning environment and seek ways to assist each student in reaching
his or her full intellectual, physical, and social potential. To
accomplish this, our school moved from a Targeted Assistance Title I
school to a School-Wide Title I program in 2001. We received
Comprehensive School Reform grant monies to initiate school-wide change.
Reform efforts have been sustained through budgetary support at the
district level aligned with the district's strategic plan. We have been
able to add additional aides and reduce class sizes of reading groups,
establish tutoring opportunities for individual students and small
groups, develop and improved upon research-based instructional
strategies, increase parental involvement, align our district
curriculum, and adopted an effective model for professional development.

A three-tier professional development model has been instrumental in
increasing student success. We have utilized outside experts as well as
in-house instructional leaders in the form of academic coaches and
principals, and created collegial collaboration which generates
professional development based on student data. Constant implementation
of scientifically research-based instructional strategies has increased
student learning.

Our staff meets in collaborative teams to analyze data, discuss the
needs of students, and share research-based instructional strategies.
Daily schedules have been developed to meet the needs of students but
also allow time for teachers to meet, plan, and discuss implementation
of strategies. Data is reviewed from various sources to determine
individual needs of students. Parents are involved in data-driven
conferences. In this team effort, instructional strategies supported by
data results are shared. In addition, teachers work together to map and
pace lessons and discuss ways to best meet objectives and target state
and district standards.

Frances Willard Elementary School has received much recognition. We have
received the Confidence in Public Education Task Force's Challenge
Award, reached the Standards of Excellence for math, reading, and
science, and have been named a National Title I Distinguished School in
2004.

With the involvement of parents and the community, Frances Willard
Elementary School has adopted the belief and developed the reputation
that no matter what challenges children have in their lives, no child
will be left behind, and all are capable of achieving to higher and
higher standards.

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

1.  **Assessment Results**

Frances Willard fifth grade students have been administered the Kansas
State Reading Assessment, and our fourth graders have taken the Kansas
State Mathematics Assessment. Both of these tests are prepared by the
Center for Educational Testing and Evaluation (CETE), at the University
of Kansas. All students in these grade levels are administered these
assessments. Beginning with the 2006 assessments, all students in grades
three through five at Frances Willard will participate in both the
reading and math assessments.

The Kansas Reading Assessment scores as well as the Mathematics
Assessment scores are reported in five categories. The five categories
in which scores are reported are Exemplary; Advanced; Proficient; Basic;
and Unsatisfactory. Cut scores are established in which a certain
percentage of our students are needed to score proficient or above in
order to make adequate yearly progress. Subgroups of less than ten are
not reported due to the possibility of identifying individual students.

School performance data for the Reading Assessment is reported using the
following performance levels and cutpoints on the general assessment:

\*Exemplary (93-100) -- student independently demonstrates the ability
to go beyond the text consistently.

\*Advanced (87-92) -- student independently demonstrates inferential
understanding within a text.

\*Proficient (80-86) -- student demonstrates a literal understanding of
text with instructional support before, during and/or after reading.

\*Basic (68-79) -- student requires extensive support in decoding text.
Application of knowledge and skills is limited, inconsistent, or
incomplete. Intervention is necessary.

\*Unsatisfactory (0-67) -- student does not meet any of the preceding
criteria.

To meet Kansas Standards students are expected to be proficient or above
in math and reading. To achieve the State Standard of Excellence a
school must have no more than 5% of students tested in the
Unsatisfactory level, at least 25% in the Exemplary level, and at least
80% in the Proficient or above categories.

Fifth grade students have demonstrated marked improvements on the
reading assessment over the past five years. In 2005, 94% of students
scored proficient or above compared to 75% in 2000 and 59% in 2001.
Students in the low socio-economic subgroup scored 94% proficient or
above in 2005 compared with 52% in 2001.

Our performance data for the Kansas Math Assessment is reported using
the following performance levels and cutpoints on the general assessment
measuring understanding in number sense, algebraic concepts, geometry,
and data.

\*Exemplary (75-100) -- student demonstrates superior knowledge and a
comprehensive understanding of all four standards.

\*Advanced (60-74) -- student demonstrates a high level of knowledge and
comprehension understanding within at least three of the four standards.

\*Proficient (48-59) -- student demonstrates sound knowledge and
understanding within four areas of the standards, but may not be able to
apply his or her understanding within each of the four areas.

\*Basic (35-47) -- student is having difficulty consistently
demonstrating basic skills, concepts, and procedures across one or more
standards.

\*Unsatisfactory (0-34) -- student does not demonstrate understanding of
facts, concepts, or procedures across one or more standards.

From 2001 through 2005, students demonstrated continuous improvement on
the Kansas State Mathematics Assessment. In 2005, 100% of students
tested proficient or above with 94% of students testing in the exemplary
category. This compares with only 63% of students testing proficient and
above in 2001. Students on free and reduced lunches made marked
improvements. In 2001, 60% of these students scored proficient or above.
In 2003, 2004, and 2005, 100% of students scored proficient or above.

Information on the Kansas State Assessments may be found at the
following websites: [www.ksde.org](http://www.ksde.org/) and
[www.cete.ku.edu]{.underline}.

2.  **Using Assessment Results**

Frances Willard Elementary School uses various types of assessments to
guide instruction and help teachers make curricular and instructional
decisions. Some assessments are summative in nature to determine the
overall effectiveness of instruction. A majority of assessments used are
formative in nature and help teachers make instructional decisions in a
more timely manner.

Teachers utilize checklists aligned with specific instructional
objectives to provide feedback regarding student understanding of
objectives. Quarterly assessments are also given. Teachers
collaboratively look at data to determine where students are in their
understanding of concepts and can prescribe specific instruction to meet
those needs. We are also able to determine what students would benefit
from individual or small group tutoring.

Data is also used to assist in determining the type of professional
development needed for teachers. In doing so, strategies to address
student learning needs are addressed. Faculty meetings and district
inservices are also opportunities for discussions to take place with
teachers regarding instruction. Academic coaches also review data with
teachers. With this support, teachers collaborate in discussing
individual students and next steps needed to address those needs.

Information from formative and summative assessments is also used in
discussions with parents. During Family Support Team Meetings with
parents, administration, and teachers, the whole child as a learner is
discussed along with data collected in order to determine the child's
strengths and needs. A plan is then developed for that child and
appropriate stakeholders are assigned to carry out the plan. Strategies
are discussed that would best meet the desired outcomes and accomplish
the goal set for that student. Most situations are resolved utilizing
this process. However, if the data still shows a learning deficit
despite several interventions over time, information collected during
this process is instrumental in determining possible special education
needs.

3.  **Communicating Assessment Results**

Information regarding student performance is shared with parents,
students, and the community in a variety of ways. Students meet with
teachers to quarterly to set goals each time they take the Scholastic
Reading Inventory. Teachers also meet with students frequently to chart
and discuss progress on the NCSLearn Success Maker software program.
Data regarding student progress is also shared with parents during
parent-teacher conferences held once each semester. Conferences are held
once each semester. General students progress is also shared at this
time. Student progress is also discussed during Family Support Team
Meetings. Data is discussed in order to determine if student progress is
being made. Information regarding school data and assessment information
is shared with parents and the community through the Kansas State
Department of Education Report Card. Information regarding this is also
shared on the school district's web site. USD 470 also shares
information regarding assessments with the community through press
releases with the local newspaper. Frances Willard also distributes its
own monthly newsletter highlighting student activities and achievements.
In addition, USD 470 also distributes a newsletter to its patrons.
Parents and the community are also informed of student progress during
Site Council meetings. These meetings held quarterly include teachers,
school staff, parents, and some community members. Parents are also made
aware of assessment data during PTO meetings and the presentation of
banners recognizing our students for reaching the Standards of
Excellence on state assessments. These are presented at the beginning of
the year to all district staff and then to parents at events such as the
academic night held at Frances Willard. Beginning in October of this
current year, parents can gain further information by logging on to the
Powerschool web site and can gain instant and updated information about
their student. Information is also shared through the school's web site.

4.  **Sharing Success**

Frances Willard Elementary School celebrates its success along with the
rest of USD 470 at the beginning of the year's opening convocation. This
unified celebratory atmosphere sets the stage for improved communication
between the schools and openness to celebrate the success of all
students. Elementary teachers also meet monthly throughout the district
at grade level meetings led by district grade level chairs.
Instructional strategies are shared developing a common vision and plan
for success across the district. Frances Willard School also shares its
success with other schools during leadership meetings. During these
meetings, USD 470 principals meet twice monthly to gain information but
also to share ideas about learning and often discuss progress. Meetings
are also held periodically with district elementary principals and
academic coaches. Again, information and effective instructional
strategies are discussed in order to improve what is happening at each
building.

Frances Willard School also receives phone calls from other schools in
the state of Kansas needing information regarding what we are doing to
achieve high levels of success. Often times, Frances Willard receives
visitors not only from other schools within the district, but also from
other schools outside of Arkansas City. Our school is very willing to
open our doors to show what we are doing to positively impact student
achievement. Information regarding how we have had high levels of
achievement has also been shared at the state level through written
narrative when receiving the Challenge Award. Information has also been
shared nationally at the National Title I Conference and the National
Association of Elementary School Principals.

We recognize that success breeds success. We are not an island unto
ourselves, but rather our school and district is a learning community
whereby we support one another, learn from one another, celebrate
together, and share our successes.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Frances Willard curriculum has been developed with standards,
benchmarks, and indicators. This curriculum is at the heart of what our
teachers teach in the classroom. The district curriculum has been
aligned with the Kansas State Standards. Curriculum is also spiraled
throughout the year within that grade level and across grade levels. In
all curricular areas, teachers work to differentiate instruction, and
strategies are utilized to accelerate students rather than remediate.
Higher-level thinking skills are also taught, and students are
instructed in the problem solving process across curricular disciplines.

In 2001, Frances Willard Elementary School began implementation of a
comprehensive reading reform model. Phonemic awareness and phonics were
emphasized as well as direct vocabulary instruction, development of
fluency skills, and instruction in the writing process to assist in
developing comprehension skills. Within our language arts curriculum,
students develop skills not just in reading but also in writing,
listening, and speaking.

Mathematical instruction is also emphasized and instructional strategies
were also developed. Again, an emphasis on teamwork and the problem
solving process were developed. Science instruction has also been
integrated with making problem solving in real-life situations part of
student learning. Students are also taught in mathematics how to utilize
reading strategies to assist in understanding word problems and
successfully solve problems set in an applied situation. Through
projects and activities designed to build upon activating students'
prior knowledge, students utilize higher order thinking skills in order
to make connections with prior learning and to understand concepts with
deeper understanding.

Social studies is also taught. Students learn to understand their world,
country, and community. By studying current events, history, and
multiple cultures, students learn to appreciate and understand the world
in which they live. Discussions take place to build on prior knowledge
and make connections to new concepts. Whether through projects or
discussions, students work at higher levels in order to develop a deeper
understanding of concepts. Again, reading strategies are taught
utilizing the social studies textbook to improve comprehension and
develop a greater ability to utilize effective reading strategies with
an expository text.

Frances Willard Elementary School curriculum also entails instruction in
art once a week for forty minutes. Students are engaged in a broad
spectrum of activities and projects. The art teacher often coordinates
lessons to support classroom objectives.

Physical education, and general music meet daily on an alternate basis
for thirty minutes a day and are taught by certified instructors.
Teachers in these areas also participate in reading and mathematical
instruction within their own discipline in order to support the school's
core curriculum in these areas. Students are taught to appreciate music
from a wide variety of genres. Students also learn to read music and
play instruments such as Boomwackers and the recorder. Physical
education students develop essential skills needed for life-long
fitness.

Science instruction follows the district's standards which are aligned
with state standards. Science is used as opportunities for students to
problem solve. In this manner, not is science being taught, but students
develop valuable reading strategies and mathematics is supported as
well. It is also an opportunity to support reading as students are
taught specifically how to read and utilize an expository text.

Frances Willard Elementary School also has a counselor. In 2005, this
position was replaced with a social worker. Our social worker/counselor
meets with students in their classrooms once a week for thirty minutes
for discussions and lessons on various topics. Small groups and
individual students are met with as well to discuss issues and support
individual social, academic, and emotional needs.

2a. **(Elementary Schools)** **Reading**

As research started for a new North Central Association cycle in the
fall of 2001, and after examining student data regarding reading
progress being made, it was determined that progress was not being made.
Our goal was to have students on grade level by the third grade. Data
was showing that changes needed to take place in order to jump-start
this process. In 2001, Frances Willard Elementary School chose a
comprehensive school reform model. After visiting with consultants, and
after teachers visited other successful school utilizing a similar
model, the newly acquired research-based model was voted on by the staff
with 100% acceptance.

The reform model adopted focused on explicit instruction in phonemic
awareness, direct instruction and modeling of strategies, development of
fluency strategies, and connecting writing strategies to reinforce
comprehension. Specific comprehension strategies, which include
clarification, summarization, questioning, predicting, and inferring,
are taught to students. Research based instructional strategies are also
used. Cooperative learning has been developed and utilized at all grade
levels. In this setting, students are engaged and strategies are
implemented where everyone can experience success. They key to this
strategy has been that everyone participates in the learning process.
Students are explicitly taught how to work in such a setting. Teachers
also strategically organize heterogeneous groups which would create the
greatest degree of expected outcomes. Overall, this particular approach
to teaching reading, gives teachers the ability to meet the needs of all
our students.

Another component to this adopted model was the development of small and
individual tutoring groups. Those students in grades one through three
below grade level are tutored in specific skills that meet individual
needs. In developing smaller reading groups and tutoring students, the
continuous and on-going examination of student data has been
instrumental in accelerating students and in maximizing their growth
potential. From struggling students to those above grade level, all
students can be challenged to reach their full potential.

3.  **Mathematics, Science, Art, Etc**

In addition to reading, Frances Willard Elementary School also has an
intense focus on the teaching and learning of mathematics. Our teachers
instruct students in a manner which creates a productive learning
environment and best helps our students develop to their full
intellectual potential.

The strategies utilized are research-based and are implemented in order
to ensure a greater opportunity for success. Cooperative learning
strategies are utilized during the instructional process. Students learn
to work together. Social skills are also developed as well as curricular
objectives. By learning to work together, objectives which are aligned
to the state and National Council of Teachers of Mathematics standards,
are more readily learned. This comprehensive school reform model
continuously engages students in the process of direct instruction,
teamwork, and individual work.

Teaching children problem solving skills has also been instrumental in
developing their abilities to process at higher levels. Students are
engaged daily in the problem solving process. Strategies are taught and
students learn how to utilize a variety of manipulatives to help solve
problems. Problem solving and mathematics instruction takes place for at
least sixty minutes daily. In many instances teachers utilize other
shorter periods of time throughout the day to work on computation and
additional problem solving skills.

Students also work on mathematical skills outside of the sixty-minute
time period in which teachers utilize computer software to review, and
more importantly, accelerate students. Twelve strands are available to
students in which they are able to work at their own instructional
level. Teachers use the data collected from this program to chart
progress, set goals with students, and determine further interventions
needed for students. Possible interventions might include small groups
for tutoring based on specific skills, identification of students for
the after school program, or simply the identification of skills needed
for further emphasis. In all intervention, strong attention is given to
targeted indicators and desired outcomes.

4.  **Instructional Methods**

At the heart of our instruction is a focus on the cooperative learning
process. Within this process, teachers engage students first through
direct instruction. Students then work in teams as they discuss
questions and solve problems. These teams consist of four to five
students that are heterogeneously grouped. These groups often change in
order to meet the ever-changing learning needs of students in the
classroom. In particular, reading groups consist of multi-aged groups
that change each nine-weeks grading period following an examination of
assessment data. While working together in cooperative groups, students
rehearse answers, which encourages the participation of all students
within that team. As part of this teamwork, team mastery of concepts is
developed to ensure that everyone in the group understands the concepts
being learned. Teachers use a variety of strategies to ensure all
students participate. For example, teachers draw sticks with students'
names on them to ensure that all students are called on and students are
better engaged by not knowing if they will be called on. This increases
attentiveness in group settings yet hold each person accountable for
paying attention and learning the objective. Students are then assessed
individually to determine if concepts taught are understood and whether
or not other instructional measures need to be taken.

By examining data, tutoring students in small groups or individually
also meets the needs of struggling students. Teachers also utilize
graphic organizers to activate prior knowledge and to help students
organize thoughts and information. Students are taught these strategies
and skills are developed so students can apply them in multiple
situations. Teachers also have students work in the computer lab
utilizing software in reading and math. Students are able to work at
their own level and can accelerate as skills are developed. Many
students also participate in the after-school program. Information
regarding students' needs is shared with the after-school staff.

5.  **Professional Development**

School-wide professional development over the past several years has
been intense and comprehensive. Professional development has been based
upon a three-tier process. External experts have trained the entire
staff in utilizing effective research-based instructional strategies.
Training consists of strategies in cooperative learning, classroom
management, and specific strategies in reading and math instruction.
Those external experts visit classrooms, observe teachers teaching, and
create professional development plans to meet the needs specific to
Frances Willard teachers. By developing a professional relationship with
these external experts, trainers develop a better understanding of our
students and specific knowledge as to how each teacher can best meet
those needs. Internal experts have also received professional
development and work with teachers. This second tier of professional
development resource for teachers includes the principal, academic
coaches, and the special education teacher. These internal experts
monitor classroom instruction through walk-throughs, collecting
instructional data, analyzing student data, and provide on-going
professional development based on teacher needs. Assistance comes to
teachers through modeling of lessons, one-on-one discussions, faculty
meetings, and team meetings led by the academic coach and
administration. The third tier of professional development consists of
teachers collaborating with each other. In this setting, teachers
examine data and discuss strategies used. These weekly meetings provide
teachers an opportunity to discuss students and develop plans for
effective instruction.

Time is also designed during the instructional week for academic coaches
and the principal to meet with teachers. During these meetings unit
lesson plans, lesson objectives, and instructional strategies are
discussed. Feedback during observational walk-throughs is given in an
effort to encourage teachers to reflect on their lessons and strategies
used. This time together, as provided through the overall daily
schedule, also affords grade level teachers the opportunity to plan
together and share ideas with one another.

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

##### 

### 

### 

### 

### 

### 

### 

### 

### 

### 

### [PART VII - ASSESSMENT RESULTS]{.underline}

### Subject: Reading Grade: 5 Test: Kansas State Reading Assessment

##### 

##### 

##### 

##### 

##### 

##### 

##### 

#####  

##### 

##### 

##### 

##### 

##### Reading Data, continued Grade: 5 Test: Kansas State Reading Assessment

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

##### 

PART VII - ASSESSMENT RESULTS, Cont'd:

# 

##### Subject: Math Grade: 4 Test: Kansas State Math Assessment

**Mathematics Data, continued Grade: 4 Test: Kansas State Math
Assessment**