##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Revised March 3, 2006**

**Cover Sheet** Type of School: (Check all that apply)
**[X]{.underline}** Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mrs. Patricia Gore]{.underline}

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

Official School Name [Roosevelt Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [402 North Orphan Street P.O. Box
548]{.underline}

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

[Pryor Oklahoma 74361-0548]{.underline}

City State Zip Code+4 (9 digits total)

County Mayes State School Code Number\* 46I001

Telephone [( 918 ) 825 3523]{.underline} Fax [( 918 ) 825
3970]{.underline}

Website/URL http://www.pryor.k12.ok.us/pps/ E-mail gorep@pryor.k12.ok.us

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

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

(Principal's Signature)

Name of Superintendent [Dr. Larry Burdick]{.underline}

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

District Name [Pryor Public Schools]{.underline} Tel. [( 918) 825
1255]{.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 [Pryor Public Schools]{.underline}

President/Chairperson [Mr. George Stump]{.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)

*\*Private Schools: If the information requested is not applicable,
write NA.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_\_\_4\_ Elementary schools

\_\_\_\_0 Middle schools

\_\_\_\_1\_ Junior high schools

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

\_\_\_\_0\_ Other

6 TOTAL

2\. District Per Pupil Expenditure: \$6,497

Average State Per Pupil Expenditure: \$6,577

**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
>
> \[ \] Rural

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       39        21                     **60**       **8**                             

  **1**       39        20                     **59**       **9**                             

  **2**       31        29                     **60**       **10**                            

  **3**       23        34                     **57**       **11**                            

  **4**       17        27                     **44**       **12**                            

  **5**       28        21                     **49**       **Other**                         

  **6**       28        24                     **52**                                         

                                    **TOTAL                                                   **381**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [49]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

[1]{.underline} % Asian Pacific Islander

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

**100% Total**

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      57
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      45
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    102
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 383
                            the school as of October 1  

  **(5)**                   Total transferred students  0.266
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           27
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_%

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

Number of languages represented: [2]{.underline}

Specify languages: Spanish and Chinese

9\. Students eligible for free/reduced-priced meals: [\_63%]{.underline}

Total number students who qualify: [168]{.underline}

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

10\. Students receiving special education services: [7%]{.underline}

[27]{.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. Do not add additional categories.

\_\_[1]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [\_\_\_4]{.underline} Other Health Impaired

\_\_0 Deaf-Blindness [18]{.underline} Specific Learning Disability

\_[\_3]{.underline} Emotional Disturbance [23]{.underline} Speech or
Language Impairment

[\_ 1\_]{.underline}Hearing Impairment [\_\_\_0]{.underline} Traumatic
Brain Injury

> \_ 0 Multiple Disabilities
>
> \_\_0 Mental Retardation [\_\_\_0]{.underline} 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 \_\_\_[\_19]{.underline}\_ [\_ 2\_\_\_]{.underline}

Special resource teachers/specialists \_\_\_\_[4]{.underline}\_\_
\_\_\_[\_1]{.underline}\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_\_4]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_ 28 \_]{.underline} [\_\_\_\_\_3\_\_]{.underline}

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

students in the school divided by the FTE of classroom teachers: [21 :
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.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   95 %        94%         95 %        96%         95%

  Daily teacher attendance   97%         97%         98%         97%         97%

  Teacher turnover rate      4%          4%          25%         4%          8%
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

Roosevelt Elementary School, through a balanced curriculum and
cooperative partnership with parents and community, will prepare its
diverse student body for changes and challenges of the future, believing
that every child can learn.

Roosevelt Elementary School has 383 students in kindergarten through
sixth grade and is located in northeastern Oklahoma in the friendly
community of Pryor. Pryor is home to Oklahoma's largest industrial park
and is the seat of Mayes County government. Roosevelt Elementary is
situated on the northern edge of Pryor and our school stands on land
that was a rodeo arena fifty-two years ago. We are less than an hours'
drive from southwest Missouri, southern Kansas and northwest Arkansas.

Nearly fifty percent of our student population is Native American,
mostly of Cherokee ancestry. Sixty-three percent of our students qualify
for free and reduced lunches, and we have a high mobility rate.
Roosevelt Elementary became a school-wide Title I school l in 2004.

Our staff made application to become an Oklahoma A+ School in 2002 and
we were accepted into the program in 2003. The Oklahoma A+ Schools
Programs is a comprehensive school reform that views the arts as
fundamental to how teachers teach and how students learn in all
subjects. Tapping multiple intelligences and learning styles,
emphasizing hand-on learning, taking an integrated, thematic approach to
the curriculum, collaborative planning, arts integration into the
regular curriculum, strengthening school and community partnerships,
curriculum mapping, and relative professional development has produced
excited and successful students and teachers. Roosevelt is also a Great
Expectations school. Most of our staff has attended Great Expectations
Summer Institutes in the past and we continue to use Great Expectations
methodology.

Roosevelt Elementary staff, students, and parents work and share
together through our local school board, parent volunteers, the Foster
Grandparent Program, Parent Teacher Organization, and classroom
sponsored family nights. Three or four family nights are scheduled each
year. Read, Write and Blue Family Night was a very successful event that
provided reading, writing, and patriotic activities for families during
an election year. We registered thirty-three new voters that evening and
provided quality time together for our school community. Our Foster
Grandparent Program and our parent volunteers are two of our greatest
resources. Everyday these supporters assist teachers and students,
provide enrichment, and serve on committees such as Healthy and Safe
Schools, Title I, and Reading Sufficiency. Our local school board has
provided quality curriculum resources, excellent administrators,
teachers and staff, safe, functional buildings and equipment. The
Roosevelt Parent Teacher Organization actively provides resources for
additional supplies, programs, equipment, and materials for our
students.

Since Roosevelt Elementary adjoins a city park, we have collaborated
with the City of Pryor to equip our play area with updated play
equipment, a walking trail and the use of the city softball field.
Funding from our local Pryor Academic Foundation (PAEF), and the Jock
Mayor Foundation, a local benefactor, along with the Pryor Area Arts and
Humanities Council, have empowered our school to equip our school with
many other outstanding programs and educational materials.

Service opportunities for the school community include Jump Rope for
Heart, sponsored by our physical education department; Walk for
Diabetes, initiated by our school nurse; and Relay for Life, organized
by our staff. Sixth Grade Conflict Cops, sponsored by our counselor,
assist playground monitors and work with students to resolve conflicts
peacefully.

Celebration Assemblies are held every two weeks for classrooms to
celebrate their successes and give encouragement to our student body.
After school programs entice our students to remediate, learn new
skills, or advance their skills in a variety of areas. These programs
include tutoring, fiddle lessons, chess club, and musical chimes. The
Boys and Girls Club of America Roosevelt Unit serves the community youth
in our building and playground from 3:30 to 6:30 daily. The programs at
our school are many and varied, and they accommodate a population with
diverse interests and talents.

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

1.  **Assessment Results:**

Under the NCLB federal regulatory, Oklahoma has been approved to use
elements of the state mandated Academic Performance Index (API) to
measure Adequate Yearly Progress (AYP). The API measures success and
growth in school /district performances. The API's main components
consist of attendance, dropout and graduation rates, and academic
excellence. These components are assigned a numeric score ranging from 0
-- 1500 with a mean of 1000. Yearly performance targets for reading and
math have been established with target goals of 100 percent proficiency
by the spring of 2014. Information regarding additional indicators may
be obtained on the Oklahoma State Department of Education Office of
Accountability and Assessments. Their website is
<http://www.title3sde.state.ok.us/stateassessment>.

Roosevelt third, fourth, and fifth graders participated in the Oklahoma
State Testing Program (OSTP) in 2004/2005. It was the first time for our
fourth graders to be involved in state testing. This year, 2005/2006,
grades three, four, five, and six will be included in the Oklahoma Core
Curriculum Test (OCCT), which is criterion-referenced.

The Oklahoma State Board of Education established standards, known as
the Oklahoma Performance Index (OPI). These standards are used to
determine the levels of performance required on each test. This scaled
score places students into one of four performance levels. The score
ranges are as follows: Advanced Satisfactory, Limited Knowledge, and
Unsatisfactory. Assessment results show that Roosevelt has had 100% of
our students tested in the past five years except for the 2002/2003
school year. Roosevelt School has always maintained Adequate Yearly
Progress, and we have always scored above the median score of 1000 set
by the state of Oklahoma. Dramatic Improvement was achieved in 2004/2005
by out site with grades three, four, and five participating. Roosevelt's
API score, 1391, improved by 242 points. Our intent is to maintain or
improve that score.

Student groups consist of Regular Education (excludes High Mobile
students), Male/Female, Black, American Indian, Asian, Hispanic, White,
Other, Economic Disadvantaged, ELL, IEP, and All. Assessment results
show that our Roosevelt third, fourth, and fifth grade Math site API
score leaped from 1120 to 1442 for "All" students in 2005.

2005 fifth grade Math API score for "All" students was 1429 and 1426 for
regular Education students. 94% of Regular Education students were
successful on the annual state assessment. 2005 fifth grade Reading API
score for "All" students was 1350 and 1423 for Regular Education
students. 94% of regular Education students performed successfully in
Reading.

2005 Regular Education fourth graders taking the state CRT for the first
time made an academic performance Index score of 1474 in Math and 1324
in Reading. 94% of Regular Education students successfully completed the
Math test and 90% of Regular Education students scored Satisfactory or
Advanced in Reading.

One hundred percent of all student groups of Roosevelt 2005 third grade
students scored successfully on the state test in Reading. In Math, 88%
of Regular Education students scored Satisfactory or Advanced.

Evaluation and assessment are an essential part of every day in the
lives of Roosevelt students. Whether it involves whole groups, small
groups, partners or individuals, assessment is vital in determining
levels of student understanding and learning. Other than the regular
standardized tests, the following are some of the assessments used from
kindergarten to sixth grade at Roosevelt School. STAR Early Literacy and
STAR Reading are used to monitor performance in reading. Accelerated
Reader is a computer program that identifies progress of a student's
individual level of reading. Accelerated Math generates skill sheets for
individuals with their particular needs in mind. SuccessMaker is our
district's computer lab program that sets students up for success in
reading and math. Teachers use a variety of reports to monitor student
success in the program.

Assessments come in several forms. Multiple-choice, essay, rubrics
written by teachers or students, performance tests such as oral reports,
science investigations, informances (students creatively recreate
individually or as a group, what they have learned), and student-made
tests. The Multiple Intelligences of our students are used as a vehicle
to promote maximum learning and excitement about learning.

2.  **Using Assessment Results**

Roosevelt School uses **Comprehend,** an OSTP data collection program to
analyze student achievement data at the district, site, class, and
individual levels. Teachers and principal accessed this data to improve
instruction, to guide improvement, and to align curriculum to PASS
achievement standards and assessments. We were able to look at state
testing data from 2002 to the present date and to determine CRT PASS
standards from weakest to strongest in each category including percent
passing scores for each standard objective. Having access to the percent
of students reading at grade level and the percentages for proficiency
levels were also helpful in understanding our students' needs.

After analyzing our data, our staff uses the results to relate back to
our content standards and our curriculum. Teachers also use current
research to decide how to best meet students' needs. We strive to
upgrade teaching tools and classroom materials. Our local Pryor Academic
Excellence Foundation and other local sources fund many of these
projects.

Each teacher has an Oklahoma Priority Academic Student Skills flip chart
that is available to help each teacher keep up to date with PASS that
are taught and awareness of each student's mastery of those skills.
Teachers are given time to collaboratively plan activities and lessons
that are aimed at accomplishing grade-level expectations. Our staff
meets regularly to improve lessons and assess progress using formative
assessment data. Short term results are essential to long term
improvement. Professional development is provided in areas that show
weakness. Being apart of the Oklahoma A+ Schools Program guarantees
excellent professional research-based development that is made to order
for our school, and it is provided at no cost.

3.  **Communicating Assessment Results**

Roosevelt Elementary uses a variety of ways of communicating with
parents, students, and the community relating to student performance and
achievement. Back to School Night is held the first week of school with
teachers presenting classroom expectations and then everyone meets
outside for a Celebration Assembly. During this assembly, the staff
performs an "informance" or a readers' theater presentation
demonstrating our goals, curriculum, philosophy, mission, achievements,
etc. Our staff plans to create a presentation applauding our prestigious
U.S. Department of Education Blue Ribbon School Nomination at our 2006
Back to School Night.

Methods of communicating assessment results between school, home, and
community are parent teacher conferences, phone calls, e-mail, website,
PTO, school newsletter, classroom newsletters, school calendar, report
cards, local newspapers, availability of principal and teachers to meet
with parents to initiate positive change, and mutually work to support
our students. The Roosevelt Elementary website is being redesigned and
updated to be more informative and interesting.

Information about the Blue Ribbon School Nomination and other student
performance are publicized locally through our Roosevelt newsletter,
newspapers (The Paper, and The Pryor Daily Times), the statewide
Oklahoma A+ Schools Network, the Oklahoma Principal's Academy and the
Oklahoma State Department of Education. Our Roosevelt marquee and
website also display information about our achievements. Reports of all
standardized test results are sent to parents. Our teachers, principal,
and counselor are available to answer questions or interpret data with
parents.

4.  **Sharing Success**

Sharing success is familiar to Roosevelt staff and students. Every
morning at 8:00 students enter the cafetorium where they are seated with
their grade levels. This is an informal setting which allows students
who arrive early to be supervised and also to be a participating part of
our school as a whole. They are here until 8:25 when they go to their
classrooms. During this time in the cafetorium, personal and group
awards and achievements are celebrated. Students have this time to
volunteer to perform before the student body. Performing gymnastic
feats, recitation, singing, pantomime, counting in Chinese or Spanish
are among some of the ways our students interact. Twice a month we have
a formal Celebration Assembly to applaud individual students and
classrooms for outstanding contributions and accomplishments. Classrooms
share a brief performance or "informance" about learning experiences
occurring in their classrooms. The Mayor of Pryor, who is a part of our
current character education program, attends the first Citizens'
Assembly each month and introduces the value of the month. The Citizens
of the Month are awarded pins and certificates by our mayor.

Our Roosevelt staff shares instructional strategies that have worked in
their classrooms at our

Weekly staff meetings. We anticipate discussing these best practices and
strategies with other schools, also. Roosevelt Elementary welcomes those
interested in observing our perspective on developing successful
students. Our teachers network with other Oklahoma A+ Schools and a
teacher from each grade level is encouraged to visit another A+ School.
Information about the Blue Ribbon School nomination has been publicized
through our statewide A+ Schools Network, the Oklahoma Principal's
Academy, The Pryor Daily Times, and The Paper. Articles and pictures
that are focused on the achievement of Roosevelt students and staff are
published regularly. This communicates understanding about the work and
dedication of our students and staff to prepare our students for changes
and challenges of the future. Our school website:
<http://www.pryor.k12.ok.us/pps/> is being redesigned and updated to
communicate our prestigious nomination, goals, celebrations,
achievements, and challenges. The Oklahoma State Department of Education
website: <http://www.sde.state.ok.us/> is an excellent way to proclaim
exciting news in a big way also.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum**

Roosevelt Elementary provides a balanced curriculum for our students.
Being a part of the 32 schools in Oklahoma who are in the A+ Schools
Program, our focus includes curriculum planning, collaboration,
integrating the arts in all areas, using experiential learning, enriched
assessments, improving our infrastructure, developing a friendly
climate, developing and using our students' multiple intelligences and
more.

Through the collaboration and diligence of our staff, Roosevelt students
anticipate daily exploring all areas of learning. Our school theme,
Exploration, and thematic units promote a curriculum connection among
all classrooms and they produce a unified purpose. Experiential learning
keeps our students hooked on learning and makes learning relative,
realistic, and meaningful.

Understanding and developing each student's learning styles and multiple
intelligences empowers our students to be the best that they can be.
Every student and teacher realizes that even when learning is difficult
and elusive, learning is possible if approached in a way that is unique
to the learner. The caring, friendly climate that the Roosevelt staff
and students have created encourages everyone to dare to step beyond
their boundaries.

Roosevelt School utilizes the resources and programs provided by the
Pryor Public Schools Board of Education. Each subject area is monitored
with on-going assessments and teacher collaboration. The Oklahoma
Priority Academic Student Skills are emphasized on every grade level.

In kindergarten, first and second grades, Saxon Phonics along with
Accelerated Reader, STAR Reading, SuccessMaker, and teacher- initiated
programs develop excited, motivated students in reading. Being a
School-wide Title I school, all students are entitled to the resources
and support from that federal program.

In grades three through six, Macmillan, McGraw-Hill publishers provide
the foundation for our reading program. These students also are involved
in individual instruction and assessment through Accelerated Reader,
STAR Reading, and SuccessMaker.

Math curriculum, like our entire curriculum, is aligned from
kindergarten to sixth grade to prevent gaps in instruction. With an eye
on our PASS objectives and our district curriculum goals, students learn
from the Houghton Mifflin textbook, STAR Math, Accelerated Math, Saxon
math, manipulatives, and teacher-created activities.

Science and social studies curriculum is integrated into reading, math,
and thematic units of study. In grades three, four, five, and six,
textbooks are also used to drive the curriculum as well as hands-on
activities and experiential learning.

Writing is an important part of the curriculum that integrates and
enhances understanding in every curriculum area. Students begin writing
in kindergarten and develop writing process skills in third grade. At
third through sixth grades, students create all types of writing,
including persuasive, explanatory, expository, narrative, fiction, and
nonfiction.

Music and physical education enhance the curriculum and focus on
developing well-rounded, physically, academically, and emotionally fit
students. All teachers also integrate music and movement activities into
their lessons.

The guidance counselor visits each classroom for thirty minutes every
month to teach skills necessary for resilient students. Since 2003, she
has been using the "Too Good for Violence" curriculum.

Next year, "Too Good for Drugs will be added to the curriculum. Both of
these programs are on the federally approved list for safe and drug-free
schools. At-risk students are offered an opportunity to participate in
small group counseling sessions which utilizes Adventure-Based
Counseling activities from Project Adventure. Sixth grade students are
given an opportunity to participate in the Thunderbird challenge
adventure course. Fifth graders attend a one day workshop at OSU
Okmulgee MAIP in LEGO Robotics, which teaches engineering and computer
programming. This workshop has been funded by NORIT America, one of the
businesses in our industrial park.

Roosevelt Elementary indeed has a broad and challenging curriculum.
Through collaboration and planning, our staff and students will be
prepared for the changes and challenges of the future.

2\. **Reading**

Student reading levels are initially determined at the beginning of the
year, using the B.E.A.R assessment in kindergarten, first, and second
grades. All grade levels use the STAR reading program to monitor student
placement in reading. Library books are labeled with Accelerated Reader
levels ensuring that students select the appropriate level that will
encourage and promote reading growth. Teachers encourage reading by
creating interesting ways to spotlight and monitor the program. The
media specialist sponsors the Book Bug Club for kindergarten, first and
second grade classrooms. Students that read one hundred books get their
photo posted in the clubs photo gallery in the hall and they receive a
special certificate and a celebration at the end of the school year.
Students visit the library individually to research a topic, check out a
book or take an Accelerated Reader test. They also come as a class to
study library skills with the media specialist.

The Saxon Phonics program provides instruction for kindergarten through
second grade students. Our basal reader program, Macmillan, McGraw-Hill,
provides suggestions for stimulating, interesting lessons accompanied by
the Oklahoma PASS objectives. Teachers instruct students individually,
in small groups, peer groups, whole groups, and groups across grade
levels. Kindergarten and Sixth Grade Buddies meet weekly to share
activities, creating special bonding and healthy relationships between
age levels.

Teachers monitor vocabulary development, phonics, comprehension, and
fluency as students read. Instruction is differentiated, based on
student information gathered from assessments, student folders, and
teacher's notes. More support is provided to students and teachers by
our reading specialist and special education teachers. This support may
include one-on-one instruction, small-group instruction, inclusion
support, collaboration between teachers, ideas for alternative
instructional strategies and resources, and parental involvement.

The current reading curriculum was chosen because all of the parts are
compatible. Teachers, who are the orchestrators, are the key. With their
continuous monitoring and ability to create new activities or facilitate
change, our reading curriculum will continue to meet the needs of our
students.

3.  **Mathematics**

Our belief that every child can learn drives our math curriculum as
another building block to the foundation of essential skills. Roosevelt
principal and teachers are constantly assessing math data and looking
for ways to accommodate student math success. Hands-on activities,
problem solving through the use of the arts, critical and creative
problem solving strategies, daily problem solving, continual practice
and review are some avenues to accomplish math achievement.

In kindergarten through second grade, teachers and students walk through
our state standards, beginning with concrete mathematic experience and
emphasize real world math. In addition to using the daily calendar
activity and skill review, students are taught as a whole group, using
Saxon math and small groups working at centers with manipulatives.

In grades three through six, a variety of methods are used to achieve
understanding of math skills. Daily focus on math for at least an hour
on problem solving, higher order thinking skills, and computation
practice is essential.

All student use an individualized math computer program, SuccessMaker,
designed to instruct, review, and promote student math skills. STAR Math
and Accelerated Math are also used to monitor success and determine
level of skill. Teachers set up individual math objectives (PASS and
teacher selected) for each student in the computer program. Accelerated
Math produces practice and test sheets for those objectives. Until a
student performs successfully on a test, he/she will not move to the
next objective.

Together with our school motto, "Roosevelt Makes a Difference", and a
statement from the Roosevelt Student Creed, "I accept the challenge to
become the best that I can be", we are preparing our students for
challenges and changes of the future, believing that every child can
learn.

4.  **Instructional Methods**

Roosevelt Elementary principal and faculty take responsibility for each
child's education and as our motto states, "Roosevelt Makes a
Difference", we are committed to helping each child become the best that
they can be and truly make a positive difference in each child's life.

Being committed to the Oklahoma A+ Schools Program, which promotes
curriculum mapping and planning, arts integration into the curriculum,
experiential learning, enriched assessment, staff collaboration, and
creating an excellent climate for all, has proved to make a positive
difference for Roosevelt students.

Our Roosevelt staff is energetic and enthusiastic about working together
with their peers, students, parents, and the community. Developing
positive relationships between student, teacher, parent, and school is
necessary for optimal student success.

In classrooms, clear lesson plans and curriculum maps are being used.
Themes unify interdisciplinary instruction. Teachers and students are
actively participating in the learning process.

All children are involved in learning because learning is viewed as
active versus passive. Not one, but many instructional strategies are
being used. Among them, cooperative learning, learning centers, multiple
intelligences and learning styles are utilized and critical and creative
problem solving experiences are practiced daily. Teachers provide
various ways in which students can express their understanding of
concepts which might be through writing, drama, music, art, or movement.
Our staff strives to understand each student's strengths and weaknesses
in all areas of learning. Students are allowed to make sense of new
ideas and materials in their own ways. Concepts are shared and learning
is expressed through a variety of art forms, and learning is shared
visually in the hallways.

All learners are given time to think, reflect, and share learning.
Students are able to self assess and help determine the next steps in
the learning process. Teachers assess, monitor, and adjust methods of
instruction.

Teachers provide several ways to measure students' learning such as
projects, reports, activities, paper pencil tests, multiple-choice or
essay, oral presentation, performances, informances, visual art, etc.
They continually assess student learning in some way, formally or
informally. Teachers assess the effectiveness of their own teaching and
teachers, parents and principal work together for student achievement
through meetings, conferences, phone calls, email, etc.

Roosevelt principal and staff have formed an Academic Improvement Team
whose purpose is to examine existing practices and data and communicate
results to our staff and make recommendations for academic improvement.
We anticipate that this team will promote on-going evaluation of our
curriculum, and will provide support, insight and motivation to both
teachers and students that will promote and motivate academic
improvement.

**5. Professional Development**

Roosevelt Elementary participates with the district in providing
professional growth activities that support both district and site
goals. Recent site activities have focused on arts integration into the
curriculum, use of multiple intelligences, curriculum mapping,
experiential learning, and collaborative planning.

Our staff is continually seeking ways to enable Roosevelt students to be
successful, excited learners. Teachers and even some our volunteers from
the Foster Grandparent Program attend workshops and summer institutes.
Pryor Public Schools provide district-wide in-service professional
development funding and also our local Pryor Academic Excellence
Foundation makes it possible for our teachers to attend conferences and
workshops outside our district. Some of those workshop titles are The
Four Square Writing Method, EncycloMedia, Elements of Literacy, Bully,
Bullied, and the Bystander, and many others.

The Roosevelt staff concludes that our involvement in the Oklahoma A+
Schools Program has made an impact on improving student achievement. For
the past two years, 85 percent of our staff have participated in A+
Schools Summer Institutes, A+ Schools Fall and Winter Regional
Workshops, and A+ Schools Fellows have visited our school providing
in-service training four times each year.

Roosevelt Elementary staff participates on district curriculum
committees, helps to develop district scope and sequence manuals and has
provided professional development programs for our staff and the
district. Staff members share instructional strategies that have worked
in their classrooms each week.

Professional development is considered essential for school improvement,
and Roosevelt teachers and principal see it as a top priority. State
funding, Title I, Title II, and Pryor Academic Excellence Foundation are
great sources of funding. It is important for teachers to attend state
and national conferences to hear nationally known presenters and to
converse with colleagues outside our district. Upon return, strategies
and experiences are shared with our staff and are documented to
facilitate their use in the future.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**Subject Reading Grade 3**

**Oklahoma Core Curriculum Test - Criterion-Referenced**

Edition/publication year: Annual Publisher Harcourt Educational
Measurement

Testing month April 2005 April 2004 March 2003

SCHOOL SITE OPI SCORES 716 641 NA

**Regular Education**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 88 90

Satisfactory 100 65 82

Advanced 12 31 44

Number of students tested 25 46 48

Percent of all students tested 100 100 94

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 85 73

Satisfactory 93 55 60

Advanced 54 25 20

Number of students tested 13 20 15

**2. Special Education**

**% At or Above:**

Unsatisfactory NA NA NA

Limited Knowledge NA NA NA

Satisfactory NA NA NA

Advanced NA NA NA

Number of students tested 1 NA 5

**3. American Indian**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 88 92

At Satisfactory 100 69 78

At Advanced 10 30 39

Number of students tested 10 26 23

**4. White**

**% At or Above:**

Unsatisfactory 100 100 100

At Limited Knowledge 100 90 87

At Satisfactory 100 58 83

At Advanced 18 32 50

Number of students tested 11 19 24

**State Scores**

**At or Above:**

Unsatisfactory 100 100 NA

Limited Knowledge 98 86 NA

Satisfactory 86 63 NA

Advanced 6 33 NA

**Subject Math Grade 3**

**Oklahoma Core Curriculum Test**

**Criterion-Referenced**

Edition/publication year: Annual Publisher Harcourt Educational
Measurement

Testing month April 2005 April 2004 March 2003

SCHOOL SITE OPI SC ORES 741 630 NA

**Regular Education**

**% At or Above**

Unsatisfactory 100 100 100

At Limited Knowledge 100 94 92

Satisfactory 88 77 90

Advanced 60 47 65

Number of students tested 48 59 48

Percent of all students tested 100 100 94

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 95 80

Satisfactory 88 60 73

Advanced 60 20 40

Number of students tested 15 20 15

**2. American Indian**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 90 92 92

Satisfactory 90 77 78

Advanced 50 46 39

Number students tested 10 26 23

**3. White**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 95 92

Satisfactory 82 73 88

Advanced 73 47 71

Number of students tested 11 20 24

**State Scores**

**% At or Above**

Unsatisfactory 100 100 NA

Limited Knowledge 98 86 NA

Satisfactory 77 61 NA

Advanced 21 33 NA

**Subject Math Grade 4**

**Oklahoma Core Curriculum Test**

**Criterion-Referenced**

First year for Oklahoma Curriculum Test

Edition/publication year: Annual Publisher Harcourt Educational
Measurement

Testing month April 2005 April 2004 March 2003

SCHOOL SITE OPI SCORES 755 NA NA

**Regular Education**

**% At or Above:**

Unsatisfactory 100 NA NA

Limited Knowledge 100 NA NA

Satisfactory 94 NA NA

Advanced 16 NA NA

Number of students tested 69 NA NA

Percent of students tested 100 100 100

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100 NA NA

Limited Knowledge 100 NA NA

Satisfactory 96 NA NA

Advanced 13 NA NA

Number of students tested

**2. Special Education**

**% At or Above:**

Unsatisfactory NA NA NA

Limited Knowledge NA NA NA

Satisfactory NA NA NA

Advanced NA NA NA

Number of students tested 1

**3. American Indian**

**% At or Above:**

Unsatisfactory 100 NA NA

Limited Knowledge 100 NA NA

Satisfactory 96 NA NA

Advanced 13 NA NA

Number of students tested 24 NA NA

**4. White**

**% At or Above:**

Unsatisfactory 100 NA NA

Limited Knowledge 100 NA NA

Satisfactory 91 NA NA

Advanced 17 NA NA

Number of students tested 23 NA NA

**State Scores**

**% At or Above:**

Unsatisfactory 100 NA NA

Limited Knowledge 92 NA NA

Satisfactory 91 NA NA

Advanced 10 NA NA

**Subject Reading Grade 4**

**Oklahoma Core Curriculum Test**

**Criterion-Referenced**

First year for Oklahoma Core Curriculum Test

Edition/Publication Year: Annual Publisher Harcourt Educational
Measurement

First year for Oklahoma Core Curriculum Test

Testing month April 2005 April 2004 March 2003

SCHOOL OPI SCORES 781 NA NA

**Regular Education**

**% At or Above:**

Unsatisfactory 100

Limited Knowledge 10

Satisfactory 90

Advanced 12

Number of students tested 51

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100

Limited Knowledge 100

Satisfactory 87

Advanced 4

Number of students tested 23

**2. Special Education** NA

Number of students tested 1

**3. American Indian**

**% At or Above**

Unsatisfactory 100

Limited Knowledge 100

Satisfactory 84

Advanced 13

Number of students tested 24

**4. White**

**% At or Above:**

Unsatisfactory 100

Limited Knowledge 100

Satisfactory 96

Advanced 9

Number of students tested 23

**State Scores**

**% At or Above**

Unsatisfactory 100 NA NA

Limited Knowledge 86 NA NA

Satisfactory 82 NA NA

Advanced 18 NA NA

**Subject Reading Grade 5**

**Oklahoma Core Curriculum Test**

**Criterion-Referenced**

Edition/Publication Year: Annual Publisher Harcourt Educational
Measurement

Testing month April 2005 April 2004 March 2003

SCHOOL SCORES OPI 807 749 712

**Regular Education**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 94 97

Satisfactory 90 89 79

Advanced 25 0 9

Number of students tested 48 46 47

Percent of students tested 100 100 100

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 94 100

Satisfactory 94 79 64

Advanced 13 0 7

Number of students tested 16 19 14

**2. Special Education**

**% At or Above:**

Unsatisfactory NA NA NA

Limited Knowledge NA NA NA

Satisfactory NA NA NA

Advanced NA NA NA

Number of students tested 3 NA NA

**3. American Indian**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 100 95

Satisfactory 95 90 74

Advanced 5 0 11

Number of students tested 19 23 19

**4. White**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 95 85 100

Satisfactory 81 85 91

Advanced 19 0 9

Number of students tested 11 20 11

**State Scores**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 96 95 94

Satisfactory 79 76 74

Advanced 21 19 20

**Subject Math Grade 5**

**Oklahoma Core Curriculum Test**

**Criterion-Referenced**

Edition/publication year: Annual Publisher Harcourt Educational
Measurement

Testing month April 2005 April 2004 March 2003

SCHOOL SITE OPI SCORE 754 741 678

**Regular Education**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 98 97

Satisfactory 87 80 59

Advanced 35 17 6

Number of students tested 48 46 47

Percent of students tested 100 100 100

**Subgroup Scores**

**1. Economic Disabled**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 100 93

Satisfactory 87 90 43

Advanced 31 16 0

Number of students tested 16 19 14

**2. Special Education**

**% At or Above:**

Unsatisfactory NA NA NA

Limited Knowledge NA NA NA

Satisfactory NA NA NA

Advanced NA NA NA

Number of students tested 3 NA NA

**3. American Indian**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 92 100

Satisfactory 95 76 63

Advanced 53 46 5

Number of students tested 19 23 19

**4. White**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 100 92 91

Satisfactory 93 69 73

Advanced 40 15 9

Number of students tested 11 20 11

**State Scores**

**% At or Above:**

Unsatisfactory 100 100 100

Limited Knowledge 98 99 98

Satisfactory 84 78 72

Advanced 30 21 16

> The Oklahoma Performance Index (OPI) is a scaled score from a
> mathematical transformation of the number correct score. These scaled
> scores are used to report an objective measure of achievement within a
> given subject area and to place student score in one of the given
> performance levels. For all subject areas, a score of 700 is the cut
> score for placement in the Satisfactory performance level. Scores
> ranging from 838-699 represent Limited Knowledge, and 465-637
> represent Unsatisfactory.