**REVISED MARCH 9, 2006**

##### 

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##### *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\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal Mr. David Fordyce

Official School Name Mason-Corinth Elementary

School Mailing Address 225 Heekin Road

Williamstown, KY 41097-3651

County Grant State School Code Number 201050

Telephone [( 859 ) 824-9510]{.underline} Fax [( 859 )
824-4225]{.underline}

Website/URL www.grant.k12.ky.us E-mail dfordyce@grant.k12.ky.us

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. Donald Martin

District Name: Grant County Public Schools Tel. [( 859 )
824-3323]{.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. Billie Cahill

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)

**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: \_\_\_3\_\_ Elementary schools

\_\_\_1\_\_ Middle schools

\_\_\_0\_\_ Junior high schools

\_\_\_1\_\_ High schools

\_\_\_1\_\_ Other

\_\_\_6\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$ 6964\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\$ 7007\_\_\_\_\_\_\_\_\_\_

**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\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    13        8                      **21**       **7**                             

  **K**       42        32                     **74**       **8**                             

  **1**       50        29                     **79**       **9**                             

  **2**       48        23                     **71**       **10**                            

  **3**       39        30                     **69**       **11**                            

  **4**       33        34                     **67**       **12**                            

  **5**       36        34                     **70**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   451
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 98 % White

the students in the school: 1 % Black or African American

[.9]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

.1 % 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:
\_\_\_31\_\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      71
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      70
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    141
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 424
                            the school as of October 1  

  **(5)**                   Total transferred students  3.1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           31
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_0\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_n/a\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_63\_\_\_\_%

Total number students who qualify: \_\_\_\_286 \_\_

> 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: \_\_\_17\_\_\_\_\_%

\_\_\_78\_\_\_\_\_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.

\_2\_\_\_Autism \_0\_\_\_Orthopedic Impairment

\_0\_\_\_Deafness \_7\_\_\_Other Health Impaired

\_0\_\_\_Deaf-Blindness \_4\_\_\_Specific Learning Disability

\_3\_\_\_Emotional Disturbance \_36\_\_\_Speech or Language Impairment

\_0\_\_\_Hearing Impairment \_0\_\_\_Traumatic Brain Injury

> \_7\_\_\_Mental Retardation \_0\_\_\_Visual Impairment Including
> Blindness
>
> \_0\_\_\_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) \_\_\_ 2\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_21\_\_\_\_ \_\_\_1\_\_\_\_\_

Special resource teachers/specialists [\_\_ \_6\_\_\_\_]{.underline}
\_\_\_2\_\_\_\_\_

Paraprofessionals \_\_\_\_9\_\_\_ \_\_\_2\_\_\_\_\_

> Support staff \_\_\_\_3\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_41\_\_\_ \_\_\_5\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_17:1\_\_\_\_\_\_

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  95 %        95 %        95 %        95 %        95 %

  Daily teacher attendance  95 %        95 %        96 %        96%         95 %

  Teacher turnover rate     0 %         1 %         1 %         1 %         1 %

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

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

**PART III ‑ SUMMARY**

Mason-Corinth Elementary prides itself on being a school that provides a
comfortable, safe, and welcoming atmosphere for all students and
families. This intrinsic element characterizes Mason-Corinth Elementary
and is recognized immediately as one enters the building. We care about
the students with which we work and are proud to meet them at the door
with a smile and hello. The entire staff dedicates themselves to getting
to know the children and making decisions that benefit them the most.

We use all available resources to assist the students to succeed in and
out of school. We recognize the importance of a quality education and
are successful in providing our students the highest quality instruction
possible. We understand the importance of family in the learning process
and invite parents to experience the educational growth of their child
with our school family.

The mission of Mason-Corinth Elementary reflects the belief that high
expectations leads to high performance. We are a school where students
are invited to be well rounded successful individuals. At MCE, everybody
counts, and NO child is left behind!

Mason-Corinth Elementary is a school-wide Title I, Pre-K through 5
facility constructed in 1991. It is located in Grant County, Kentucky,
with a current enrollment of 451 students. Grant County is a largely
rural county with Mason-Corinth located on its southern end. The current
data indicates that sixty-three percent of Mason-Corinth student
population is eligible for free or reduced lunch. Seventeen percent meet
the qualifications for special education services, and the school
experiences a 31% mobility rate. While these are very legitimate
barriers to learning, we believe our commitment and dedication to our
students will prevail. Our faculty, staff, and students have proven that
achievement can be attained even when the odds indicate otherwise.

As a school-wide Title I school utilizing local, state, and federal
funds, the school's Site Based Decision Making Council makes deliberate
decisions about staffing to address the needs of all students.
Mason-Corinth Elementary is staffed with a principal, assistant
principal, family resource center coordinator, literacy coach, 16.5
regular education instructors, three intervention specialists, and 3.5
special education teachers. In addition, specialists in the areas of
music, art, physical education, library media, and gifted education
provide a comprehensive curriculum. Paraeducators are highly trained and
are a vital part of school success. The school takes pride in the fact
that 100% of the staff is classified as \"highly qualified\" as defined
by NCLB standards.

Ownership in the educational progress of students is realized by staff,
students, and parents as reflected in a less than 1% staff turnover rate
over the past five years, 95% student attendance rate, and increasing
parent involvement in school activities.

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

**#1 Assessment Results**

Kentucky's public school testing system is called CATS which stands for
Commonwealth Accountability Testing System. Under this system, two types
of tests are administered at the elementary level. The Comprehensive
Test of Basic Skills (CTBS/5) assesses students in third grade in the
content areas of math, reading and language arts. The Kentucky Core
Content Test, or KCCT, assesses fourth grade students in reading,
writing, and science, while fifth grade students are tested in social
studies, math, arts & humanities, and practical living. The objective of
CATS is to have all schools score at proficiency by the year 2014. CATS
is designed to measure progress toward that goal. Proficiency is defined
as a score of 100 on a 140-point scale. The website where these scores
can be found is www. education.ky.gov/.

Reading, science, math, social studies, arts and humanities, and
practical living assessments consist of multiple choice and open
response questions. Writing is assessed through on-demand writing tasks
and completion of a portfolio. The portfolio consists of four pieces of
student writing.

On the KCCT, students are ranked as scoring at one of four levels for
each of the content areas assessed: novice, apprentice, proficient, and
distinguished - with novice being the lowest score and distinguished
being the highest. More weight is given to scoring distinguished than at
the novice and apprentice levels. Higher percentile rankings on the CTBS
receive more weight than lower percentile rankings.

Individual scores are calculated from each component of the test and the
school is given a score referred to as the academic index. By 2005,
Mason-Corinth Elementary had reached the overall academic index level of
94 - just points away from the state's goal of 100 by the year 2014.

In reading, Mason-Corinth Elementary has reached an index score of 93.
Further study of the data indicates 87% of females score at the
proficient level while only 67% of males score at the proficient level.
Although a gap exists at the achievement level between boys and girls in
reading, the level of accomplishment for the overall school population
is very high. The most significant data indicates 75% of students
receiving free/reduced lunch are scoring at the proficient level, while
70% of students not participating in the free/reduced program score
proficient. This statistic contradicts the national trend for "at risk"
students and demonstrates the successful implementation of strategies to
address this population.

Mason-Corinth Elementary is well on the way to the goal of 100, with a
math index score of 99. In both male and female populations, 73% scored
at the proficient level. Sixty-eight percent of students qualifying for
free/reduced lunch are scoring at the proficient level while 78% of non
free/reduced participants are scoring proficient. The strategies
employed thus far have raised scores for all populations. As
Mason-Corinth Elementary staff continues to fine tune their
instructional strategies it is anticipated that this gap will be
nonexistent.

All students with disabilities participate in the KCCT, however, the
numbers are too small to be statistically significant. Further analysis
of the data indicates that 88% of the special education population are
scoring at the apprentice and proficient range in reading while 66% are
scoring proficient and distinguished in math.

**#2 Using Assessment Results**

When CATS data is received in the fall, an analysis is done of each
subject area to determine overall school strengths and weaknesses.
Specific content areas are analyzed to see if all content areas have
been covered thoroughly. Data is reviewed to determine if the strategies
used are reaching all types of learners.

Careful analysis of subgroups is done to assure that no group is being
left behind. In addition, the staff carefully analyzes the abilities of
individual students to respond to multiple choice questions versus open
response type questions. Based upon CATS results, the staff determines
if there have been any gaps in instruction and revises the curriculum as
needed.

In addition to the annual analysis of the CATS data, there is an ongoing
assessment of student learning. Weekly scrimmages are given to 3-5 grade
students, from which the needs of individual students are identified.
Intervention specialists further review and analyze data, and, in
collaboration with other instructional staff, design individualized
instructional programs for students that are provided in small group
settings.

**#3 Communicating Assessment Results**

Mason-Corinth Elementary utilizes a variety of mediums to communicate
student progress. In the fall of each year, the school receives its
school-wide assessment results and individual student scores from the
previous spring's state CATS assessment. School-wide results are
communicated to parents immediately and objectively in the local
newspaper which faithfully runs assessment results with clear
explanations of the data. Mason-Corinth Elementary's newsletter, "The
Wildcat Weekly" further explains school-wide results with some
disaggregation. Scores are announced and interpreted at parent meetings
such as PTO, Site Based Decision Making (SBDM) Council Meetings, and the
annual SBDM report to the Board. These meetings allow for questions from
parents as well as the public, and provide intensive insight into
strengths, weakness, and plans for improvement. Results are also
included on the school report card that is mailed to parents and is
available on the school, district, and state websites. The state website
also provides an archive of school report cards with past assessment
results. Special school-wide programs applaud student achievement both
as a student body and individually. Individual CATS scores are shared
with parents during Fall conferences or are mailed home to parents
unable to attend.

Student progress throughout the year is communicated via quarterly
report cards every nine weeks, and progress reports at 4 ½ week
intervals. Parent conferences are formally scheduled each fall and are
encouraged at any time throughout the year. Results from other formal
assessments such as the Group Reading Assessment and Diagnostic
Evaluation (GRADE) and informal assessments such as test scrimmages are
communicated via the parent conferences and materials sent home.

Mason-Corinth Elementary has strengthened its parent involvement
component by including sample grade-level appropriate questions on the
weekly newsletter. This has provided insight and buy-in for the
assessment process. Family activities such as "I Succeed When My Family
Reads" has also raised awareness to the home element of student success.
Additionally, weekly teacher newsletters, parent workshops, family
nights, home visits, the school web site, parent syllabus, reading
nights, Read with Child celebrations, phone calls, and notes home,
assist the staff in communicating student results with our families.

**#4 Sharing Success**

The staff at Mason-Corinth Elementary is confident in their ability to
share its success with others through in-service and training.
Mason-Corinth Elementary personnel actively participate in a variety of
district-level initiatives to strengthen curriculum and improve learning
strategies for all students in Grant County Schools. Via this venue, the
school's content specialists were instrumental in the development of the
district's "Do What Because" (DWB) graphic organizer. Additionally,
Mason-Corinth's Literacy experts helped organize and presented at Grant
County's first annual Summer Literacy Conference this past year. This
fall, all district Special Education, regular education, and
paraeducators received SRA training provided by Mason-Corinth Elementary
staff. During the past year, Mason-Corinth Elementary piloted the
district's successful implementation of the Group Reading Assessment and
Diagnostic Evaluation (GRADE).

In addition to these district-driven initiatives, Mason-Corinth
Elementary has also taken a lead in developing, implementing, and now
sharing two very successful, unique strategies. The first involves the
creative use of data, staff, scheduling, and funding to provide an
intricate system of targeted instruction to small groups of students.
These ideas have now been shared with and adopted by sister schools. The
second, an administratively driven weekly assessment of that
instruction, is being studied for future implementation at the same
schools.

In addition to providing formal and informal training to
fellow-educators, teachers at Mason-Corinth Elementary are comfortable,
confident, and competent in opening their classrooms to any who request
assistance. This has been demonstrated on various occasions as
principals and members of area schools have sought insight to
Mason-Corinth's success.

**PART V -- CURRICULUM AND INSTRUCTION**

**#1 Curriculum:**

The Kentucky Department of Education provides two documents, the
"Program of Studies" and "Core Content for Assessment," upon which
curriculum at Mason-Corinth Elementary is built. A district syllabus
reflective of these two documents provides a scope and sequence for each
content area. The syllabus is vertically and horizontally aligned,
providing a continuum of instruction throughout all grade levels.

Reading is at the core of all other areas taught. It is the expectation
that each child will be reading at or above grade level. In the primary
grades most content areas are addressed through reading instruction. In
grades three through five the teachers concentrate on various genres of
reading and have students work on a multitude of skills that require
them to develop deep understanding of the material being read.
Comprehension is at the core of all reading instruction.

Writing is integrated into all content areas. Writing development
contains two components. Handwriting is taught at lower levels,
implementing "Handwriting Without Tears," a specialized program utilized
by occupational therapists throughout the country. Instruction in the
writing process starts in Kindergarten. At lower levels the focus is on
personal writing. As the skills develop, third, fourth and fifth grade
students write for a variety of audiences for a multitude of purposes.
Students in fourth grade develop a state-assessed portfolio which
includes four pieces of writing in the following areas -- personal,
literary, transactive, and reflective. Students also receive instruction
in on-demand writing. Complex elements such as the use of appropriate
details, grammar, sentence structure, tone, audience and voice are
essential components of all student writing.

In math, basic skills are continually addressed throughout all grade
levels. Higher level skills that require students to use the math in
real world situations are purposefully taught throughout. We expect that
every student be able to explain an answer in addition to simply solving
a given mathematical equation.

The focus in science is on providing students with the basic knowledge
of the world around them in connection to what they already know and
have witnessed. A vast variety of materials are used to allow students
to explore and create representations of the scientific concepts they
learn. It is Mason-Corinth Elementary's expectation that each student be
able to understand scientific concepts as well as make connections from
one concept to another.

Practical living curriculum consists of developing skills in personal
care, personal safety, life skills, and healthy choices. This is done
through many activities designed to make the student aware of the
consequences their actions have on self esteem, health, and body image.

In social studies a background of knowledge is provided for community,
state, and nation. A feel for historic events, and how they have shaped
the world in which the students live, is provided through presentations,
field trips, readings and other media.

Mason-Corinth Elementary staff includes specialists in arts and
humanities (including music, art, and strings) and physical education.
These teachers also adhere to the purposeful guidelines set forth in the
Kentucky Department of Education's "Program of Studies" and
"Core-Content for Assessment." Activities that enrich the student's
physical fitness for healthy living, cultural awareness of musical
abilities, and artistic interpretation are offered to all students.

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

The reading level of each student is assessed three times each year
using the Group Reading Assessment and Diagnostic Evaluation (GRADE).
The GRADE is a diagnostic tool designed to see what pre-reading or
reading skills have been learned and what skills need to be taught.
Based upon the assessment data and teacher referrals, students are
identified and small, flexible groups are formed to address individual
students' reading needs. In the small groups, instructional leaders
utilize resources such as the GRADE Resource Library for materials
designed to remediate and challenge.

All primary teachers have been trained in the Four-Blocks method of
reading instruction. Mason-Corinth chose this instructional method based
upon its ability to incorporate all of the necessary reading
components - Guided Reading, Self-Selected Reading, Writing, and Working
with Words -- into one lesson. In addition to this, teachers use the
Scott Foresman reading series, Zoo Phonics, trade books, and
teacher-made materials, as well as commercially prepared materials to
assist in their reading instruction. This allows staff to aggressively
teach explicit phonics, phonemic awareness, comprehension, fluency, and
vocabulary at all grade levels.

In addition to the regular reading program, students with disabilities
receive supplemental instruction using the SRA Reading Mastery program.
SRA is an intensive, research-based, scripted reading program. At the
kindergarten level, Mason-Corinth Elementary realizes the importance of
language development toward early reading, and therefore utilizes
Language for Learners, an emergent reading program, for identified
Kindergarten and special needs students.

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

Math instruction at Mason-Corinth Elementary has a dual focus. Basic
skills are taught from kindergarten through fifth grade. Each student is
required to not only master the ability to recall lower level questions
but also to be able to apply the skill learned. Although McGraw-Hill
Mathematics is the textbook used, many of the materials used in the
classrooms are created by the teachers. Calendar math provides
Kindergarten students the opportunity to learn a variety of skills. In
all grades each student is provided the manipulatives they need to make
a connection from the abstract to concrete learning of mathematics.
Mason-Corinth Elementary ensures that students are provided with the
opportunity to use math in a variety of real world situations for the
purpose of understanding why math is important. Students are assessed
using this practical application of math, using problem solving skills,
labeling answer parts and showing appropriate use of math vocabulary.
This type of assessment is continuous and requires the students to
explain why they gave the answer they gave. At the end of each unit of
instruction each student is assessed on his/her ability to use the
lesson and material taught. If they are not successful, assistance is
provided to students who still need help to reach a proficient level.

**#4 Instructional Methods**

Mason-Corinth Elementary students typically demonstrate a variety of
learning styles with limited back-ground knowledge. Therefore,
differentiated instruction is a key component to the school's success.
Differentiated instruction allows teachers to use a variety of
modalities and instructional strategies to meet the needs of all
learners. Depending on the skill to be learned the teacher may use
skill, drill and practice, games, textbooks, teacher-made materials,
collaboration, small group, or large group activities. The teachers use
readers theatre, flash cards, creative projects, modeling, reading to a
peer, or reading partner to help students learn at their highest level.
Each student is provided with time in the computer lab where they can
work on problem solving or practice on a variety of skills using
programs targeted to their needs or web based programs. An integrated
approach to teaching all content provides multiple opportunities to
learn the material at a higher level.

One instructional approach employs the use of a graphic organizer called
DWB (Do What Because) which was developed with help from Mason-Corinth
Elementary staff in a district-wide initiative. This strategy is used in
all content areas to help students of all levels consistently answer
open ended questions. Beginning in Kindergarten, teachers model the
strategy and as students progress through each grade they become adept
in using this organizer independently.

An integral component in Mason-Corinth Elementary's instructional method
is the "hands-on" systematic approach implemented by building
administration, coupled with the vision of the staff that all students
can succeed at high levels. An assessment of core content standards is
developed and administered weekly to third through fifth grade students.
Administration takes a leading role in scoring and analyzing results.
Administrator/teacher conferences address what concepts students have
mastered and what skills need more attention. This deliberate and highly
individualized method of instruction ensures a strong educational
foundation and equips each student with skills needed for life-long
learning.

**#5 Professional Development**

Professional development at Mason-Corinth Elementary is on-going and
job-embedded. Decisions about specific professional development
activities are based upon whether student learning will be improved.

Each spring, a plan is developed for the following year based on needs
identified in student assessment data. The plan contains both
school-wide professional development and flexible professional
development, designed to meet specific needs of staff members.
Instruction on reading skills is always addressed in the plan,
reflecting the school's belief that reading is the foundation for all
other learning.

Another part of the school's professional development plan centers on
writing skills and the reading/writing connection. Mason-Corinth
teachers are active participants in both the Kentucky Reading Project
and the Kentucky Writing Project. They use the skills and methods
learned as a part of these projects to train other teachers in
developing excellent readers and proficient writers.

All teachers and instructional assistants attend the annual District
Literacy Conference, held each summer. Participants are able to access
sessions to meet individual needs, as well as network with staff members
across the district in like job groupings. Conference sessions are led
by teachers and administrators from the district schools.

Professional development is also an integral part of the teacher
evaluation system. Each teacher has an individual growth plan that is
designed by the teacher in consultation with the principal. Growth plans
are reviewed during the course of the year, and can be revised at any
time as the need arises.

**PART VII - ASSESSMENT RESULTS**

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

**Subject: Reading Grade: 3 Test: CTBS/5**

**Edition/Publication Year: 1996 CTB/McGraw-Hill**

**Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_x\_\_**

  ------------------------------------ --------------- --------------- --------------- ---------------
  **Reading**                          **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                        April           April           April           April

  **MCE Scores**                                                                       

  Total Score (National Percentile)    64              61              61              51

  Number of students tested            59              62              56              72

  Percent of total students tested     100             100             100             100

  Number of students alternatively     0               0               0               0
  assessed                                                                             

  Percent of students alternatively    0               0               0               0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Free/reduced lunch (National     55              55              60              43
  Percentile)                                                                          

  Number of students tested            33              36              29              37

                                                                                       

  2\. African-American (National       \*              \*              \*              \*
  Percentile)                                                                          

  3\. Limited English Proficient       \*              \*              \*              \*
  (National Percentile)                                                                

                                                                                       

  STATE SCORES                         65              63              62              59
  ------------------------------------ --------------- --------------- --------------- ---------------

\* According to state law, to protect confidentiality, no subgroup
scores are reported if the subgroup contains less than 10 students

**Subject: Math Grade: 3 Test: CTBS/5**

**Edition/Publication Year: 1996 CTB/McGraw-Hill**

**Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_x\_\_**

  ------------------------------------ --------------- --------------- --------------- ---------------
  **Math**                             **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                        April           April           April           April

  **MCE Scores**                                                                       

  Total Score (National Percentile)    67              67              65              55

  Number of students tested            59              62              56              72

  Percent of total students tested     100             100             100             100

  Number of students alternatively     0               0               0               0
  assessed                                                                             

  Percent of students alternatively    0               0               0               0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Free/reduced lunch (National     54              61              61              50
  Percentile)                                                                          

  Number of students tested            33              36              29              37

                                                                                       

  2\. African-American (National       \*              \*              \*              \*
  Percentile)                                                                          

                                                                                       

  3\. Limited English Proficient       \*              \*              \*              \*
  (National Percentile)                                                                

                                                                                       

  STATE SCORES                         67              66              63              60
  ------------------------------------ --------------- --------------- --------------- ---------------

\* According to state law, to protect confidentiality, no subgroup
scores are reported if the subgroup contains less than 10 students.

**Subject: Reading Grade: 4 Test: Kentucky Core Content Test**

**Edition/Publication Year: New Version Each year, Published by
CTB/McGraw-Hill in 2005**

+----------------------------------+-------+--------+-------+--------+
| **Reading**                      | **2   | **2    | **2   | **2    |
|                                  | 004-2 | 003-** | 002-2 | 001-** |
|                                  | 005** |        | 003** |        |
|                                  |       | **     |       | **     |
|                                  |       | 2004** |       | 2002** |
+----------------------------------+-------+--------+-------+--------+
| **MCE Reading Index**            | 93    | 89     | 80    | 88     |
+----------------------------------+-------+--------+-------+--------+
| **District Reading Index**       | 88    | 81     | 82    | 84     |
+----------------------------------+-------+--------+-------+--------+
| **State Reading Index**          | 87    | 86     | 83    | 81     |
+----------------------------------+-------+--------+-------+--------+
|                                  |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| **MCE Data** Testing Month       | April | April  | April | April  |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Novice            | 5     | 4      | 10    | 6      |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Apprentice        | 18    | 26     | 32    | 23     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above                   | 77    | 70     | 58    | 71     |
| Proficient/Distinguished         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| \% at Distinguished              | 0     | 0      | 6     | 7      |
+----------------------------------+-------+--------+-------+--------+
| Number of students tested        | 61    | 50     | 71    | 64     |
+----------------------------------+-------+--------+-------+--------+
| Percent of total students tested | 100   | 100    | 100   | 100    |
+----------------------------------+-------+--------+-------+--------+
| Number of students alternatively | 0     | 0      | 0     | 0      |
| assessed                         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| Percent of students              | 0     | 0      | 0     | 0      |
| alternatively assessed           |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| **Subgroup Scores**              |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| 1\. Free/reduced lunch (Reading  | 89    | 88     | 75    | \#     |
| Index)                           |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| Number tested                    | 37    | 26     | 31    | \#     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Novice            | 8     | 4      | 16    | \#     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Apprentice        | 16    | 23     | 29    | \#     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above                   | 75    | 73     | 55    | \#     |
| Proficient/Distinguished         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| \% at Distinguished              | 0     | 0      | 5     | \#     |
+----------------------------------+-------+--------+-------+--------+
| 2\. African American (Reading    | \*    | \*     | \*    | \*     |
| Index)                           |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| Number tested                    | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Novice            | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Apprentice        | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above                   | \*    | \*     | \*    | \*     |
| Proficient/Distinguished         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
|                                  |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| 3\. Limited English Proficient   | \*    | \*     | \*    | \*     |
| (Reading Index)                  |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| Number tested                    | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Novice            | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Apprentice        | \*    | \*     | \*    | \*     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above                   | \*    | \*     | \*    | \*     |
| Proficient/Distinguished         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
|                                  |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| **State percentages**            |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+
| \% at or above Apprentice        | 22    | 87     | 87    | 85     |
+----------------------------------+-------+--------+-------+--------+
| \% at or above                   | 68    | 67     | 62    | 60     |
| Proficient/Distinguished         |       |        |       |        |
+----------------------------------+-------+--------+-------+--------+

\* According to state law, to protect confidentiality, no subgroup
scores are reported if the subgroup contains less than 10 students.

\# Sub-group scores were not reported for this year.

**Subject: Math Grade: 5 Test: Kentucky Core Content Test**

**Edition/Publication Year: New Version Each Year, Published by
CTB/McGraw-Hill in 2005**

+-----------------------------------+-------+-------+--------+-------+
| **Math**                          | **2   | **20  | **2    | **20  |
|                                   | 004-2 | 03-** | 002-** | 01-** |
|                                   | 005** |       |        |       |
|                                   |       | **2   | **     | **2   |
|                                   |       | 004** | 2003** | 002** |
+-----------------------------------+-------+-------+--------+-------+
| **MCE Math Index**                | 99    | 83    | 76     | 79    |
+-----------------------------------+-------+-------+--------+-------+
| **District Math Index**           | 78    | 84    | 68     | 67    |
+-----------------------------------+-------+-------+--------+-------+
| **State Math Index**              | 74    | 77    | 67     | 66    |
+-----------------------------------+-------+-------+--------+-------+
|                                   |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| **MCE Data** Testing Month        | April | April | April  | April |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Novice             | 13    | 18    | 22     | 20    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Apprentice         | 15    | 24    | 28     | 28    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above                    | 73    | 58    | 51     | 52    |
| Proficient/Distinguished          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| \% at Distinguished               | 9     | 9     | 10     | 11    |
+-----------------------------------+-------+-------+--------+-------+
| Number of students tested         | 48    | 74    | 65     | 82    |
+-----------------------------------+-------+-------+--------+-------+
| Percent of total students tested  | 100   | 100   | 100    | 100   |
+-----------------------------------+-------+-------+--------+-------+
| Number of students alternatively  | 0     | 0     | 0      | 0     |
| assessed                          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| Percent of students alternatively | 0     | 0     | 0      | 0     |
| assessed                          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| **Subgroup Scores**               |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| 1\. Free/reduced lunch (Math      | 93    | 74    | 73     | \#    |
| index)                            |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| Number tested                     | 25    | 32    | 38     | \#    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Novice             | 16    | 25    | 29     | \#    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Apprentice         | 16    | 28    | 26     | \#    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above                    | 68    | 47    | 45     | \#    |
| Proficient/Distinguished          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| \% at Distinguished               | 3     | 8     | 8      | \#    |
+-----------------------------------+-------+-------+--------+-------+
| 2\. African-American (Math index) | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| Number tested                     | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Novice             | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Apprentice         | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above                    | \*    | \*    | \*     | \*    |
| Proficient/Distinguished          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
|                                   |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| 3\. Limited English Proficient    | \*    | \*    | \*     | \*    |
| (Math index)                      |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| Number tested                     | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Novice             | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Apprentice         | \*    | \*    | \*     | \*    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above                    | \*    | \*    | \*     | \*    |
| Proficient/Distinguished          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
|                                   |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| **State percentages**             |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
|                                   |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above Apprentice         | 30    | 77    | 69     | 67    |
+-----------------------------------+-------+-------+--------+-------+
| \% at or above                    | 45    | 48    | 38     | 36    |
| Proficient/Distinguished          |       |       |        |       |
+-----------------------------------+-------+-------+--------+-------+

\* According to state law, to protect confidentiality, no subgroup
scores are reported if the subgroup contains less than 10 students.

\# Sub-group scores were not reported for this year.