##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal \_\_\_[Mrs. Judith K. Walker\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address \_\_\_[640 Main St. P.O. Box
288\_\_\_]{.underline}

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

[\_\_\_Sacramento Elementary School]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[KY]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[42372­­­-9474\_\_\_\_\_]{.underline}\_

City State Zip Code+4 (9 digits total)

Tel. \_\_[( 270 ) 736-2343]{.underline} Fax \_\_\_[( 270 )
736-5520]{.underline}

Website/URL [McLean.K12.KY.US]{.underline} e-mail
\_\_\_[JWalker@McLean.K12.KY.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)

Name of Superintendent\* ­\_\_\_[Mr. Earl Melloy\_\_\_]{.underline}

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

District Name [McLean County]{.underline} Tel. [( 270 )
736-5257]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [\_\_\_Mr. Otis Griffin\_\_\_]{.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 I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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*\_\_]{.underline}
Elementary schools

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

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

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

\_\_\_\_\_ Other (Briefly explain)

\_\_[5]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$6455.00]{.underline}\_\_

Average State Per Pupil Expenditure:
\_\_[\$7033.00]{.underline}\_\_\_\_\_\_\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ x \] Small city or [town in a rural area]{.underline}
>
> \[ \] 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 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**       13        8                      **21**       **7**                             

  **1**       12        10                     **22**       **8**                             

  **2**       15        4                      **19**       **9**                             

  **3**       8         11                     **19**       **10**                            

  **4**       8         12                     **20**       **11**                            

  **5**       10        11                     **21**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   122
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of \_\_[98%]{.underline} White

the students in the school: [2%]{.underline} Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[26%]{.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 17
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 16
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        33
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    125
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .26
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    26%
              100                                
  ----------- ---------------------------------- ------------------------

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[67%]{.underline}\_\_\_\_

\_\_\_[81]{.underline}\_\_\_Total Number Students Who Qualify

> If this method does not produce 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:
\_\_[12%\_]{.underline}

\_\_[15]{.underline}\_\_ Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[5]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[8]{.underline}\_\_Speech or Language
Impairment

\_[4\_\_]{.underline}Mental Retardation \_\_\_\_Traumatic Brain Injury

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

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_\_6\_\_\_]{.underline}
[\_\_\_\_\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_1\_\_\_\_]{.underline}
[\_\_\_4\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_3\_\_\_]{.underline}
\_\_\_[1]{.underline}\_\_\_\_

> Support staff [\_\_\_5\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_16\_\_\_\_]{.underline}
> [\_\_\_5\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_19:1\_\_\_]{.underline}

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

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95%         95%         95%         95%         95%

  Daily teacher attendance 93%         96%         90%         96%         93%

  Teacher turnover rate    61.54%      15.38%      30.77%      16.67%      16.67%

  Student dropout rate                                                     

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

#### **Part III Summary of Sacramento Elementary**

Sacramento Elementary is a K-5, small, rural school located in the part
of Kentucky known as the Western Kentucky Coal Field. The enormous
decrease in the demand for this high-sulfur product has forced mine
closings, reduced production at operating mines, and prompted the layoff
and termination of thousands of miners. Overall, this scenario has had a
devastating impact on the individuals, families, and communities of the
Western Kentucky Coal Field Area.

Our school has been an integral part of our community for over
sixty-five years and it remains that way today. We have a partnership
with our parents and community members that only a few schools can
claim. Thousands of volunteer hours have gone into charting a course to
guide our school in becoming the best that it can be. Faculty, staff,
parents, and school community members can often be found working
together at our school nearly any time of the week. It is often said,
"No one here gives 100%... all give more". We attribute much of our
success to a very positive culture and climate; there is an unwavering
expectation of success. As one looks at the renovations and new
educational opportunities within our boundaries you begin to understand
the pride, ownership, and commitment that is felt for our school and for
the efforts our students make to reach their potential. Paintings and
murals along with the student writings, projects, and decorations adorn
the walls to enhance the educational setting for our students, our most
prized possessions. We place the academic, social, and emotional needs
of our students first, planning what is best for them, and then doing
everything we can to meet their needs.

We strive continuously to ensure that the students of Sacramento
Elementary receive an equitable education within a curriculum that is
aligned with the Kentucky Core Content and Program of Studies. Our
students achieved an Academic Index of 88.1 and an Accountability Index
of 89.1 placing us in the top ten percent (10%) of the schools in
Kentucky for the CATS in 2003. Our teachers hold high expectations for
all students and address their needs through a variety of instructional
strategies. All of our students have access to the full curriculum
including technology usage. Title 1 and Instructional Assistants give
additional support and instruction to all children that need extra help
to reach their full potential. Our Extended School Service also provides
one-on-one and small group instruction for students needing long and
short term help on specific skills. Educational technology programs that
monitor, assess, and challenge students provide instruction based on
individual strengths and weaknesses. Students attend Exploratory Classes
in fourth and fifth grades and receive small group instruction for
Kentucky history, technology, visual art, and theater. As we continue to
strive for excellence in academics, attendance, and behavior our
curriculum offers challenging and developmentally appropriate
stimulation for a variety of learning styles. Teachers and assistants
have received professional development in identifying and addressing
achievement gaps through CATS desegregation. Gender, learning styles,
and teaching strategies involving differentiation of instruction have
also been addressed. Especially significant gains are demonstrated
across the past three years with reading and math scores of male
students and students who are economically disadvantaged.

**[THE COMMONWEALTH ACCOUNTABILITY TESTING SYSTEM (CATS)]{.underline}**

The **CTBS Terra Nova** is given to exiting primary students that will
be entering fourth grade in

the following fall. The students in our district are assessed over all
content areas including Reading and Math. The scores from these tests
become a component of the CATS and they are figured in the
Accountability Index. The scores from these tests are also compared
across the nation with other schools taking the same assessment. Student
results are shown in Median National Percentiles (MDNP), Mean National
Stanine (MNS), Mean Normal Curve Equivalent (MNCE), and Mean Scale Score
(MSS). The scores are displayed both by individual students and by
individual grades/schools. Our school's total score shows an increase in
reading, language and math from 44 MDNP in 1998 to 68 MDNP in 2003. This
shows the amount of increase in ranking across the nation. Student
scores are looked at individually and can also be compared to their
anticipated scores based on their individual cognitive scores.

The **Kentucky Core Content Test** **(KCCT)** is given in fourth and
fifth grades and all students

participate in the assessment. The reading assessment is given to fourth
graders and the math assessment is given to fifth graders. Other content
areas are also included. Each area of the assessment is composed of two
distinct types of questions: open response, which counts double, and
multiple-choice. The open response is scored on the student's ability to
answer the question with a response of high quality. The answer is
scored from one to four (1-4) with four being the highest. Our student's
individual scores as well as school wide scores are reported. The goal
of all Kentucky schools is to reach an academic index of 100 by the year
2014. Our reading scores have had an academic index varying from 82.17
to 87.11 during the years of 1999--2002; in 2003 our academic index rose
to 96.30. The academic index in math increased from 49.36 in 1999 to
82.91 in 2003. Each year progress is tracked, results are assessed, and
strategies are reviewed/formed as we prepare for the coming year.

***Sub-domain Mean Scores Report:***

Reading has four sub-domains and each is reported: Literary,
Informational, Persuasive, and Practical/Workplace. Math is reported in
the four sub-domains of Algebraic Ideas, Number/Computation,
Geometry/Measurement, and Probability/Statistics. This report lists the
school and state mean for each group of items that measure each
sub-domain.

***Core Content Report:***

Open Response is reported as the percent of students scoring from B
(blank answers) to a 4 (highest) in each of the sub-domains. The numbers
correct, incorrect, and omitted for the Multiple Choice items are
included. Also reported are the school/district and state means along
with the standard error to aid in the interpretation of comparisons.

***Performance Level Percents Report:***

The performance level percents are graphed for easy interpretation and
disaggregation. This is the report of achievement for whole grade,
gender, race, Title 1, Migrant, Limited English (LEP), Extended School
Services (ESS), Gifted/ Talented (G/T), Free/reduced, and Disability.
Achievement gaps become evident in this report.

###  Scale Score Data Disaggregation Report

Each subgroup (Gender, Ethnicity, Title 1, Migrant, LEP, ESS, G/T,
Free/Reduced and Disability) is analyzed by data that is reported. The
report reflects the scale scores and academic indexes of school,
district, and state.

**[Part IV #2 Sacramento Elem. uses Assessment Data to Understand and
Improve Performance]{.underline}**

Sacramento School realizes that frequent and careful monitoring of our
students' academic progress is one of the major attributes of an
effective school. Our teachers and administrator have identified the
required core curriculum determining which topics, skills, and concepts
are essential for each grade level or subject and how many must be
taught to mastery within the year. Our school's assessments include:
networking, assessing student mastery of skills and concepts using
formal and informal assessments. Technology based assessments of math
and reading skills are also used to track the progress students are
making toward mastery of district standards.

Sacramento teachers work cooperatively together to exchange information
and resources. They meet to work jointly in an intellectual professional
endeavor. Informal assessments determine classroom lessons and
activities, skills and concepts to be emphasized, and time to be
allotted. From formal and informal testing the teachers find out whether
their teaching is successful and for which students. They learn in what
respects their teaching needs improvement through assessment
information. Teachers gain assessment information from norm-referenced
testing, criterion-referenced testing, performance-based assessments,
and portfolios. The district school calendar includes a full day for the
analysis of state assessment results, with much follow up in small group
and individual desegregation. Parents and community, as well as district
administration, learn of the results through school board presentations
and the school report card that is sent to the parents of each student.
The district utilizes the school's assessment results to determine the
type and amount of program resources to be allocated for each school
year.

**[Part IV #3 Sacramento Elementary Communicates Student
Performance]{.underline}**

Our school communicates student performance in several ways. One of the
most commonly used methods is the nine weeks report card of student
achievement. This report is divided into each core content area and then
subdivided into specific content and effort. Parents also receive a
midterm report of progress or lack of progress at the middle of the
reporting cycle. Our district has two parent/teacher conference days
scheduled within the school calendar each year and all parents are
encouraged to attend. This allows for specific one-to-one conversations
about the students, ways to address their needs, as well as praise their
accomplishments. The previous years statewide and/or federal assessment
results, along with the report card, are given to the parent at the
first parent/teacher conference at the end of the first nine weeks. The
second scheduled conference is held after the third nine weeks grading
period.

The CATS Assessment results are reported in the School Report Card that
is mandated yearly. The School Report Card is placed on the Kentucky
Department of Education (KDE) web site and sent to each student's
parent. This report shows progress over time and expected improvement
levels needed to reach to statewide goal of 100 Academic Index by the
year 2014. KDE also posts the results of all Kentucky Core Content Tests
on their website. Local newspapers report the assessment results and
often show it in comparison to other schools / districts within the
local area. Each school in the district has an Expanded School Report
Card and each district has a District Report Card; both are available
upon request.

Once a year we have an Awards Ceremony for the students that took the
Kentucky Core Content Test in fourth and fifth grades. Students are
praised for their effort and awards are given. The parents are informed
of how the assessment is designed, its purpose, and the results.

##### **[Part IV #4 Sacramento Elementary will Share its Successes with Other Schools]{.underline}**

We believe that one of the most important aspects of a successful school
is the rapport it has with the parents and community. We strategically
planned projects to involve our community in 1997 and attitudes began to
change for the positive in all stakeholders. As a result, our test
scores began to rise. We are available and very willing to share how
community support and involve-ment has had such a positive impact on our
school and on the assessment.

The principal and teachers will also be available to present at
professional developments and/or conferences some of the reading and
writing strategies that we have found successful. We will design a
two-hour seminar on "The Successful Partnerships For Student Success at
Sacramento." This presentation will be available for teams of teachers
and administrators from other schools, at our school or theirs. The
presentation will showcase how we encourage individual and small group
reading in kindergarten and first grades using the phonetic approach and
how volunteers are an important part of our programs. We can also
incorporate researched based computerized reading programs that support
student achievement and explain how these can be worked into daily
procedures.

Our state assessment is centered on the ability to write high quality
answers. A few years ago we realized, through analysis of data and
scores, this was our weakness -- the content was being taught but we
were struggling with how to give a written explanation on high level. We
will be available to present successful strategies that we developed,
such as identifying small groups and assigning adult coaches. These
coaches share respect, concern, and enthusiasm with their students as
they encourage each to reach their full potential. These coaches help
their students to use higher level thinking, analyze their work, and
then strive to improve.

Our district level personnel are a vital part of our success. They
provide professional develop-ment, are accessible and responsive to
meeting our many educational and funding needs, and actively promote a
unified curriculum for our school system. Personnel from our central
office have experience and are willing to present at professional
developments and/or conferences also on the topics of curriculum
alignment and mapping, programs offered throughout our district, and
strategies that promote high achievement.

**[Part V #1 Sacramento Elementary Curriculum]{.underline}**

The McLean County Performance and Content Standards outline the core of
each curriculum area as follows: Curriculum Areas - Language Arts, Math,
Science, Social Studies, Practical Living / Vocational, and Arts /
Humanities. Within all curriculum areas our students shall develop the
abilities to...

-   think clearly and solve problems (classify, decide, solve, compare)

-   talk and write clearly (present, persuade, collaborate, explain,
    recommend)

-   make careful plans and use them (brainstorm, envision, research,
    plan, organize, persist)

-   use the quality process (plan, draft, analyze, and revise when
    producing products)

Teachers from our district have compiled the McLean County Performance
and Content Standards based on the National Standards, Kentucky Core
Content and Kentucky Program of Studies. Each content area contains both
ability and content standards that are required at each level. These
standards outline the basic content that teachers are required to cover
and guide the curriculum. Parents are given a copy of these standards at
the beginning of each school year and student progress reports are sent
home every nine weeks.

Within all curriculum areas our students are presented situations in
which they must use higher-level thinking, problem solving, and inquiry
techniques. They are encouraged to then take the information gathered
and publish it in written form so that an audience/reader can interpret
the findings. Much of our curriculum/assessment in all content areas is
dependant on this type of writing.

**[Part V #2 Sacramento Elementary Reading Curriculum]{.underline}**

Our kindergarten and first grades use a phonemic approach to reading.
Each level uses the Sing, Spell, Read, and Write program. Kindergarten
students are introduced to sight words through daily usage as the
teacher writes a letter to her class each morning or introduces a
special word. Soon the students begin to recognize familiar words and
more are added. Students are taught letter recognition and letter sounds
early in the year and actual reading begins as early as winter for some.
Our first grade teacher also incorporates Saxon Reading as a
supplemental resource and this addresses phonics using a different
approach. Volunteers come in daily to read with the first graders; every
child reads orally each day in a group no larger than 3:1. Students are
encouraged to read at least two books weekly and to take Accelerated
Reader tests.

Our second and third grades use the Spotlight on Literacy,
Macmillan/McGraw Hill series and this series is a combination of both
phonics and whole language. The transition into whole language is aided
by the fact that grammar and spelling are taught within this reading
program. Students in second and third also utilize two computer based
instructional programs: Lightspan (researched based reading) and
Essential Skills (reading, spelling, and grammar).

Our fourth and fifth grades approach reading through chapter books,
specific skills, and reading across disciplines. Our fourth grade's
curriculum is based on the writing curriculum. Students read in the
genre in which they are writing. This provides our students with
proficient and distinguished writing examples. The newspaper in the
classroom and the Scholastic News bring in the real life connections to
reading and writing. We also use the Accelerated Reading program to
build vocabulary and comprehension. The combination of these methods
allows our students to become diverse readers. Students are assessed
informally and their weaknesses noted. The results and analysis, of
these varying forms of assessment, help to guide the reading curriculum.

###### Part V #3 One Other Curriculum Area at Sacramento Elementary

**WRITING**

Writing begins in Kindergarten as scribbles and single letters, the
student interprets what is written and the teacher/assistant then writes
what is said. The Writing Portfolio and Open Response questioning also
begin in Kindergarten.

The Writing Portfolio contains four entries: Personal Expressive
(narrative, memoir), Transactive (feature article, brochure, how-to),
Literary (short story, poetry, short play), and Letter to the Reviewer.
Three pieces come from the Language Arts area and one from a different
curriculum area; usually this is the Transactive piece. The student
writing process involves brainstorming, pre-writing, revising, peer
conferencing, teacher conferencing, editing, rewriting, and publishing
each piece. One piece of student work will take several weeks or even
months to complete. Students consider the situation, purpose for
writing, audiences to whom they are writing, and mode (type of piece).
They also learn to use voice, creativity, and stay focused with
descriptive and supporting details. Our district requires a Progressive
Portfolio that begins in kindergarten and continues through high school;
each year entries are developed and placed in the portfolio. The fourth,
seventh, and twelfth grade portfolios are double blind scored by trained
faculty and the scores become a part of our accountability.

Open Response is oral in Kindergarten then writing begins in first
grade. Often students and teachers together develop scoring guides after
hearing the question. It is determined what is required for a "4"
(distinguished) answer then a 3,2,1. Students answer, then have their
response scored, if it is not a 3 or 4 they are conferenced with
individually or in group, next they rewrite the answer striving to bring
it up to the next level. This is the type of response that is given
throughout the state assessment in our fourth and fifth grades using the
state general holistic scoring guide.

The writing portfolio and open response questions continue through grade
twelve in our state assessment. Our writing curriculum is continuous
kindergarten through twelfth grades and it addresses all the essential
skills of grammar, spelling, and writing. We strive to teach the type of
writing that will be used throughout one's life in a variety of ways and
to encourage the students to become life long learners.

**[Part V #4 Instructional Methods Used to Improve Student Learning at
Sacramento Elementary]{.underline}**

We use differentiated teaching and instructional strategies to meet the
many diversified learning styles of our students. High level questioning
utilizing Bloom's Taxonomy is incorporated at all levels. We strive to
require high levels of thinking, problem solving, and inquiry. The
following list includes examples of our strategies:

1.  Assessment is designed to mirror the format of the state and
    national tests.

2.  Direct instruction is given to both whole and small group.

3.  Small group in reading, writing, and math is utilized in our Primary
    grades (K-3).

4.  Individual instruction is provided in Primary reading and Portfolio
    conferencing in

> 2^nd^ -- 5^th^.

5.  Volunteers work with one to three students in oral reading in first
    grade on a daily basis.

6.  Both whole and small group instruction utilizing technology --

    -   Lightspan (researched based, computerized reading program)

    -   Essential Skills (introduction through advanced levels of
        phonics, grammar, spelling, reading, and reading comprehension)

    -   Accelerated Reading (researched based reading and reading
        comprehension with

> computerized assessment and tracking)

-   Research via the internet, teacher facilitated

Every classroom has Avery Keys allowing display of research over large
TVs

-   Accelerated Math (researched based computer generated math;
    individualized and

> tracked to meet student needs)

-   Student Technology Standards -- instruction guided by the Kentucky
    Department of Ed. standards

7\. Hands-On instruction --

-   Music Keyboard Lab (keyboards for up to thirty individual students)

-   Theater (four plays presented annually in fourth and fifth grades
    for the whole school and community)

-   Visual Art classes (project focused)

-   Science Lab (classroom for Science experiments in fourth and fifth)

-   Computer Lab (available daily to all students for research, skills,
    content instruction, writing portfolios, etc.)

**[Part V #5 Sacramento Elementary Professional Development
Program]{.underline}**

Professional Development (PD) is provided to all of our faculty and
instructional staff. Specific needs and growth areas are identified and
written in our Comprehensive School Improvement Plan (CSIP). Individual
Growth Plans are developed yearly by our faculty. The faculty and
instructional staff meet together in school wide PD that meets these
identified areas; district- wide PD is also provided each year.
Beginning teachers and teachers new to our district are provided with
*New Teacher Training* each month during their first year. The district
provides and requires this training, which covers topics such as:
district content and performance standards, curriculum mapping, district
guidelines and information, and classroom management techniques. Twice a
year our district conducts *Kindergarten Forums* for all teachers of
entry-level students. The teachers meet together to discuss progress,
programs, successes, and test analysis. We also have funds available to
pay for additional PD to meet specific individual needs, which will
enhance student learning. Vigorous training in writing is encouraged as
our state test relies heavily on the students' ability to write. The
students' ability to write relies heavily on the teachers' knowledge,
understanding, interest, and presentation of material. Teachers are also
sent to other classrooms within our school to observe specific lessons
that they also teach, thereby, providing continuity on a linear level
(i.e. Open Response Questioning). New teachers are sent to observe the
same grade level in high achieving schools to gain insight and ideas.
Both faculty and instructional staff attend conferences. Our district is
developing math and reading specialists within each school. These
teachers are given opportunities to attend district, state, and national
conferences such as the Council of Teachers of Mathematics, the
International Reading Association Conference, and the Kentucky Teaching
and Learning Conference. These teachers will then share what they have
learned with the remainder of the faculty and instructional staff
throughout our district.

> **STATE CRITERION-REFERENCED TESTS**

**[THE COMMONWEALTH ACCOUNTABILITY TESTING SYSTEM (CATS)]{.underline}**

# READING

> Grade\_\_\_[4]{.underline}\_\_\_
>
> Test\_\_\_[Kentucky Core Content Test (KCCT)]{.underline}\_\_\_
>
> Edition/publication year [Current Year of Testing]{.underline}
> Publisher [DRC Date Recognition Corporation]{.underline}
>
> Number of students in the grade in which the test was administered:
>
> [2002/03 -- 20,]{.underline} [2001/02 -- 27,]{.underline} [2000/01 --
> 18]{.underline}
>
> Number of students who took the test [\_100%\_]{.underline}

What groups were excluded from testing? [There were no groups
excluded]{.underline}

Why, and how were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_[­]{.underline} \_[0%]{.underline}\_\_\_
>
> Students taking the CATS Assessment perform in the categories of
> Novice, Apprentice, Proficient, and Distinguished. Novice and
> Apprentice scores are divided into "low, middle, and high" which
> provides analysis information and helps to guide teaching. Proficient
> is the goal for all students by the year 2014; this is the category
> that receives a 100 academic index. Students scoring Distinguished
> will receive a score of 140; this category will be reached only by
> students performing at very high academic achievement.

**Table 1**

**[Fourth Grade -- Reading]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[Subgroups -- Low Income & Gender]{.underline}**

+--------------------------------+-----------+-----------+-----------+
|                                | 2002-2003 | 2001-2002 | 2000-2001 |
+--------------------------------+-----------+-----------+-----------+
| Testing Month                  | May       | May       | May       |
+--------------------------------+-----------+-----------+-----------+
| ######## SCHOOL SCORES TOTAL   | 96.30     | 87.11     | 82.17     |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 95%       | 93%       | 90%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 80%       | 63%       | 61%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 15%       | 8%        | 0%        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 20        | 27        | 18        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Percent of students excluded | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| ######## SCHOOL SCALE SCORE    | 530       | 555       | 544       |
+--------------------------------+-----------+-----------+-----------+
| ########  SUBGROUP SCORES      |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| **1. Low Income**              | 12        | 15        | 9         |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 92%       | 86%       | 77%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 75%       | 72%       | 33%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 17%       | 7%        | 0%        |
+--------------------------------+-----------+-----------+-----------+
| **2. Female**                  | 8         | 16        | 9         |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 100%      | 87%       | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 75%       | 50%       | 77%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 0%        | 0%        | 0%        |
+--------------------------------+-----------+-----------+-----------+
| **3. Male**                    | 12        | 11        | 9         |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 92%       | 100%      | 77%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 83%       | 80%       | 44%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 25%       | 20%       | 0%        |
+--------------------------------+-----------+-----------+-----------+
| ####### STATE SCORES TOTAL     | 83.49     | 81.9      | 80.7      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 87%       | 85%       | 84%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 63%       | 60%       | 58%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 7%        | 6%        | 5%        |
+--------------------------------+-----------+-----------+-----------+
| ####### STATE SCALE SCORE      | 545       | 548       | 547       |
+--------------------------------+-----------+-----------+-----------+

  -----------------------------------------------------------------------

  -----------------------------------------------------------------------

> **STATE CRITERION-REFERENCED TESTS**

**[THE COMMONWEALTH ACCOUNTABILITY TESTING SYSTEM (CATS)]{.underline}**

# MATH

> Grade\_\_\_[5]{.underline}\_\_\_
>
> Test\_\_\_[Kentucky Core Content Test (KCCT)]{.underline}\_\_\_
>
> Edition/publication year: [Current Year of Testing]{.underline}
> Publisher: [DRC Date Recognition Corporation]{.underline}
>
> Number of students in the grade in which the test was administered
>
> [2002/03 -- 22,]{.underline} [2001/02 -- 18,]{.underline} [2000/01 --
> 17]{.underline}
>
> Number of students who took the test \_\_\_[100%]{.underline}\_\_\_

What groups were excluded from testing? [There were no groups
excluded]{.underline}

Why, and how were they assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

> Number excluded\_\_\_[0]{.underline}\_\_\_\_ Percent
> excluded\_[­]{.underline} \_[0%]{.underline}\_\_\_
>
> Students taking the CATS Assessment perform in the categories of
> Novice, Apprentice, Proficient, and Distinguished. Novice and
> Apprentice scores are divided into "low, middle, and high" which
> provides analysis information and helps to guide teaching. Proficient
> is the goal for all students by the year 2014; this is the category
> that receives a 100 academic index. Students scoring Distinguished
> will receive a score of 140; this category will be reached only by
> students performing at very high academic achievement.

# Table 3

# Fifth Grade -- Mathematics

**[The Kentucky Core Content Test]{.underline}**

**[Subgroup -- Low Income & Gender]{.underline}**

+--------------------------------+-----------+-----------+-----------+
|                                | 2002-2003 | 2001-2002 | 2000-2001 |
+--------------------------------+-----------+-----------+-----------+
| Testing Month                  | May       | May       | May       |
+--------------------------------+-----------+-----------+-----------+
| ######## SCHOOL SCORES TOTAL   | 82.91     | 73.15     | 55.82     |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 82%       | 72%       | 60%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 46%       | 34%       | 24%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 23%       | 17%       | 0%        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students tested    | 22        | 18        | 17        |
+--------------------------------+-----------+-----------+-----------+
| > Number of students excluded  | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| > Percent of students excluded | 0         | 0         | 0         |
+--------------------------------+-----------+-----------+-----------+
| ######## SCHOOL SCALE SCORE    | 548       | 565       | 549       |
+--------------------------------+-----------+-----------+-----------+
| ########  SUBGROUP SCORES      |           |           |           |
+--------------------------------+-----------+-----------+-----------+
| **1. Low Income**              | 14        | 9         | 10        |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 71%       | 66%       | 60%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 35%       | 22%       | 20%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 14%       | 0%        | 0%        |
+--------------------------------+-----------+-----------+-----------+
| **2. Female**                  | 11        | 7         | 7         |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 82%       | 86%       | 42%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 36%       | 14%       | 14%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 9%        | 14%       | 0%        |
+--------------------------------+-----------+-----------+-----------+
| **3. Male**                    | 11        | 11        | 10        |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 82%       | 64%       | 70%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 54%       | 45%       | 30%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 36%       | 18%       | 0%        |
+--------------------------------+-----------+-----------+-----------+
| ####### STATE SCORES TOTAL     | 67.65     | 66.07     | 63.9      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Novice           | 100%      | 100%      | 100%      |
+--------------------------------+-----------+-----------+-----------+
| > At or above Apprentice       | 69%       | 67%       | 65%       |
+--------------------------------+-----------+-----------+-----------+
| > At or above Proficient       | 38%       | 36%       | 34%       |
+--------------------------------+-----------+-----------+-----------+
| > At Distinguished             | 8%        | 7%        | 6%        |
+--------------------------------+-----------+-----------+-----------+
| ####### STATE SCALE SCORE      | 558       | 560       | 558       |
+--------------------------------+-----------+-----------+-----------+