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

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

**Cover Sheet**

Name of Principal [Dr. Karen Hargadine]{.underline}

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

Official School Name [Wild Horse Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [16695 Wild Horse Creek Rd.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Chesterfield, MO 63005-1627]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(636 ) 537-4398]{.underline} Fax [(636) 537-4388]{.underline}

Website/URL [www.rockwood.k12.mo.us/wildhorse]{.underline} Email
[whpr1@rockwood.k12.mo.us]{.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)

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

Name of Superintendent [Dr. Kathy Peckron]{.underline}

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

District Name [Rockwood]{.underline} Tel. [( 636 ) 938-2200]{.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 [Mrs. Deborah Fluchel]{.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)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT**

1\. Number of schools in the district: [18]{.underline} Elementary
schools

[6]{.underline} Middle schools

[0]{.underline} Junior high schools

[4]{.underline} High schools

[28]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,510.00]{.underline}

Average State Per Pupil Expenditure: [\$ 6,991.00]{.underline}

**SCHOOL**

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

4\. [5]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       39        30                     **69**       **7**                             

  **1**       44        60                     **104**      **8**                             

  **2**       52        42                     **94**       **9**                             

  **3**       52        30                     **82**       **10**                            

  **4**       55        55                     **110**      **11**                            

  **5**       58        54                     **112**      **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   571
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [78.99]{.underline} % White

the students in the school: [12.0]{.underline} % Black or African
American

[2.0]{.underline} % Hispanic or Latino

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

[.01]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[4.0]{.underline}%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 10
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 12
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        22
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    561
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [4]{.underline} %

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

Number of languages represented: [12]{.underline}

Specify languages:

Chinese Japanese Spanish Farsi Gujarati Telegu

Arabic German Swiss-German Korean French Marathi

9\. Students eligible for free/reduced-priced meals: [14]{.underline} %

[81]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [15]{.underline} %

[86]{.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.

[7]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [2]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [52\*]{.underline}Specific Learning Disability

[1]{.underline} Hearing Impairment [47]{.underline} Speech or Language
Impairment

[1]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

\*Some students have dual diagnosis so they may appear more than once in
the above data.

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

Classroom teachers [26]{.underline} [5]{.underline}

Special resource teachers/specialists [7]{.underline} [6]{.underline}

Paraprofessionals [7]{.underline} [4]{.underline}

> Support staff [9]{.underline} [10]{.underline}
>
> Total number [51]{.underline} [25]{.underline}

12\. Student-"classroom teacher" ratio: [22]{.underline}

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

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

  Daily student attendance 94.6        95.2        95.4        95.4        

  Daily teacher attendance 97.0        97.0        96.0        97.0        

  Teacher turnover rate    6.0         13.0        14.0        10.0        

  Student dropout rate                                                     

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

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

Wild Horse Elementary, in Chesterfield, Missouri is a child-focused,
high-achieving and innovative school. The strong sense of purpose that
emanates from the school is grounded in the school's mission, which is
to maximize each student's learning, achievement and sense of self-worth
within a safe and caring environment. In partnership with parents,
staff, students and community, the school will help students to become
responsible citizens who are life-long learners. Our goal is to gather
as much information as we can about our learners, to consult current
research for effective teaching strategies and to plan learning
activities that meet the needs of all of our children and enable them to
achieve. It is evident from the work posted in the halls, the tone in
the hallways, office, classrooms and the fury of activity in every nook
of the school that there is a definite purpose to this school.

School traditions have been an important factor. Grade level teaming and
the spirit of collaboration are the fiber of our school. Our students
are released early one day a month, thus providing time for school-wide
staff development. The activities come directly from the goals in the
Staff Development Plan, which is directly aligned with our School
Improvement Plan. Our exemplary staff development program has been
recognized as an award-winning program by our state. Through
professional growth opportunities and collegial sharing, the staff
continually assures that the programs and services provided are
developmentally appropriate and meet the variety of learning needs of
our students. The staff is highly motivated to maintain high standards
in their teaching and high expectations for students, while being
genuinely committed to meeting the needs of their individual learners.
Through small group instruction and utilizing classroom assistants and
parent volunteers, teachers are able to meet the individual learning
needs of their students and differentiate the curriculum. This
instructional model provides more time on task with students engaged in
meaningful learning activities at the correct level of difficulty.
Individual success for every child is fundamental to the overall success
of our educational program. Our staff works cooperatively with one
another to modify programs in order to meet the needs of our special
populations; all children to learn.

Serving our children with individuality and respect is another strong
tradition. Our children come from diverse educational backgrounds. Our
population is generally middle class with about 15% of our students
receiving free or reduced lunches. Students from the city of St. Louis
attend Wild Horse as part of the Voluntary Transfer Program. Families
choose our school because of our outstanding educational program.

Strong partnerships play a vital role in establishing school goals,
policies and procedures. Parents serve on district and school level
decision-making committees. Their membership on the School Improvement
Team, Technology Committee, participating in curriculum night, open
house, parent-teacher conferences, and responses on classroom
questionnaires provide valuable input into the ongoing process of school
improvement. High parent involvement provides the support for numerous
classroom and school-wide programs. Additionally, students are involved
in decision-making as they serve on many school committees. Students
take an active role in their learning, by evaluating and reflecting on
their academic process and are encouraged to set goals for achievement.

Technology integration is a priority and is exemplified by the
distribution of technology and the allocation of resources to support
the integration. With a cluster of at least 5 computers and one
destination machine in each classroom networked to a school server,
technology is used as a tool for learning throughout the day. Students
learn how to incorporate technology into their daily activities. They
are able to surf the Internet, connect with students around the world,
videoconference, and take part in electronic field trips.

It is the belief of the Wild Horse community that a strong instructional
program addressing individual learning needs of students and involving
children and parents in the learning process serves as a solid
foundation for a positive and safe school environment. Wild Horse is a
school that is highly respected by the local community.

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

**1. The state assessment system referred to as the MAP (Missouri
Assessment Program) currently assesses students in communication arts in
grades 03, 07, 11 and mathematics in grades 04, 08, and 10. An
achievement level, measuring student progress toward the Show-Me
Standards, is determined. Levels of achievement are identified by one of
five descriptors\--Step 1, Progressing, Nearing Proficient, Proficient,
or Advanced.**

**General Descriptions**\
*Step 1:* Students are substantially behind in terms of meeting the
Show-Me Standards. They demonstrate only a minimal understanding of
fundamental concepts and little or no ability to apply that knowledge.

*Progressing:* Students are beginning to use their knowledge of simple
concepts to solve basic problems, but they still make many errors.

*Nearing Proficient:* Students understand many key concepts, although
their application of that knowledge is limited.

*Proficient:* This is the desired achievement level for all students.
Students demonstrate the knowledge and skills called for by the Show-Me
Standards.

*Advanced:* Students demonstrate in-depth understanding of all concepts
and apply that knowledge in complex ways.

A.  Disaggregated the data for the ethnic/racial and socioeconomic
    groups that comprise sufficient numbers to be statistically
    significant can be found in the data charts attached at the end of
    this application. We used our own state's interpretation of
    statistical significance. As you can see by the data, the subgroups
    of students indicated as Black non-Hispanic and Free/Reduced Lunch
    have improved dramatically in achievement for at least three years.
    In the area of Mathematics, 22% of our Black non-Hispanic population
    scored in the At or Above Basic level in 1999-2000, while 69% scored
    in the same level in 2001-2002. Additionally, 20% of our
    Free/Reduced Lunch students scored in the At or Above Basic level in
    1998-1999 while 79% of those students scored in the same level in
    2001-2002. In the area of Communication Arts, 33% of our Black
    non-Hispanic students scored in the At or Above Basic level in
    1999-2000 and 50% scored in the same level in 2001-2002. 33% of our
    Free/Reduced Lunch students scored in the At or Above Basic level in
    1999-2000, while 53% scored in the same level in 2001-2002. While
    there is still an achievement gap between those groups and our white
    student population, the gap is significantly smaller. Overall, our
    students score significantly higher than the state average. We have
    been noted as being one of the Top Ten schools in the state in three
    of the four past testing years. Our entire population is continuing
    to improve as can be seen by analyzing the test data. In
    Mathematics, 88% of our students scored in the At or Above Basic
    level in 1998-1999, however; 95% of our students scored in the At or
    Above Basic level in 2001-2002. In the area of Communication Arts,
    87% of our students scored in the At or Above Basic level in
    1999-2000 and 91% scored in the same level in 2001-2002.
    Additionally, in both Mathematics and Communication Arts we have
    been able to increase the number of students scoring in the At or
    Above Proficient and At Advanced levels each year.

B.  There were no groups that were excluded from the test at any time.

C. All test data is attached to the end of this application.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data to understand and improve student and school
performance.**

Teachers, administrators, counselors, and parents work together to
identify the needs of each student through the analysis of standardized
test data, ongoing classroom assessment, daily performance,
collaborative curriculum talks, Care Team meetings, parent
questionnaires, surveys, and conferences. Careful analysis of
disaggregated student data drives our School Improvement Plan (SIP)
goals, which are designed to improve instruction, by meeting individual
learning needs, thereby increasing student achievement. Teachers and
administrators also collaborate as members of Vertical Teams to discuss
and align various grade-level teaching methods and strategies. Teachers
utilize both summative (Missouri Assessment Program-MAP and
Comprehensive Test of Basic Skills-CTBS-5) and formative assessments
(i.e. pre- and post-tests, performance events, curriculum inventories,
portfolios, and teacher observation) to identify student needs and
appropriate plans for instruction. As members of the team each educator
analyzes disaggregated student achievement data to determine relative
weaknesses. Then, teams set appropriate cognitive goals and compose a
professional development plan. Design teams meet formally once per month
during our designated half-day for staff development. This "team time"
is a valued and protected opportunity for our professional community to
engage in differentiated adult learning designed to support student
learning based on formative and summative student data. Wild Horse's
history of staff development based on student data has continuously
improved the quality of our teaching and increased student learning.
There is a direct correlation between components of our site-based staff
development plan, common goals designed to increase teacher and student
learning, and results of increased student achievement in areas
targeted.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

A strong partnership has been created that enables the students, staff,
parents, and community to take an active part in the decision making and
expectations of our school. The school improvement team, consisting of
parents, staff, and administrators, reflectively reviews our plan to
best meet the continually changing needs of our school community. During
these yearly examinations, the team analyzes data: achievement tests
(CTBS-5), state tests (MAP), attendance, demographic data, district
goals and expectations, parent surveys, student surveys, teacher
surveys, discipline records, and current research. Keeping the school
mission in the forefront, the team uses all of the aforementioned data
to make modifications to the school improvement plan and prepare for our
staff development needs for the school year. While the School
Improvement Plan provides purpose and priorities for the school, the
stakeholders also share decision-making responsibilities about everyday
happenings in the school. The Focus Groups provide an excellent
opportunity for administration, students, parents, and staff to work
together on common goals that will improve student achievement based on
data.

Our principal has helped us create meaningful collaboration with
businesses and groups in our community. We have developed educational
partnerships with Brinkmann Construction, Target Reading Partnership,
and the D.A.R.E program with the Chesterfield Police Department. As the
leader of our school community, our principal communicates the school's
mission, goals and student performance to all stakeholders. The
principal is also easily accessible to teachers, students, and parents
as she has an "open-door" policy. She communicates student performance,
including test data through the school newsletter, website, PTO
meetings, Open House, and Curriculum Night. Additionally, teachers share
student progress and data in their newsletters, parent-teacher
conferences, and with student work samples through portfolios.

4.  **Describe in one-half page how the school will share its successes
    with other schools.**

Wild Horse teachers and administrators are regular presenters at state
and national conferences. We serve as role models and mentors for
teachers and administrators across our state. A sample of conferences
featuring Wild Horse presenters include: Missouri Teaching and Learning
Conference, Missouri Technology Conference, Bureau of Education and
Research's Midwest Regional First Grade Conference, and Missouri Staff
Development Council's "Show-Me: Professional Development State
Conference. We participate in collaborative forums sponsored by
Cooperating School Districts with schools across the state. Our staff
frequently facilitates inservices and workshops in Rockwood and other
school districts to share best practices. We have links with local
universities as workshop presenters, guest speakers, and adjunct
professors. We regularly host educators who wish to learn more about our
teaching and learning. For example, recently several teachers from a
neighboring school district visited our third grade team to observe
first hand the teaching techniques that resulted in our phenomenal
Communication Arts test scores. These teachers noted that data-driven
collaboration amongst colleagues, which results in consistent
implementation of researched-based instructional methods is an integral
component to our outstanding student achievement. Additionally, we
continue guiding and collaborating with these educators as they
implement the best practices they have observed. Many of our staff
members have been published in professional journals and have been
featured in newspaper articles. In August of 2000, President George W.
Bush selected our school as an outstanding school in reading achievement
to serve as an example for the No Child Left Behind goals for education.
As a result of that visit our principal, Dr. Karen Hargadine, was
selected to serve on President Bush's Education Commission in January
2001. In the event that we win the award we will continue to communicate
our successes with other schools in the manner mentioned above.

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

**1. Describe in one page the school's curriculum, including foreign
languages (foreign language instruction is an eligibility requirement
for middle, junior high, and high schools), and show how all students
are engaged with significant content, based on high standards.**

The Rockwood School District formally adopts all written curricula for
all subject areas, Communication Arts, Mathematics, Social Studies,
Science, Physical Education, Health, Art, Vocal and Instrumental Music
at the elementary school level. Curriculum committees consisting of
teachers, parents, administrators, and students follow a formal
curriculum development process to determine the standards, skills, and
content to be mastered at each grade level and each course. Through this
process, curriculum in each content area has also been revised and
aligned to the state and national standards.

The curriculum committee conducts formal reviews of current literature
and current teaching and learning practices in the content area;
analyzes survey feedback from parents, students, and staff; and examines
achievement data for the particular content area. Also involved in this
comprehensive process, is securing input and feedback on the documents
from college/university staff and the community. The District strives to
make the curricular articulation between building levels as smooth as
possible. Teachers periodically meet and observe each other to gain
insights into the curricular expectations that exist in the process,
skill, and content areas.

The curriculum documents reflect learner development, ability and
extension. They contain rationale statements, scope and sequence charts,
program goals, expected learner performances, facilitating activities,
and application level assessments. Each curricular area document
includes additional teaching support resources as needed to meet the
curricular intent of the document. These include management/resource
pieces, resource/textbook lists, appendices and special directions
including contracts, portfolio and project suggestions, graphic
organizers, etc.

A section on accelerated activities is found in the documents to meet
the academic needs of advanced learners. For example, in the K-5
communication arts document, activities allow students to study topics
in depth, extend ideas to other disciplines, integrate math and
technology, or investigate current science issues.

Curriculum documents include application level assessments to measure
performance in each unit. Each application level assessment has an
accompanying scoring guide. Both of these items provide support for
teachers and allow the District to maintain a consistent, high level of
quality instruction and assessment. Curriculum coordinators and their
committees seek and disseminate teacher-designed assessment strategies
that inform instruction, support all students in meeting high standards,
and involve students directly in analyzing their growth and setting
learning goals.

Unique to the Rockwood School District is the Board of Education Policy
JECD, Student Academic Acceleration. This policy is comprised of
different strategies that give teachers permission to differentiate
curriculum and instruction in order to meet students' varied readiness
levels, interests, and learning profiles. In the K-5 mathematics
document teachers are directed to accelerate student using the next
grade level math series. The implementation of this policy allows the
district to provide outstanding learning opportunities for all of its
students. Strategic plans for the elementary schools have been created
and implemented to ensure the execution of the policy. The District
continues to serve as a model in the state and nation in its efforts to
support teachers' implementation efforts toward differentiation and
acceleration.

Included in the documents are a variety of facilitating activities
developed to meet student interests, level of development, and learning
styles that enhance student motivation. Meaningful work, goal-setting
activities, and a sense of accomplishment motivate students to study and
actively engage in academic pursuits. Demonstrations, exhibitions, and
performances promote pride and ownership. All activities provide a
balance and challenge students to become independent learners. A
commitment to excellence that ensures Rockwood's graduates are able to
meet the real-life challenges of the business community and/or
postsecondary institutions is our constant goal.

**2. (Elementary Schools) Describe in one-half page the school's reading
curriculum, including a description of why the school chose this
particular approach to reading.**

Using the International Reading Association/National Council for
Teachers of English standards as well as Missouri Show-Me Standards as a
base, the Rockwood K-5 Reading curriculum provides the developmental
structure for students to think, understand, analyze, and communicate in
life-long learning and as contributing members of society. The
curriculum utilizes the same core conceptual objectives in K-5. The
content and skills spiral so that students are continually building
toward increased proficiency. The scope and sequence shows the
progression of each of the reading skills. The content and skills
section of each core conceptual objective mirrors the scope and
sequence. The legend makes clear the level to which students must master
each concept at each grade level. Materials were selected that fulfilled
the following criteria: followed the research regarding the teaching of
reading and the importance of phonological awareness, approached reading
with a balance of phonics and literature, emphasized application of
strategies for comprehension and higher order thinking, allowed for
differentiation and acceleration, and challenged all students (Harcourt
Trophies). All students are receiving instruction in the skills and
strategies of reading. This follows the reading research that stresses
the importance of direct instruction of skills and strategies. Students
have a chance to apply their new knowledge to the basal selection, thus
meeting a goal of district curriculum in the application of the skill.
Teachers differentiate and accelerate based on the needs of the
individual student. Because skills, as they are used in real life, are
not isolated fragments but are interwoven. Our approach to reading is
one that incorporates reading, oral and written communication,
literature, spelling, and grammar. Teachers integrate reading and
language arts throughout all academic disciplines using a variety of
methods and materials. We use a combined approach of
literature-based/basal strategy instruction in reading that is balanced
with a strong phonetics/skills background. Binders containing over 100
pages of goals, objectives, activities, and resources form the basis for
daily lesson planning. Flexible reading groups based on individual needs
or student interests are facilitated in each classroom. Using
questioning and probing techniques, our teachers are able to engage
their students in higher level thinking activities. Three reading
specialists through the Reading Intervention Program provide reading
remediation. Placement in each stage of the program is determined by the
individual needs of students.

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

The mathematics curriculum reflects the importance of mathematical
literacy for all students. The curriculum, based upon National Council
of Teachers of Mathematics Standards, as well as Missouri Show-Me
Standards, is student-centered and will allow students to explore,
discover, conjecture, and apply mathematics. To facilitate students
learning, teachers utilize a variety of techniques such as direct
instruction, cooperative learning, and appropriate use of computers and
calculators. Through numerous and interrelated mathematical experience,
students will work to attain the following goals: become mathematical
problem-solvers, communicate and reason mathematically, connect
mathematics to their daily lives, develop confidence in their own
abilities to do mathematics, appreciate and understand the role of
mathematics in real-world situations. The mathematics curriculum has a
multi-faceted focus, including problem solving, critical thinking,
computation, and the integration of technology. The focus on
differentiated curriculum provides an opportunity for all students to be
challenged. Teachers provide excellent classroom instruction,
interaction, grouping, and differentiated assignments. Students become
problem-solvers by learning to communicate and reason mathematically and
by developing confidence in their own abilities to do mathematics.
Teachers connect mathematics to students' lives, which allows students
to appreciate and understand the role of mathematics in real-world
situations. Teachers allow students to accelerate at their own pace by
flexibly grouping students by their abilities and compacting the
curriculum. To meet the needs of all levels of ability, teachers work
together with teaching assistants and parent volunteers.

**4. Describe in one-half page the different instructional methods the
school uses to improve student learning.**

Realizing that our students have different needs and learning styles, we
tailor instruction to fit the individual student and challenge them to
achieve their potential. Students are able to set personal and group
goals through classroom assignments, scoring guides, classroom meetings,
and teacher conferences. Students are always being evaluated and
accelerated or remediated in the academic areas. Through hands-on
experiences, cooperative learning opportunities, and the newest
research-based techniques, students are accelerated through the
curriculum in their own learning style at their own pace. Teachers are
constantly trained using the latest educational research and methods to
insure quality instruction. With our individualized instruction we are
able to narrow the gap for all groups of children. Higher-level
questions are developed for every lesson based on Bloom's taxonomy. We
use flexible grouping, spiraled instruction, daily problem-solving,
small groups for skill lessons, cooperative groups, and technology to
accelerate and differentiate learning for our students. Each student is
taught at the appropriate level of difficulty and complexity. Parent
volunteers, classroom assistants, curriculum compacting and
acceleration, tiered assignments, modified activities, and flexible
small group instruction enable teachers to meet student's needs.

Technology is utilized in the classroom to enhance the learning process.
Computer programs are used to differentiate and accelerate the
curriculum and individualize instruction. All students receive the
district-approved curriculum, however, pace, guided practice,
independent practice, and projects are all adjusted to meet their
individual learning needs. Our gifted and talented students spend one
day a week at the Center for Creative Learning for further enrichment.
Students identified as at-risk in reading receive additional small group
intensive reading instruction from our reading specialists. Children are
accelerated through the program and then transitioned out when their
goals are met. Other at-risk students receive one-on-one assistance from
resource teachers and tutors. Teachers meet weekly to discuss
interventions and strategies addressing individual student's academic,
social, emotional, and behavioral concerns. These programs and
activities are all implemented to address the needs of the students
while considering student differences, learning styles, and abilities.

**5. Describe in one-half page the school's professional development
program and its impact on improving student achievement.**

Teachers and administrators accept collective responsibility for student
outcomes and work together to support student learning. Data driven
professional development is a cornerstone that supports professional
growth in our staff and success in our students. All teachers are
members of professional learning communities, which are the primary
source for collegial planning, sharing, problem solving, and support.
Each learning community analyzes disaggregated student achievement data
to determine a relative weakness, set appropriate cognitive goals and
compose a plan for staff development to increase student learning in the
targeted areas. Our individual team plans, including our goals and
assessment, are both data-driven and results-based. Design teams meet
formally once per month during our designated half-day for staff
development. This "team time" is a valued and protected opportunity for
our professional community to engage in differentiated adult learning
based on formative and summative student data. Additional team time is
available through the use of substitutes, group scheduling and
after-school hours. The culture of our learning community encourages and
expects all teachers to learn and implement the most current, effective,
researched-based instructional techniques and strategies designed to
improve instruction and maximize student learning. Our investment in
results-based, on-going staff development has had a positive impact on
improved instruction and increased student achievement. Most recently,
our staff development program was the only one in the state to receive
the Missouri Staff Development Council's Outstanding School Staff
Development Program Award, 2003.

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table for Communication Arts is illustrated on page 14.

The following information is for all tests in Communication Arts.

Grade [3]{.underline} Test [Missouri Assessment Program]{.underline}

Edition/publication year [1997]{.underline} Publisher [CTB McGraw
--Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[There were no groups excluded from testing.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table for Mathematics is illustrated on page 15.

The following information is for all tests in Mathematics.

Grade [4]{.underline} Test [Missouri Assessment Program]{.underline}

Edition/publication year [1997]{.underline} Publisher [CTB McGraw
--Hill]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[There were no groups excluded from testing.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

**[CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for Communication Arts

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

  Testing month                  April         April         April         April         

  SCHOOL SCORES                                                                          

  Total                                                                                  

  At or Above Basic              90%           87%           87%           93%           

  At or Above Proficient         66%           66%           60%           69%           

  At Advanced                    7%            8%            4%            3%            

  Number of students tested      101           95            97            67            

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

  Number of students excluded    0             0             0             0             

  Percent of students excluded   0%            0%            0%            0%            

  SUBGROUP SCORES                                                                        

  1\. Black Non-Hispanic                                                                 

  At or Above Basic              50%           45%           33%           50%           

  At or Above Proficient         8%            9%            8%            0%            

  At Advanced                    0%            0%            0%            0%            

  2\. Free/Reduced Lunch                                                                 

  At or Above Basic              53%           39%           33%           unavailable   

  At or Above Proficient         23%           8%            8%            unavailable   

  At Advanced                    0%            0%            0%            unavailable   

  3\. White                                                                              

  At or Above Basic              95%           94%           95%           99%           

  At or Above Proficient         73%           74%           67%           79%           

  At Advanced                    8%            9%            5%            4%            

  STATE SCORES                                                                           

  Total                                                                                  

  At or Above Basic              74%           72%           70%           68%           

  State Mean Score               unavailable   unavailable   unavailable   unavailable   

  At or Above Proficient         36%           32%           32%           29%           

  State Mean Score               unavailable   unavailable   unavailable   unavailable   

  At Advanced                    2%            1%            2%            1%            

  State Mean Score               unavailable   unavailable   unavailable   unavailable   
  ------------------------------ ------------- ------------- ------------- ------------- -----------

**[CRITERION-REFERENCED TESTS]{.underline}**

Data Display Table for Mathematics

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

  Testing month                  April         April         April         April         

  SCHOOL SCORES                                                                          

  Total                                                                                  

  At or Above Basic              95%           89%           86%           88%           

  At or Above Proficient         71%           56%           63%           73%           

  At Advanced                    22%           14%           11%           18%           

  Number of students tested      107           105           75            60            

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

  Number of students excluded    0             0             0             0             

  Percent of students excluded   0%            0%            0%            0%            

  SUBGROUP SCORES                                                                        

  1\. Black Non-Hispanic                                                                 

  At or Above Basic              69%           45%           22%           unavailable   

  At or Above Proficient         6%            0%            11%           unavailable   

  At Advanced                    0%            0%            0%            unavailable   

  2\. Free/Reduced Lunch                                                                 

  At or Above Basic              79%           45%           22%           20%           

  At or Above Proficient         16%           0%            11%           0%            

  At Advanced                    11%           0%            0%            0%            

  3\. White                                                                              

  At or Above Basic              100%          95%           94%           92%           

  At or Above Proficient         84%           63%           71%           79%           

  At Advanced                    24%           16%           13%           17%           

  STATE SCORES                                                                           

  Total                                                                                  

  At or Above Basic              79%           79%           78%           78%           

  State Mean Score               unavailable   unavailable   unavailable   unavailable   

  At or Above Proficient         38%           37%           37%           35%           

  State Mean Score               unavailable   unavailable   unavailable   unavailable   

  At Advanced                    8%            8%            8%            6%            

  State Mean Score               unavailable   unavailable   unavailable   unavailable   
  ------------------------------ ------------- ------------- ------------- ------------- -----------