##### *Revised 3-22-05*

##### *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 [Mrs. Michelle Fuller]{.underline}

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

Official School Name Bo[b Callies Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [205 2^nd^ Avenue NE, PO Box
369]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Garrison]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[ND]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[58564-0369]{.underline}

City State Zip Code+4 (9 digits total)

County
[McLean]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number [28-051-0990]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 701 ) 463-2213]{.underline} Fax [( 701 )
463-2214]{.underline}

Website/URL E-mail [michelle.fuller@sendit.nodak.edu]{.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. Steve Brannan]{.underline}

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

District Name [Garrison Public Schools]{.underline} Tel. (701) 463-2818

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. John Haugen

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

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

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

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

**PART 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\_\_ Elementary schools

\_\_0\_\_ Middle schools

\_\_1\_\_ Junior high schools

\_\_1\_\_ High schools

\_\_\_\_\_ Other

\_\_3\_\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\$6212]{.underline}\_\_\_

Average State Per Pupil Expenditure:
[\_\_\_\$6383]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[1]{.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**    11        13                     **24**       **7**                             

  **K**       7         16                     **23**       **8**                             

  **1**       8         11                     **19**       **9**                             

  **2**       9         19                     **28**       **10**                            

  **3**       19        9                      **28**       **11**                            

  **4**       10        8                      **18**       **12**                            

  **5**       10        6                      **16**       **Other**                         

  **6**       12        22                     **34**                                         

                                    **TOTAL                                                   166
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [88]{.underline}% White

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

[1]{.underline} % Hispanic or Latino

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

[11]{.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:
\_\_[7\_]{.underline}\_\_%

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

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

  **(2)**   Number of students who transferred           9
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   11
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 166
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.066
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          6.66
  --------- -------------------------------------------- ------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_[47]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[74]{.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:
\_\_\_[19]{.underline}\_%

\_\_\_[30]{.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.

\_\_[0]{.underline}\_\_Autism \_\_\_[2]{.underline}\_Orthopedic
Impairment

\_\_[1]{.underline}\_\_Deafness \_\_\_[1]{.underline}\_Other Health
Impaired

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

\_\_[4]{.underline}\_\_Emotional Disturbance
\_\_[27]{.underline}\_Speech or Language Impairment

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

> \_\_[2]{.underline}\_\_Mental Retardation
> \_\_\_[0]{.underline}\_Visual Impairment Including Blindness

\_\_[1]{.underline}\_Multiple Disabilities

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 \_\_\_[8]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_
[\_\_\_7]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[7]{.underline}\_\_\_
\_\_\_[2]{.underline}\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_ \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_[23]{.underline}\_\_\_ \_\_[11]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[18]{.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

  Daily student attendance           97%          96%          96%

  Daily teacher attendance           95%          95%          95%

  Teacher turnover rate              6%           12%          0%
  ---------------------------------- ------------ ------------ ------------

**PART III ‑ SUMMARY**

Upon walking into Bob Callies Elementary School, one feels a sense of
comfort and acceptance. The walls were recently painted a light blue
with bright blocks of color up and down the hallways. A friendly
secretary, custodian, or other staff member is quick to smile in
greeting, asking how they may be of help. One may smell the wonderful
aromas of breakfast being served or lunch being prepared on-site by
competent hands in the kitchen. The sound of a telephone ringing may be
heard in the distance, as children are singing, playing instruments, or
actively engaged in a classroom activity. Silence is unusual here, but
the sounds of learning are all around.

Bob Callies Elementary School in Garrison, North Dakota, is an
elementary school housed separately from the junior high and high school
building. We include preschool through grade six in our school. "The
mission of the Garrison Public School District is to provide
opportunities and experiences which assist students in reaching their
potential to become productive and responsible citizens." We are proud
of our students and their accomplishments, and our staff members
celebrate these accomplishments regularly. Our district is located in a
rural area, so many students ride the bus to and from school each day.
We educate students from varied backgrounds, including those who have
much and those who have little. We celebrate students' abilities and
help them to learn to live with challenges and disabilities to become
productive citizens of our community.

Bob Callies Elementary School has one hundred sixty students in
Kindergarten through grade six, as well as twenty-four preschool-age
students. Our preschool program is one that accepts students with
disabilities first, then others on a first-come, first-served basis. We
serve students with disabilities from three surrounding districts as
well as our own. We have found that once students are here for
preschool, they tend to stay! We currently have a student population
that is quite large in special education needs, including deaf
education, emotional disturbance, educable mental handicaps, learning
disabilities, physical impairments, and speech/language needs. We
practice inclusion with our students with special needs and find
positive outcomes for both students with and without disabilities. We
teach character education through our discipline program and our staff
members constantly model appropriate behavior. Our teachers have high
expectations for students' behavior and academics, and our students have
risen to these challenges. Our school has tremendous support in the
community from those who have school-aged children as well as those
whose children have grown. We attribute much of our success to this
support.

Our school is continually searching for opportunities to enhance the
regular curriculum. We have an active Artist in Residency program to
bring varied art experiences, such as pottery, Missoula Children's
Theater, etc., to our students. We are active in celebrating the 200^th^
anniversary of the Lewis and Clark Expedition, which was so vital to our
area. Lyceums and traveling modular programs, like Skylab, enhance our
science and social studies curriculum.

Our teachers are extraordinary at Bob Callies Elementary School. We have
some teachers who have been here for decades. These teachers have not
allowed themselves to become stale, but model life-long learning, always
pushing for self-improvement. We have other teachers who are relatively
new to the educational profession and are energetic and well-prepared
for the realities of teaching. Our school has a feeling of family, with
teachers often instructing children of their former students. In a small
town, many people are related, so the sense of community is very real.
The paraprofessionals provide support for our students with special
needs and work as a team with the teachers to implement activities
toward each student's individual education plan goals.

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

1\. **Meaning of school's assessment results in reading and
mathematics**

Our students have historically tested very well in both mathematics and
language arts. The CTBS test was given to fourth graders in March of
each year. Information on the state assessment system may be accessed at
<http://www.dpi.state.nd.us/dpi/reports/profile/index.shtm>. Our school
is very small, typically having only one class per grade. Thus,
subgroups were not usually disaggregated as they would not be
statistically valid. The state performance levels are set at certain
"cut scores" and each proficiency level is based on meeting or exceeding
these cut scores. We have consistently remained at or above the numbers
determined by the state of North Dakota to determine adequate yearly
progress. Each year's actual percentages of students who are proficient
or advanced vary, as different students are tested each year. Tables 1
and 2 at the end of this document provide specifics of these test
scores.

In the school year 2001-02, 26 students tested in our fourth grade. Of
those students, 88% scored at or above basic in reading and 92% scored
at or above basic in math. 76% scored at or above proficient levels in
reading and 69% scored at or above proficient levels in math. We were
especially pleased to note that 19% of the students in fourth grade
scored at advanced levels in reading and 26 % scored at advanced levels
in math.

Twenty-nine students tested in our fourth grade in the school year
2002-03. We were again pleased with our students' results. 79% or these
students scored at or above basic in reading and 93% scored at or above
basic in math. 69% scored at or above proficient levels in reading and
72% scored at or above proficient levels in math. Scoring at advanced
levels were 13% in reading and 27% in math. During this year, our
population of students qualifying for free or reduced lunch was large
enough to be disaggregated. The numbers for this population of students
was very similar in results.

In the school year 2003-04, 16 students tested in our fourth grade. 100%
of these students performed at or above basic levels in reading and 93%
of these students performed at or above basic in math. 87% scored at or
above proficient in reading and 87% scored at or above proficient in
math. We were thrilled to discover that 31% scored at advanced levels in
reading and 56% scored at advanced levels in math.

Our scores are very similar to those of other fourth graders taking the
CTBS tests in North Dakota. The exception that we note is that a higher
percentage of our students consistently score at proficient and advanced
levels in mathematics than other North Dakota fourth graders. We are
very proud of our students' performance in all areas, but especially in
the area of mathematics.

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

Teachers and administration work closely with all types of assessment
data to understand and improve student and school performance.
Traditionally our state assessments were given in the spring of the year
and only to students in grade four at the elementary level; thus,
information was received from the testing company in the summer when
students are not in school. The information was useful, but not timely;
nor was it available to all students. Teachers used results sparingly
and made reference to them only as one tool for gathering data about
students. Our state has now elected to test students in the fall of the
year, so that we may receive testing data during the same school year so
that it may be of more use. Also, in accordance with No Child Left
Behind, we test students at grades three, four, five, and six. At Bob
Callies Elementary School, we rely heavily on teacher observations and
classroom assessments to gauge how students are performing and how to
best meet their individual needs. Teachers often present pre-tests of
material so they know which areas to focus upon during instruction of
the subject matter. Weekly tests in several subject areas allow teachers
to keep a close eye upon students' progress and to know whether
reteaching of content matter is necessary. Our math program uses Saxon
math materials, which we have found provides great tools for assessment
for placement into appropriate levels of instruction in math. Our school
incorporates Reading Counts materials into our curriculum, and this
program includes testing for lexile reading levels which provides
immediate feedback about a student's progression in reading.

Last year, our school incorporated Northwest Evaluation Association's
Measures of Academic Progress (MAP) testing. These tests are given at
grades 2-6 and are all computer generated. They test in the areas of
reading, language arts, and mathematics. Students are given these tests
in the fall and again in the spring to determine growth. Feedback is
immediate, which is very helpful to teachers. The test scores are broken
down into different areas of reading, language arts, and mathematics, so
that teachers can see strengths and weaknesses of students even within a
subject area. We have gone over the data so that teachers may use this
for grouping students during instruction of these subject areas and have
made our groups flexible. For example, Student A may be strong in
mathematics computations but weak in geometry, while Student B is strong
in mathematics computations and average in geometry. Teachers would
place Students A and B in the same group for instruction in computations
but not in geometry. We have found this tool to be of high use.

3\. **How the school communicates student performance to parents,
students, and community**

We try to communicate student performance to parents, the students, and
the community in a variety of ways. We hold parent-teacher conferences
twice a year, once in the fall and again in the early spring, to discuss
students' progress with their parents. Some teachers ask the students
themselves to run their conferences, providing great opportunities for
parents, students, and teachers to work as a team in the child's
education. During conferences, daily work, classroom assessments,
behavior and work habits, and other assessments, including state
mandated assessments, are discussed.

Another way to communicate with parents about student performance is
with letters providing feedback about state testing and NWEA MAP testing
(as described earlier in this document). We try to explain the testing
printouts of scores in meaningful language so that parents understand
the test results.

We also share information about student performance with our local
newspaper. They are very supportive of our educational system in
Garrison, ND, and often seek information about our students' progress
throughout the year. They run articles about our students' progress as
compared with others in our county, state, and nationally. The local
newspaper covers special academic events attended by the students, such
as math meets, spelling bees, Student of the Month assemblies, and so
on. They help us in our efforts to communicate how well our students are
doing to all members of community.

This year we have added parental access to students' grades via an
online reporting system called Power School and Power Grade. Parents may
track students' progress from home and see their children's entries into
the teachers' grade books. It has opened communication opportunities
about how teachers are grading and what is graded at each level.

We have a monthly newsletter called the "Super Trooper" that goes home
to communicate with parents what is happening in each classroom
school-wide. Students often write articles chronicling events in their
classrooms the preceding month. This is compiled into one newsletter.
The local library has copies available and it is very popular reading
with many citizens of our community.

4\. **How the school shares successes with other schools**

Our school has shared and will continue to share its successes with
other schools in several ways. The elementary school principal attends
monthly meetings with other elementary principals in the county to share
ideas and obtain feedback about curriculum, instruction, and assessment.
Elementary teachers gather at grade level meetings held in our county as
well to discuss items of similar nature. District superintendents from
our county also meet on a regular basis to discuss changes and needs
shared by our schools. Administration and faculty attend conferences
annually to share ideas and learn from other schools, not only in our
state but nationally.

Our school participates in a county-wide consortium in which many
decisions are made concerning assessment and instruction. All schools in
McLean County, North Dakota, including ours, participate in the NWEA MAP
testing (as outlined earlier in this document). We participate in the
Joint Powers Agreement called the Missouri River Educational Cooperative
to join other districts for staff development, curriculum enhancement,
and Power School programs. We are also involved in curriculum mapping,
which allows teachers in other districts to view our curriculum to find
new or different ways of teaching subject matter, resources used by
other schools, and timelines of which curriculum matter is taught.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. **Description of curriculum**

Our school's curriculum consists of reading, language arts, mathematics,
social studies, science, art, computers/keyboarding, physical education,
and music. We try to align our instruction with North Dakota state
standards in all areas, as well as incorporate subject matter specific
to our students' needs.

[Reading]{.underline}: All students in grades K-6 have designated
reading classes. In the primary grades the focus is on learning to read.
In the intermediate grades, the focus is on reading to learn. We want to
engage our students in reading curriculum materials as well as reading
for pleasure, so that we can help develop life-long readers who enjoy
books.

[Language Arts]{.underline}: All students in grades K-6 have English and
grammar lessons. Beginning in the middle of first grade and continuing
through sixth grade, all students have weekly spelling lessons and
tests. Writing is integrated throughout subject areas, although
semantics and sentence structure are among skills specifically taught.
We are working to improve our language arts department in our school and
have a committee who are researching materials that would best serve our
students' needs.

[Mathematics]{.underline}: All students in grades K-6 receive daily math
instruction. We use the same curriculum series to provide sequential
instruction throughout the elementary school. This series continues into
high school levels, so it is very consistent throughout our district.
Our teachers believe this series meets the North Dakota state standards
very well and need only fill in with supplemental materials in math on
occasion.

[Social Studies:]{.underline} All students in grades K-6 are instructed
in social studies, including geography and history. We purchased new
curriculum materials last year upon research by the teachers and
administration for a series that would best meet the state standards and
our students' needs. North Dakota history is taught at the fourth grade
level. Our teachers bring history to life, employing several methods to
make learning social studies enjoyable.

[Science]{.underline}: All students participate in science lessons in
grades K-6. Our teachers use a variety of materials, following the state
standards to ensure that lessons are sequential from grade to grade.
Many science experiments occur almost daily, as most of our teachers
have taken a "hands-on" approach to teaching this content area.

[Art]{.underline}: Our classroom teachers integrate art into their
regular lessons. Some plan specific art times; others assign creative
projects for their students to complete in the other content areas. The
hallways and walls of the classroom are covered with our students'
creativity.

[Computers/Keyboarding:]{.underline} We are fortunate to have two
computers in every classroom, as well as a computer lab with enough
computers for each child to sit at a computer in the lab when a class
uses it, without having to share with another student. We have
traditionally begun keyboarding instruction in third grade, but due to
decreased class sizes, we have started "pre-keyboarding" with first,
second, and third graders this year. Classroom teachers often utilize
the lab for completing class projects using technology. Our students
also use computers to take quizzes after reading books, using the
"Reading Counts" program.

[Physical Education:]{.underline} All students take part in physical
education two or three times per week. We have a certified teacher who
provides instruction in our gym. Our classes are geared toward fitness
and helping children find some physical activity that they could
continue throughout their lives.

[Music:]{.underline} We have a strong music program at Bob Callies
Elementary School. All students in grades K-6 receive vocal music
instruction two or three times per week. In addition, students in grades
five and six may elect to learn an instrument and participate in band
two or three times per week. These music directors prepare students for
performances at two major concerts each year, as well as local and
regional music contests.

2a. **Reading Curriculum**

Bob Callies Elementary School uses different reading instructional
materials for primary grades and intermediate grade levels. Our primary
grades (Kindergarten through second grade) use the Harcourt Brace
Signatures series (copyright 1999) for the bulk of our reading
instructional materials. The teachers supplement these materials with
other resources geared specifically for their grade levels as deemed
necessary for students, as well as to bridge gaps in the series as
determined by our North Dakota state standards. Our upper grades (fourth
through sixth) use a "novel" approach, studying great literature and
incorporating reading skills into the literature, as well as using the
Harcourt Brace series and other materials to supplement reading
instruction. Third grade typically bridges both approaches to help ease
the transition from "learning to read" in primary grades to "reading to
learn" in intermediate grades. We have incorporated the "Reading Counts"
program into our elementary school as supplemental reading for pleasure.
This program allows students to test on a computer to determine
appropriate reading levels. They then choose books at their level and of
their individual interests. They read the books and take quizzes to earn
points. We host several individual, class, and school-wide competitions
based on points earned, numbers of books read at appropriate levels, and
percentages obtained on quizzes.

We take several approaches to reading, because we know that students
learn differently. We utilize research-based strategies such as whole
group, small group, and individual instruction, guided and shared
reading methods, and the use of high-interest trade books. We utilize a
whole-group approach to allow students who are not functioning at grade
level to hear fluent reading and vocabulary that is grade-level and
age-appropriate. We utilize small-group instruction to allow teachers to
teach at students' varying levels of performance, so that we can
minimize frustrations and optimize successes. We use individual
instruction for intense teaching of concepts and skills that students
may have missed during previous lessons or times in their education, as
well as to help those students who are reading above grade level
continue to increase in skills. We find that guided reading provides
support for all readers at their reading levels. Shared reading
techniques build confidence and teamwork in our students, by allowing
them to help each other. High interest trade books are used to develop
life-long readers who enjoy reading books even outside of the classroom,
as well as to introduce reluctant readers to the enjoyable aspects of
reading. Our reading curriculum materials are aligned with our state
standards, but we are not rigid in focusing only on those designated at
grade level; we take students where they are performing and try to
increase their performance levels. Teachers utilize a curriculum mapping
program on the computer as a check for lessons that teach grade level
standards and concepts.

We are fortunate to have a targeted-assistance **Title I Program**, with
a pull-out model in place. Our Title I teacher takes small groups of
students at all grade levels for a given amount of time several times
per week to help students who are struggling or at-risk of failing in
reading. **The Title I Program** continues remediation for students with
a summer program each year.

3.  **Mathematics Curriculum**

> Our mathematics curriculum is one we are very proud of. We
> consistently score above average on state-mandated tests in math. We
> attribute this fact to our consistency in instructional materials, as
> well as excellent teachers. We use the Saxon math series as our
> primary mathematics instructional materials for grades Kindergarten
> through six in our school. We have found that the consistency of
> routine, from the math meeting in the primary levels, the short
> presentation of new material, guided practice, individual practice,
> and weekly tests to check for progress, is very beneficial to our
> students. Our teachers have found that these materials provide
> excellent coverage of our state standards. We believe that the way
> Saxon publishers have integrated different skills into each lesson,
> practicing previously learned skills as well as newly acquired skills,
> is helpful to prevent loss of learning. It also prepares students for
> testing situations, where one question may be about addition and the
> next about geometry.

4.  **Different Instructional Methods Used to Improve Student Learning**

> Our teachers use a variety of instructional methods to improve student
> learning. Depending upon the goal of each lesson, teachers vary their
> instructional methods daily, hourly, and even by the minute! Sometimes
> the lecture method is appropriate, when teachers need to convey a
> great deal of information in a small amount of time. Often teachers
> will employ more hands-on methods, where students may discover answers
> to problems themselves with small amounts of guidance from the
> teacher. Cooperative learning is encouraged and utilized often in our
> classrooms; we believe that this teaches students to work together to
> solve problems and that many times better outcomes come from more
> people working on a project. Individual research is also utilized,
> even at the youngest of levels. Students use the computer, library,
> and classroom resources to discover interesting things.
>
> We offer "Homework Help" time after school for all grade levels. This
> provides more individual help for those who choose to take part in our
> program. We also offer before school "Early Bird" program for the same
> reasons. Although not every student or every teacher participates, we
> are excited to watch our daily numbers of participants grow.

5.  **Professional Development Program and Impact**

> Professional development at Bob Callies Elementary School is two-fold.
> First, several dates are set aside each school year for in-service
> trainings for teachers and paraprofessionals on a variety of topics.
> These are usually determined in the year prior based on input from
> staff members, test scores, and our School Improvement plan. These
> have included motivational speakers, discipline program education,
> language arts and writing instruction, and the use of rubrics in
> classrooms. Second, staff members can request at any time to attend a
> workshop or training that they feel would be beneficial to themselves
> as educators and their students as learners. These are approved by the
> building principal and/or superintendent, and must meet the criteria
> of bettering our school and student achievement. We have had several
> staff members attend various trainings on such topics as bullying,
> classroom management, differentiated instruction, and instructional
> methods in content areas.
>
> Our professional development plan is in a "redevelopment" stage at
> this time. We are looking at our data for our state school improvement
> process and determining what areas our staff needs to improve in order
> to improve student achievement. We cooperate with other schools in our
> county to provide in-service training for our teachers and staff
> before school starts, and next year we will be training about
> classroom management techniques. Implementation of improved techniques
> for classroom management will increase students' time-on-task,
> therefore increasing academic achievement.

**PART VII - ASSESSMENT RESULTS**

**Table 1**

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Reading**

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2003-2004   2002-2003   2001-2002

  Testing month                                March       March       March

  **SCHOOL SCORES**                                                    

  \% At or Above Basic                         100         79          88

  %At or Above Proficient                      88          69          77

  %At Advanced                                 31          14          19

                                                                       

  Number of students tested                    16          29          26

  Percent of total students tested             100         100         96

  Number of students alternatively assessed    0           0           0

  Percent of students alternatively assessed   0           0           0

  SUBGROUP SCORES                                                      

  Economically Disadvantaged                                           

  %At or Above Basic                           \*          67          \*

  %At or Above Proficient                      \*          50          \*

  %At Advanced                                 \*          17          \*

  Number of Students Tested                    \<10        12          \<10

  **STATE SCORES**                                                     

  %At or Above Basic                           96          93          92

  %At or Above Proficient                      81          74          74

  %At Advanced                                 23          21          21
  -------------------------------------------- ----------- ----------- -----------

**Table 2**

***No Child Left Behind - Blue Ribbon School***

**Grade 4 Math**

# State Tests

  -------------------------------------------- ----------- ----------- -----------
                                               2003-2004   2002-2003   2001-2002

  Testing month                                March       March       March

  **SCHOOL SCORES**                                                    

  \% At or Above Basic                         94          93          92

  %At or Above Proficient                      88          72          69

  %At Advanced                                 56          28          27

                                                                       

  Number of students tested                    16          29          26

  Percent of total students tested             100         100         96

  Number of students alternatively assessed    0           0           0

  Percent of students alternatively assessed   0           0           0

  SUBGROUP SCORES                                                      

  Economically Disadvantaged                                           

  %At or Above Basic                           \*          83          \*

  %At or Above Proficient                      \*          58          \*

  %At Advanced                                 \*          25          \*

  Number of Students Tested                    \<10        12          \<10

  **STATE SCORES**                                                     

  %At or Above Basic                           92          87          86

  %At or Above Proficient                      65          58          56

  %At Advanced                                 23          20          19
  -------------------------------------------- ----------- ----------- -----------

\*Demographic Subgroups were not reported for those containing fewer
than ten individuals. Our school is comprised of 47% qualifying for free
or reduced lunches. Our class sizes are often too small to be
statistically accurate when breaking down by race, ethnicity, or income.