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

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

**Cover Sheet**

Name of [Principal Mrs. Joyce M. Roberts]{.underline}

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

Official School Name [Pierre Laclede Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [5821 Kennerly Avenue]{.underline}

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

City [St. Louis State Missouri Zip Code+4 (9 digits total)
63112-3821]{.underline}

Tel. [(314) 385-0546]{.underline} Fax [(314) 385-7294]{.underline}

Website/URL [www.slps.org]{.underline} Email Joyce.Roberts@slps.org

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Cleveland Hammonds, Jr.]{.underline}

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

District Name [Saint Louis Public Schools (314) 231-3720]{.underline}
Tel. [( )]{.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

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

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

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

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

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

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_[70]{.underline}\_\_\_
Elementary schools

\_[23]{.underline}\_\_ Middle schools

\_\_[0]{.underline}\_\_\_ Junior high schools

\_[12]{.underline}\_\_\_\_ High schools

\_\_[7]{.underline}\_\_\_\_ Special/Alternative

\_[112]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$11,711.00\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_[\$\_6,991.00]{.underline}\_\_\_\_\_\_\_\_\_\_

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

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

> \[ x \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 10 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**       14        16                     **30**       **7**                             

  **1**       14        13                     **27**       **8**                             

  **2**       18        21                     **39**       **9**                             

  **3**       23        21                     **44**       **10**                            

  **4**       20        19                     **39**       **11**                            

  **5**       24        21                     **45**       **12**                            

  **6**                                                     **Other**   8         7           15

                                    **TOTAL                                                   239
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % White

the students in the school: [100]{.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:
\_\_\_[11.9]{.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 20
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        28
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    235
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .119
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11.9
              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:
\_\_[97.4]{.underline}\_\_\_\_\_\_% \*

\_\_\_\_\_[229]{.underline}\_\_\_Total Number Students Who Qualify

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

\*NOTE: According to St. Louis Public Schools Food Service Records, all
children (100%) in attendance receive Free and/or Reduced Lunch Subsidy.
No children pay the full price for lunch.

10\. Students receiving special education services:
\_\_\_[14]{.underline}\_\_\_\_\_%

\_\_\_[33]{.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 \_3\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_8\_\_ Specific Learning Disability

\_\_\_\_Hearing Impairment 13\_\_ Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_ Visual Impairment Including
Blindness

[\_5]{.underline} Emotionally Disturbed

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 \_12\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_8\_\_\_\_ \_\_\_1\_\_\_\_

Paraprofessionals \_\_4\_\_\_\_\_ \_\_\_1\_\_\_\_

> Support staff \_\_6\_\_\_\_\_ \_\_ 6\_\_\_\_\_\_
>
> Total number \_40\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [20:1\_]{.underline}\_\_\_

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

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

  Daily student attendance 95.0        92.0        92.5        93.1        95.9

  Daily teacher attendance 98.0        97.2        95.6        96.0        95.5

  Teacher turnover rate    2%          2%          6%          4%          2%

  Student dropout rate     \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--   \-\-\-\--

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

**[PART III ‑ SUMMARY]{.underline}**

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

Pierre Laclede Elementary School, Saint Louis Public Schools District,
St. Louis, Missouri is an urban, non-integrated neighborhood school
serving students in Pre-school through Grade 5. It is an anchor for the
community, a neighborhood that has been identified as a high crime and a
high poverty area surrounded by urban blight. Most of our students come
from disadvantaged backgrounds, low socio-economic status, and are
eligible for free and reduced breakfast and lunch subsidies.

Our mission is to provide a high quality, world-class education for all
students based on the expectation that all children can learn and will
achieve at high levels. The school structure rests on the cornerstones
of Attendance, Attitude, and Achievement. We believe that to be
effective in education we must impact the affective as well as the
cognitive domains of our students.

Our reform model is a combination of the St. Louis Model and the
Effective and Efficient Schools Correlates. The St. Louis Model utilizes
data to drive instruction essential in the development of Individual
Advancement Plans for all students. An Individual Advancement Plan
outlines the students' strengths and weaknesses and used as a guide for
instruction. The Effective and Efficient School Correlates\--Strong
Administrative Leadership, High Expectations, Safe and Conducive
Learning Climate, Instructional Focus, and On-going Assessment and
Evaluation frame the organizational structure of Pierre Laclede
Elementary School.

All of our specialists in communication arts, mathematics, and special
education work directly in the classroom coordinating lessons with and
supporting the classroom teacher. This model has yielded significant
results. Sixty-three percent (63%) of our students score at Proficient
and Advanced in communication arts. Fifty-six percent (56%) of our
students scored at Proficient and Advanced in mathematics based on the
Missouri Assessment Program (MAP). We have eliminated separate,
self-contained special education classrooms and have fully integrated
all special education students into the regular program.

The School Improvement Plan guides the delivery of instruction and all
other services. It is collaboration between the school, parents, and
community. A Home-School Compact is implemented which enlists the full
support of parents and the community in the educational as well as the
socialization process of our students.

We provide Latchkey services for before- and after-school care as well
as tutoring services. A third-semester summer school is in place for
students requiring more time to be successful. Our nationally recognized
outdoor classroom/garden and instructional pavilion provides hands-on
learning opportunities that have dramatically raised the science scores.
Ninety-three percent (93%) of our children score at Proficient and
Advanced.

Laclede School was saluted by the President of the Missouri State Board
of Education as "a model of excellence to be replicated throughout the
state". Laclede was also recognized as one of the 10 Ten Most Improved
Schools based on the MAP. The certificated and non-certificated staff
received a monetary accountability award for reaching the academic
benchmarks established by the St. Louis Superintendent of Schools.

We collaborate with the University of Missouri-St. Louis in teacher
preparation as a Professional Development School. Administrators and
teachers across the St. Louis area routinely visit our school to witness
proven strategies that work toward moving all students to Proficient and
Advanced on the MAP performance test.

We are the home of the 2002-2003 Missouri State Teacher of the Year,
Mrs. Audrey Ferguson. She is the first St. Louis Public Schools
recipient in the 50-year history of the award. Laclede School is one of
only 58 schools in the state to be invited to apply for the Gold Star
Recognition Program.

Working to uplift our entire community, Laclede School, in collaboration
with St. Louis Association of Community Organizations (SLACO), has
spearheaded a movement for new, affordable housing in the neighborhood
that is expected to begin in July 2003.

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

A public school may be recognized as a *No Child Left Behind -- Blue
Ribbon School* in two ways. First, a school may be recognized if it has
at least 40 percent of its students from disadvantaged backgrounds who
have dramatically improved their performance and are achieving at high
levels in reading (language arts or English) and mathematics, as
measured by state criterion-referenced assessments or assessments that
yield national norms.

A student from a "disadvantaged background" is defined as one having low
socioeconomic status who is eligible for free or reduced-priced meals at
the school or is identified by some other method determined by the
school. At least 40 percent of the school's total enrollment must be
from low-income families, students with limited English proficiency,
migratory students, or students receiving services under Title I of the
Elementary and Secondary Education Act, as amended by the *No Child Left
Behind Act of 2001.*

"Dramatically improved" is defined by the CSSO of each state. All
student groups, including disadvantaged students, must show dramatic
improvement as shown by disaggregated data. The nomination criteria,
including assessments, must pertain equally to all schools that are
nominated from the individual state. "High levels" is defined by the
CSSO of each state, but at a minimum includes student achievement at the
55^th^ percentile on state assessments. **States must rely on the state
accountability system to identify schools for submission to the
Secretary.** If the state does not have an accountability system in
place, in the letter to the Secretary the CSSO explains in detail the
criteria used by the state to nominate the schools.

Second, regardless of a school's demographics, it may be recognized if
its students achieve at the highest levels, that is, the school is in
the top 10 percent in the state in reading (language arts or English)
and mathematics. This achievement is measured by state
criterion-referenced assessments or assessments that yield national
norms. If the state uses only assessments referenced against national
norms at a particular grade, the state should explain how these tests
measure the depth and breadth of the state's academic content standards.

The CSSO of each state certifies in a letter to the U.S. Secretary of
Education that accompanies the list of nominated schools that the
schools have all met the minimum requirements established by the CSSO
for "dramatically improved" and achieving at "high levels." The letter
from the CSSO to the Secretary explains the criteria used by the state
to nominate the schools. **States may not submit schools that have been
in school improvement status within the last two years.**

1.  The school must show assessment results in reading (language arts or
    English) and mathematics for at least the last three years using the
    criteria determined by the CSSO for the state accountability system.
    For formatting, if possible use the sample tables (no charts or
    graphs) at the end of this application. Limit the narrative to one
    page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. If the state allows the use of the SAT or ACT as part of its
    accountability system, at least 90 percent of the students in the
    appropriate classes must take the tests. If fewer than 90 percent
    take the tests, do not report the data.

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a.  Disaggregate the data for any ethnic/racial or socioeconomic groups
    that comprise sufficient numbers to be statistically significant.
    Schools should use their own state's interpretation of statistical
    significance. Show how all subgroups of students achieve at high
    levels or improve dramatically in achievement for at least three
    years. Explain any disparity among subgroups.

b.  Specify which groups, if any, are excluded from a test, the reasons
    for the exclusion, as well as the number and percentage of students
    excluded. Describe how these students are assessed.

c\. Attach all test data to the end of this application and continue to
number the pages consecutively.

1.The Missouri Assessment Program (MAP) is the state achievement test
administered by the district. It includes questions that require written
responses as well as traditional multiple-choice items. Results of these
assessments are used to judge how well a school is doing and how much
the school is improving over time. The results also help the state of
Missouri make judgments about the District's accreditation. The MAP
currently assesses students in Communication Arts in Grades 3, 7, 11 and
Mathematics in Grades 4, 8, and 10. An achievement level, measuring
student progress toward the Missouri Show-Me Standards, is determined.
The standards (33 *performance* and 40 *knowledge*) are built around the
belief that the success of Missouri's students depends on both a solid
foundation of knowledge and skills *and* the ability of students to
apply their knowledge and skills to the kinds of problems and decisions
they will likely encounter after they graduate. Levels of achievement
are identified by one of five descriptors---Step 1, Progressing, Nearing
Proficient, Proficient, or Advanced.

**General Descriptions:** *Step 1:* Students are substantially behind in
terms of meeting the Show-Me Standards. They demonstrate only a minimal
understanding of fundamental concepts and little or no ability to apply
that knowledge. *Progressing*: Students are beginning to use their
knowledge of simple concepts to solve basic problems, but they still
make many errors. *Nearing Proficient*: Students understand many key
concepts, although their application of that knowledge is limited.
*Proficient*: This is the desired achievement level for all students.
Students demonstrate the knowledge and skills called for by the Show-Me
Standards. *Advanced:* Students demonstrate an in-depth understanding of
all concepts and apply that knowledge in complex ways.

The State of Missouri has identified the benchmarks for acceptable
performance in Communication Arts to be students scoring at 55% and
above. MAP test results indicate that Laclede School is performing above
the state floor in Communication Arts. These are the percentage of
students scoring **Proficient and Advanced, Levels 4 and 5, in
Communication Arts** for the school years, 2001-02 (61%), 2000-01 (59%),
and 1999-2000 (23%), respectively.

The State of Missouri has identified the benchmarks for acceptable
performance in Mathematics to be students scoring at 55% and better. MAP
test results indicate that Laclede School is performing above the state
floor in mathematics. These are the number of students scoring
**Proficient and Advanced, Levels 4 and 5, in Mathematics** for the
school years, 2001-02 (56%), 2000-01 (38%), and 1999-2000 (19%),
respectively.

a.  Our student population is 100% African-American. Almost every
    student enrolled is eligible for the free or reduced lunch subsidy.
    (97.4%)

b.  No students are excluded from the tests. Students with IEP
    (Individual Education Plan-Special Education students) are given the
    MAP test along with their peers in accordance with the
    accommodations indicated on their IEP.

c.  See the test data at the end of this application.

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

Laclede School uses assessment data to understand and improve student
and school performance in the following ways:

a\. Pre/Post grade level assessment tests designed by grade level
teachers are administered during the first two weeks of school to assist
in determining students' strengths and weaknesses in Kindergarten
through Grade 5. The results are captured on an Individual Advancement
Plan for each child. This information assists in guiding instruction to
meet individual needs and communicating with parents regarding students'
areas of academic strength and weakness, along with coordinating other
critical services (speech and hearing, absenteeism, behavior management)
to assist students to achieve at high levels. Students and their parents
receive copies of their individual profiles sheets for review. Regular
and requested conferences with parents help to further instruction
outside of the classroom. Computerized instructional and recreational
reading lists provide additional help to students and parents.

b\. The results of the Missouri Assessment Program (MAP) are also
reviewed by class, grade level, individual student results, whole
school, and subgroups (males, females, free/reduced lunch subsidy,
Special Education). Skills determined to be in need of improvement are
identified as "Must Teach" skills and captured in teacher-friendly
frameworks to assist in lesson planning and instructional delivery to
students. Reviews of the data also assist in the selection of
needs-based Professional Development activities for the instructional
staff. The School Improvement Plan also relies on this assessment data,
as it is the action plan for the implementation of effective
instruction.

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

The school communicates student performance, including assessment data,
to parents, students and the community in the following ways. Parents
and students receive copies of the Missouri Assessment Program (MAP)
test results and all other assessments in a timely fashion. The school's
assessment results are also available to the general public on the
Department of Elementary and Secondary Education's website.

Test data are published in the daily newspapers and by several
independent organizations for dissemination to the surrounding
interested community. The St. Louis Public Schools compiles an annual
[Report to the Community]{.underline} that contains the test data,
enrollment, attendance, mobility, free and reduced lunch rate, special
education rate, parent conference rate, per-pupil expenditure, and areas
of recognition for each school within the district.

Academic and behavior reports are sent to parents on a regular
five-week, quarterly, and semester basis. Parent-Teacher Conferences are
scheduled each semester. Special reports may be sent daily and/or weekly
as warranted and/or requested. The school employs an Open Door Policy
whereby parents are free to come and/or call to speak with teachers. We
encourage this exchange during the teachers' planning period but
exceptions can and are made to this rule.

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

We plan to share our successes with other schools throughout the St.
Louis Metropolitan areas, including our neighboring State of Illinois,
by utilizing a wide variety of avenues of communication. These avenues
include, but are not limited to, sending home regular school-generated
letters and monthly class newsletters to parents and community
supporters. Students, teachers, and administrators will write personal
notes to parents. The local commercial and public radio stations and
television channels will be informed of Laclede School successes to be
shared with the broader community. Video presentations produced by the
district information staff will be made available for viewing as a part
of public service and information announcements. Success vignettes will
be forward to the editors of the daily, weekly and community newspapers
and the various social agency newsletters. The Laclede staff, parents
and students will accept opportunities to speak before civic and
community groups to share the news of our success. Laclede School will
post success stories on the District's and school's websites. E-mail
channels and last, but still highly effective, general word-of-mouth
exchange of information by the students, staff and community will also
be used.

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

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

The curriculum is established by the District and implemented at the
elementary level. Both state guidelines and those of the St. Louis
Public Schools determine the amount of time spent in each subject area.
The school day is organized in such a way as to utilize every
instructional minute. The entire staff focuses on curricula content
using appropriate data to guide instruction. Extended learning
opportunities are available during the lunch period to students when
deemed appropriate. Our curriculum includes the following weekly time
allotments:

[Communication Arts]{.underline} (825 minutes), instructional strategies
build on what the child knows about reading, writing, and oral
communication. Student development occurs through a whole language
approach.

[Mathematics]{.underline} (225 minutes), instructional strategies
include basic computation and critical and higher order thinking skills.
Students must understand the relationships between numbers and then be
able to use them to solve problems in measurement, graphing, geometry,
and pre-algebra

[Science/Health and Safety (150 minutes)]{.underline}

The science curriculum is hands-on and allows students to explore, act
on, test, and experience scientific phenomena utilizing the scientific
method of analysis, synthesis, observation, prediction, and hypothesis.

[Social Studies]{.underline} (150 minutes), teachers weave
multi-cultural, non-biased materials into historical content. Students
are encouraged to build a sense of history using information that is
current and accurate.

[Fine Arts]{.underline} (music and art, 180 minutes), emphasis is placed
on terminology and through expression and exposure to different media

[Physical Education]{.underline} (215 minutes), students learn how the
body functions of the body and the importance of maintaining healthy
lifestyles

[Library]{.underline} (45 minutes), accessibility to materials for
reference and enrichment, which continuously build students\' knowledge
base and support the curriculum. Access to the library is available to
students before and after school and during lunch periods.

[Technology]{.underline} (45 minutes), integrated across the curriculum
and provides instructional access to support the District's Core
Curriculum and strengthens the staff's capacity to meet identified
academic and school improvement needs

The school uses an integrated subject matter approach to teaching.
Flexible scheduling is provided for students who need additional
instructional support. Students move through the school and participate
in classroom and across-classroom experiences based on their individual
needs. Students participate in many school-wide activities that support
instruction and exposure to cultural and community activities,
materials, resources, and expertise to enrich content, i.e., theatre
presentations, traveling museums, educational field trips relating to
content, and first-hand experiences in authentic employment settings.
Although students in Grades 3 and 4 are assessed in Communication Arts
and Mathematics, respectively, preparation begins in Pre-school and
continues through each grade level engaging students in the curriculum
content based on high standards.

Specialists go into the classrooms to collaborate with and support the
teachers around curriculum content in the areas of reading and math. The
coordination schedule provides a timeline for the introduction of
specific skills by grade level, teaching strategies and is correlated to
the state goals and performance standards.

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

The district's Communication Arts Curriculum Selection Committee chose
the current reading program. The reading curriculum uses a comprehensive
literacy approach that encompasses guided reading, shared reading,
reading aloud, listening, speaking, vocabulary development, and writing
and study skills. These categories are spiraled throughout the reading
curriculum with skills introduced, reinforced, and reviewed as they are
applied to increasingly more difficult concepts and materials. The
reading curriculum objectives have been correlated to the State's
Show-Me Communication Arts Content Standards. This Communication Arts
curriculum is supported by the balanced literacy component of Laclede
School's St. Louis Model. Teaching phonics with literature reflects
knowledge about how children learn.

To enhance the district curriculum, the Title I School-wide Program
Planning Committee recommended, and the staff accepted, the proposal
that the reading specialist would use the "push-in" model whereby the
specialist goes into the classroom to provide demonstration lessons,
professional development, and assistance to the classroom teacher
*versus* the "pull-out" model targeting eligible, identified students
instructed at a remote location. This was done so that the identified
students would get the same instruction as those remaining in the
classroom. It was felt that students missed a significant amount of
instruction when they were out of the room. This process has worked well
and has yielded good results. In selected cases, at-risk students are
also provided additional learning opportunities through small group,
individualized, intensive instruction.

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

One of the major cornerstones of the Triple A Standards is **Attitude**.
Attitude is an essential character trait that follows children from
birth through the rest of their lives. Attitudes/behavior must be in
place before the Achievement piece can be received. In an effort to
strengthen the Attitude piece, we have chosen to include Character
Education as another curriculum area of focus. Character Education is
communicated to the students in a variety of ways. It begins with the
school staff serving as positive role models. The school climate
resonates of character-building expectations in the form of being the
Most Caring Student, Do the Right Thing Actions, Honor Roll, Safety
Patrol, and Service Clubs.

Students actively participate in setting the proper tone by serving on
the Student Concerns Committee where they are given a voice to be heard
on the issues and problems that affect them directly. The cornerstone of
Attitude has been greatly impacted by the inclusion of lessons relative
to appropriate behavior, conflict resolution, leadership development,
problem solving, and decision making in different situations.

The staff acts as role models for the students in their interpersonal
relations. The counselor takes the Character Education to the classroom
and directly impacts the students through role-playing, open discussion
of hot and relevant topics, such as bullying, teasing, honesty, death,
divorce, and diversity training. Available community resources are used
to strengthen and enhance the practices that are in place and connect
the theory of good behavior with real life experiences.

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

The school uses a variety of instructional methods to improve student
learning. The key component is the use of assessment data that informs
and guides instruction. Review of the data identifies the areas of
strengths and weaknesses. We translate this into the "Must Teach" skills
that are disseminated to all staff members from Pre-school to Grade 5.
The expectation is that these skills are used to plan lessons and
determine appropriate professional development.

Below are listed some of the instructional strategies used at Laclede
School:

+----------------------------------+-----------------------------------+
| Teacher directed instruction     | > Focus in time on task,          |
|                                  | > student-engaged learning        |
+----------------------------------+-----------------------------------+
| Cooperative learning             | > Performance-based projects and  |
|                                  | > activities                      |
+----------------------------------+-----------------------------------+
| Facilitating and coaching        | > Scaffolding, giving students    |
|                                  | > clues                           |
+----------------------------------+-----------------------------------+
| Individualized instruction       | > Small group instruction         |
+----------------------------------+-----------------------------------+
| Reading buddies                  | > Teacher-student conferences     |
+----------------------------------+-----------------------------------+
| Anecdotal logs                   | > Running records                 |
+----------------------------------+-----------------------------------+
| Modeling                         | > Giving explanations             |
+----------------------------------+-----------------------------------+
| Provides demonstrations          | > Utilizes graphic resources      |
+----------------------------------+-----------------------------------+
| Praise for learning performance  | > Higher order thinking and       |
|                                  | > questioning strategies          |
+----------------------------------+-----------------------------------+
| Personal interests and           | > Use of instructional technology |
| compliments                      | > for teachers and students       |
+----------------------------------+-----------------------------------+
| Delving-giving clues to help     | Effective grouping of students    |
| students get correct answers     | for review and advancement        |
+----------------------------------+-----------------------------------+
| Latency\--providing students     |                                   |
| with ample wait time before      |                                   |
| answering                        |                                   |
+----------------------------------+-----------------------------------+
| Effective use of outside         |                                   |
| community resources: (OASIS,     |                                   |
| Black Repertory Theatre, St.     |                                   |
| Louis Repertory Theatre, Boy     |                                   |
| Scouts of America, Ford          |                                   |
| Community Education Center,      |                                   |
| Missouri Department of           |                                   |
| Conservation, Gateway to         |                                   |
| Greening, Missouri Botanical     |                                   |
| Garden)                          |                                   |
+----------------------------------+-----------------------------------+

Our staff has received Efficacy Training advocating the belief that all
children can \"get smart,\" while building the capacity of adults to set
the terms to help them do so. Our staff also has been trained in Teacher
Expectations and Student Achievement (TESA), a program that shows
teachers how to interact with students on a more equitable and effective
basis.

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

Professional Development is a priority at the district and school
levels. The district conducts an annual Professional Development Survey
of the teaching staff to help determine strategies needed to be used in
the classroom to impact instruction, achievement, and advancement. The
Professional Development schedule is made available to the staff to
select those activities that meet their needs.

The district requires that all staff members complete a professional
development plan that includes a requirement of a minimum of 10 PDUs
(Professional Development Units) for certificated staff and 16 clock
hours for non-certificated. Staff may accumulate as many PDU or clock
hours as they chose. There is no maximum number.

The school uses the State and National Standardized assessment results
to determine appropriate professional development. The data reveals the
weaknesses of the teaching staff in various subject areas. Armed with
this information appropriate professional development is offered at the
school site.

The administrators and teaching staff are considered to be professional
development leaders. Opportunities are given for the sharing of ideas,
concepts, and the bringing back of information gleaned from conferences,
seminars, and other areas. We keep abreast of "Best Practices",
research-based strategies that have a proven track record in raising
achievement.

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_3, Communication Arts\_\_\_ Test\_\_Missouri Assessment
Program \_\_\_\_\_

Edition/publication year Spring 2002\_\_\_\_\_\_\_\_ Publisher
\_CTB/McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
\_\_\_\_\_\_\_\_\_\_\_\_N/A \_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

\*NOTE: "Basic" is here defined as "Nearing Proficient", which is the
MAP achievement level immediately below "Advanced" and "Proficient", the
highest two levels of MAP achievement, and immediately above "Step 1"
and Progressing", the two lowest levels of MAP achievement.

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

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade\_\_\_4, Mathematics \_\_\_\_ Test\_\_Missouri Assessment
Program\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/publication year_Spring 2002\_\_\_\_\_\_\_ Publisher
\_\_CTB/McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they
assessed?\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Number excluded\_\_\_\_0\_\_\_\_ Percent excluded\_\_\_\_0\_\_\_\_

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cut point used by
the state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cut points. Note that the reported percentage of
students scoring above the basic cut point should include students
scoring above the proficiency, and advanced cut points.

Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.

\*NOTE: "Basic" is here defined as "Nearing Proficient", which is the
MAP achievement level immediately below "Advanced" and "Proficient", the
highest two levels of MAP achievement, and immediately above "Step 1"
and Progressing", the two lowest levels of MAP achievement.

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for **Reading (language arts or English)** and
Mathematics

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

  Testing month                                          April       April       April       April       April

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      98%         98%         57%         48%         

  At or Above Proficient                                 61%         59%         23%         8%          

  At Advanced                                            5%          2%          3%          0%          

  Number of students tested                              43          53          64          52          

  Percent of total students tested                       100%        96%         98%         95%         

  Number of students excluded                            0           2           1           3           

  Percent of students excluded                           0           4%          2%          5%          

  SUBGROUP SCORES                                                                                        

  1\. *African-American*\_\_\_\_\_ (specify subgroup)                                                    

  At or Above Basic                                      98%         98%         57%         47%         

  At or Above Proficient                                 61%         59%         24%         8%          

  At Advanced                                            5%          2%          3%          0%          

  2\. *Free/Reduced Lunch*\_\_\_\_(specify subgroup)                                                     

  At or Above Basic                                      98%         98%         55%         45%         

  At or Above Proficient                                 60%         58%         19%         6%          

  At Advanced                                            5%          2%          4%          0%          

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

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

  State Mean Score                                                                                       

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

  State Mean Score                                                                                       

  At Advanced                                            2%          1%          2%          1%          

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

\*NOTE: "Basic" is here defined as "Nearing Proficient", which is the
MAP achievement level immediately below "Advanced" and "Proficient", the
highest two levels of MAP achievement, and immediately above "Step 1"
and Progressing", the two lowest levels of MAP achievement.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[SAMPLE FORMAT FOR STATE CRITERION-REFERENCED TESTS,
Continued]{.underline}**

Data Display Table for Reading (language arts or English) and
**Mathematics**

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

  Testing month                                          April       April       April       April       April

  SCHOOL SCORES                                                                                          

  Total                                                                                                  

  At or Above Basic                                      92%         92%         77%         88%         

  At or Above Proficient                                 56%         38%         19%         30%         

  At Advanced                                            13%         16%         2%          9%          

  Number of students tested                              47          49          53          33          

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

  Number of students excluded                            0           0           0           0           

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

  SUBGROUP SCORES                                                                                        

  1\. *African-American*\_\_\_\_\_ (specify subgroup)                                                    

  At or Above Basic                                      92%         92%         77%         88%         

  At or Above Proficient                                 56%         38%         19%         30%         

  At Advanced                                            13%         16%         2%          9%          

  2\. *Free/Reduced Lunch*\_\_\_\_(specify subgroup)                                                     

  At or Above Basic                                      93%         93%         77%         90%         

  At or Above Proficient                                 56%         37%         18%         33%         

  At Advanced                                            13%         14%         0%          10%         

  3.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                              

  At or Above Basic                                                                                      

  At or Above Proficient                                                                                 

  At Advanced                                                                                            

  STATE SCORES                                                                                           

  Total                                                                                                  

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

  State Mean Score                                                                                       

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

  State Mean Score                                                                                       

  At Advanced                                            8%          8%          8%          6%          

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

\*NOTE: "Basic" is here defined as "Nearing Proficient", which is the
MAP achievement level immediately below "Advanced" and "Proficient", the
highest two levels of MAP achievement, and immediately above "Step 1"
and Progressing", the two lowest levels of MAP achievement.

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)