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

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

**Cover Sheet**

Name of Principal [Dr. Mary Viveros]{.underline}

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

Official School Name [Sumner Academy of Arts and Science]{.underline}

(As it should appear in the official records)

School Mailing Address [1610 North 8^th^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Kansas City KS 66101-2060]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(913) 627-7200]{.underline} Fax [(913) 627-7205]{.underline}

Website/URL [www.kckps.org/reportcard/sumner]{.underline} Email
[maviver@kckps.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Ray Daniels]{.underline}

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

District Name [USD 500, Kansas City, Kansas Public Schools]{.underline}
Tel. [( 913 ) 551-3200]{.underline}

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

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

Name of School Board

President/Chairperson Mrs. Gloria Willis

(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: [28]{.underline} Elementary
schools

[8]{.underline} Middle schools

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

[5]{.underline} High schools

[1]{.underline} Vo-Tech school

[3]{.underline} Alternative Schools

[45]{.underline} TOTAL

2\. District Per Pupil Expenditure: [6564.94]{.underline}

Average State Per Pupil Expenditure: [6906.00]{.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\. [2]{.underline} Number of years the principal has been in her/his
position at this school.

[7]{.underline} 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**                                                     **7**                             

  **1**                                                     **8**       105       131         236

  **2**                                                     **9**       77        100         177

  **3**                                                     **10**      81        111         192

  **4**                                                     **11**      62        110         172

  **5**                                                     **12**      65        105         170

  **6**                                                     Other                             

                                    **TOTAL                                                   947
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [39]{.underline} % White

the students in the school: [43]{.underline} % Black or African American

[12]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year[:
4.86]{.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 stuper pupildents in the school
> as of October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 44
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        46
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    946
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0486
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.86
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: [37.2]{.underline}
%

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

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

10\. Students receiving special education services[: 8.8]{.underline} %

[83]{.underline} Total Number of Students Served

> (includes 78 gifted students)
>
> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

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

\_\_\_\_Deaf-Blindness [4]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities [1]{.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) [4]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [52]{.underline} [4]{.underline}

Special resource teachers/specialists [2]{.underline} [1]{.underline}

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

> Support staff [5]{.underline} [1]{.underline}
>
> Total number [63]{.underline} [7]{.underline}

12\. Student-"classroom teacher" ratio: [17.7: 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. (See next page for explanation.)

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

  Daily student attendance 97.78%      96.31%      94.33%      97.35%      95.13%

  Daily teacher attendance 96.2%       96.3%       96.8%       97.13%      96.70%

  Teacher turnover rate    3.33%       5.98%       6.98        10.91%      7.47%

  Student dropout rate     0%          .1%         .1%         0%          .5%

  Student drop-off rate    5.6%        6.3%        5.1%        4.5%        4.3%
  ------------------------ ----------- ----------- ----------- ----------- -----------

Our dropout rates indicate the number of students who leave our school
and do not enroll in another school. The drop-off rate includes students
who leave our school to attend another school in the district or move
out of district. Because our school has more stringent grade and
behavior requirements, some students choose to leave to attend their
attendance-area high school in the district.

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 140          |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 74 %         |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 21 %         |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 2 %          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 2 %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 1 %          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0 %          |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[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.**

Sumner Academy of Arts and Science, located in Kansas City, Kansas, is a
public college-preparatory magnet school that continues to prepare urban
students for high-level university work. Created in response to a court
desegregation mandate, Sumner Academy opened in the fall of 1978 at a
time when increasing diversity, poverty levels and decreasing
performance on test scores were widespread community concerns. While no
longer bound by a desegregation order, Sumner continues to excel despite
many challenges:

-   Five years ago admissions requirements to attend Sumner were relaxed
    to increase enrollment.

-   Over the last 7 years the percent of Sumner students receiving free
    or reduced lunch has increased from 23% to 37%.

-   Sumner Academy, originally built in 1939 for students of color, is
    situated in an economically deprived urban district that struggles
    to improve student achievement.

Despite these obstacles, Sumner Academy established at its conception
and continues to maintain high behavioral and academic standards for
students.

One key factor that significantly helps in maintaining Sumner Academy's
rigorous academic standing is the International Baccalaureate Program,
introduced in 1987. We offer 20 different IB classes and over one third
of the faculty has received extensive IB training. Although only juniors
and seniors are eligible to take IB classes, the effect of the IB
program permeates the Sumner Academy curriculum for all grade levels.
For example, it is not uncommon to hear eighth grade teachers explaining
the importance of the IB curriculum to their students. Equally common is
the array of ninth and tenth graders who take pre-IB courses with the
anticipation of enrolling in future IB work. Overall, IB represents an
externally held standard that all students and teachers know and
recognize; it allows us to maintain and sharpen our focus on academic
achievement.

Yet, Sumner Academy is not a place where students and teachers labor
endlessly without joy. A refreshing level of energy and excitement
uplifts students and faculty. Students and teachers willingly take on
additional challenges to improve the students' experiences at Sumner.
Math teachers offer tutorial sessions in the summer to prepare new
students; elective teachers offer to teach early morning classes or
during their preparation period to accommodate students' tight
schedules; students volunteer numerous community service hours tutoring
their peers at Sumner or at a neighboring elementary school; resource
teachers willingly add to their case-load to assist borderline students.
In addition, there are numerous clubs, sports and activities for
students and over 90% of our students belong to at least one
extra-curricular group. Teachers willingly sponsor these activities
because they enjoy interacting with the students outside the classroom.

The Mission Statement of Sumner Academy states, "Sumner Academy of Arts
and Science offers a college preparatory curriculum with educational
experiences that promote responsibility, adaptability and lifelong
learning to its diverse student body". Sumner more than fulfills this
mission while reaching beyond to create and maintain a haven where
students and teachers are excited not only about learning but also about
excelling.

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

**Public Schools**

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.**

Two types of assessment are required by Kansas. One is the state
assessment that is given in grades 8 and 11 in reading and in grade 10
for math. There is data for three years of the state assessment because
the state underwent a change in testing format three years ago. The
other required test is a local assessment that includes performance
criteria. Districts and school sites have much freedom in writing and
administering the local tests. The 11^th^ grade reading test has been in
place for several years; however the math test changed last year and the
requirements changed the year before.

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.**

We have two sets of state reading scores, grade 8 and grade 11. We also
have 11^th^ grade local assessment results. We use our grade 8 scores in
two ways, as an evaluation tool for the 8^th^ grade curriculum and as
baseline data with information about the incoming cohort. Looking at the
scores indicates that our 8^th^ grade students are not performing as
well as our 11^th^ grade students; there has also been a slight decrease
in the scores over the last three years. As a result we have enhanced
the 8^th^ grade curriculum to include more time on reading instruction
for the students who need remediation.

Our 11^th^ grade scores indicate a dip from 2000 to 2001 with a rebound
this last year. The cohort that tested in 2000 was admitted under the
more stringent requirements and is a smaller group. Subsequent groups
are larger and were admitted under more lenient guidelines. Looking at
subgroups of sufficient numbers indicates the same trends. Black
students' scores dipped somewhat in 2001 and rebounded in 2002. Overall,
black students score somewhat lower than the school as a whole but there
are areas of improvement. We increased the percent of black students
scoring in the advanced category from 4.8% to 13.1% last year at a time
when the testing sample also increased from 146 to 177. Economically
disadvantaged students' scores mirror the scores of the whole school
with slightly fewer students on free and reduced lunch scoring in the
lowest two categories. Our students score well on the local reading
assessment; it has been in place for several years and matches the
English curriculum. Scores in the subcategories are not very different
from the total school scores.

Analysis of the 10^th^ grade state math scores indicates room for
improvement. While Sumner Academy students score well above state
averages, over one third of the students have scored in the bottom two
categories the last two years. Curriculum changes introduced this year
and additional changes scheduled for next year address these problems.
Disaggregated data indicates that subgroups' scores are not very
different from whole school scores. While black and economically
deprived students' scores dipped in 2001, the scores in 2002 rebounded
to be much closer to the whole school scores.

Our local math assessment is problematic. Scores are low and there have
been problems with consistency in the test and testing procedures. The
local math data reflects scores on two different tests; a new test
replaced the previous test last year. Also district instructions on who
should be assessed changed two years ago. Not all students in the
1999-2000 class were required to take the exam. Our students have not
done well on this test because it is not written to match our
curriculum. It is designed to match the curriculum of the other district
schools. As a result our math department was charged this year with
writing our own local assessments to mirror our curriculum. This is the
first year this new test will be given. An additional criterion that our
math department has used to gauge performance is ACT results. Over 90%
of our students take the ACT each year and our scores exceed national
and state averages. For the last three years our math ACT scores have
been 23.6, 24.1 and 22.6 while state averages have been 21.2, 21.2 and
21.3. National averages for the same years are 20.7, 20.7, and 20.6.

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.**

There are no groups at Sumner who are excluded from testing. Where data
is missing it is due to absence.

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

**For Public and Private Schools**

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

Sumner Academy, like all schools, has a myriad of data sets that we can
use to gauge our progress in several areas. The assessment data come
from local, state and nationally-normed assessments. Likewise, ACT,
PSAT, Advanced Placement and International Baccalaureate scores are also
indicators. We look at the data as whole sets and then disaggregate to
determine existing relationships for the whole school as well as subsets
within the school. We also look at individual students' scores to make
informed decisions on a student-by-student basis. Departments check
students' performance on the assessments with the curriculum and make
curricular changes if warranted. Small Learning Communities look at
students' scores to determine how to effectively meet the needs of the
students as a school within a school.

Following are some examples of the improvements we have made based on
data:

-   Because many incoming students have low math scores, Sumner teachers
    offer summer math tutorial sessions.

-   Additional analysis of the 8^th^ grade students' results shows that
    many students lack basic skills. Therefore, we have changed 8^th^
    grade schedules for next year to allow additional time in math and
    reading for students with remediation needs.

-   The math department made major curricular changes last year after
    analyzing our State and ACT math results. The curriculum in part
    prepares 8^th^ through 10^th^ grades for the State Assessment.
    College Algebra courses prepare 11^th^ and 12^th^ grade students who
    choose not to take IB mathematics for the ACT assessment.

-   Social studies, science, math and English departments analyze ACT
    test results. Working from ACT testing guides, departments
    proactively identify areas that were not included in the ACT
    preparation and add these areas to the curriculum.

-   Teachers in Small Learning Communities identify students who have
    disparate scores and grades. Consequently, students are identified
    to receive individual tutoring or other services if needed.

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

Assessment results are shared with parents, students and the community
in many ways. Parents receive norm-reference test results at parent
teacher conferences where a counselor explains the results to the parent
if needed. At this time parents also receive information on the
assessments the student will be required to take that school year.
Students receive their individual results from their counselor at
school. The counselor explains the results and uses the information when
consulting with the student and parent about college and vocational
choices. Community members receive student performance results through
local newspapers as they report honor roll lists and state assessment
results. Community members also receive school data via the
state-published Building Report Card which is available on our website
and in the local press.

Another form of information regarding student performance is the grade
students earn in class. Students and parents receive an academic grade
report every four and a half weeks throughout the school year. Students
are expected to take their reports home, have them signed by parents and
returned to their seminar teacher. Parents are informed of this process
through our school newsletter and a phone calling system. Classroom
teachers call, email or send home additional progress reports from their
specific classes. Seminar teachers, who are a part of the student's
small learning community, also monitor students' grades and serve as
academic advisors.

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

The faculty at Sumner Academy maintains many professional contacts
nationally and internationally through membership in professional and
scholarly associations, fostering a natural, on-going exchange of
information. Being an IB school has afforded us many networking
opportunities and empowered our database of professional colleagues.

One of the most efficient means of sharing information between teachers
and classes is through the use of technology. We have begun to
experiment in the area of distance learning and conferencing with
equipment that is purchased through the district. E-mail, conference
calling and using our distance-learning equipment allows teachers,
students and parents to interact often without leaving home; our initial
attempts can be termed as "successful." We have found that teachers,
parents and students all benefit from this free-flowing exchange of
information. It is often casual and informative and available on an
as-needed basis.

Another means of sharing success with others is through local Schools of
Education. Sumner Academy is privy to the expertise of two local
universities and periodically our administrators address, present or
guest lecture. In addition, Sumner Academy enjoys hosting visitors at
the school to share our growth spurts and concerns. These visits are
mutually informative due to the open dialogue between professionals
about students' learning.

Finally, the faculty at Sumner Academy attends and presents at state,
regional, national and international conferences. Future conference
topics could focus on teaching strategies, a review and report on our
8^th^ grade interventions and the use of Action Research for
professional development. Our foreign language department presented
recently at a state conference and was asked to share their presentation
at the national conference next year. Although our budgets are meager,
our participation at conferences has proven to be a worthwhile
investment in touching the lives of numerous educators and students.

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

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

The curriculum at Sumner Academy not only exceeds the state
requirements; it also exceeds the nationally defined college preparatory
core curriculum. Because our students begin in the 8^th^ grade, we can
begin their preparation early. The 8^th^ grade core curriculum includes
English, algebra and an additional math course if needed, social
studies, science and the first year of a 3-year requirement of foreign
language. During years 9 through 12, students are required to complete

-   4 additional years of English with at least one year being an
    Advanced Placement or International Baccalaureate class,

-   3 additional math credits beyond Algebra I with the option of taking
    either a 5^th^ credit in mathematics or physics their senior year,

-   3 additional science classes including biology and chemistry,

-   3.5 credits in social studies,

-   1 class in either Etymology or Latin,

-   1 credit of either Humanities or Theory of Knowledge

-   Additional requirements in the areas of computer science, physical
    education, business and fine arts.

However, many students exceed these minimum requirements. All students
are required to take at least one IB or AP class but many students
choose to take more of these challenging courses. Sixty-two percent of
this year's seniors take more than one IB or AP class while 29% take
three or more. This year there are 15 full IB diploma candidates in the
senior class. These students will fulfill the rigorous IB requirements
during their junior and senior year, and will graduate with an IB
diploma as well as a Sumner Academy diploma.

In the area of foreign language, students are required to take at least
three years of Spanish, French or German in years 8 through 10.
Currently, however, 43% of juniors and seniors are continuing in levels
IV and V of their chosen language; many choose the IB curriculum. Many
of the students who take a language for five years are fluent by the end
of their senior year. Foreign language teachers enhance the curriculum
to include cultural and practical experiences. Although expense is often
a factor, many students travel with their teachers on summer or spring
break trips to experience the language and culture first hand.

The prevalence of IB and AP courses in our curriculum helps to maintain
the standards and rigor of what is taught in grades 8 through 12.
Because IB requires several modes of assessment, which are externally
graded and monitored across the world, teachers maintain high standards.
All teachers know that students will have the option to take the
higher-level courses and prepare the students for that option.
Department members work together to discuss standards and teachers hold
each other accountable for preparing the students. The entire staff
takes pride in the students' performance on the IB exams each May
knowing that everyone participated in their preparation; our IB scores
compare favorably with worldwide averages.

2.  **(Secondary Schools**) **Describe in one-half page the school's
    English language curriculum, including efforts the school makes to
    improve the reading skills of students who read below grade level.**

The English curriculum is designed to prepare students to be effective
communicators both orally and in written form. It includes teaching
reading comprehension strategies for students' engagement with all text
types as well as critical thinking and problem solving skills through
close analysis of literature.

Sumner students enroll in English each of their five years at the
Academy. In grades 8 through 10, the curriculum lays a strong foundation
for advanced reading and writing. During their junior and senior years
students take either Advanced Placement or International Baccalaureate
English, with a majority of the students choosing the IB option. During
the last three years, Sumner students' average IB English scores have
been 4.40, 5.12 and 4.44 on a scale of 7. Worldwide averages were 4.82,
5.02 and 4.81 for the same years. In addition, students are required to
take Speech, and select either Etymology or Latin to enhance their
English language skills.

Even though the vast majority of students achieve at high levels, there
is yet a population of students who are lacking grade level reading and
writing skills. Therefore, the focus of the 8^th^ grade curriculum is
improving reading comprehension and laying a strong foundation for
writing. Some students require more help in these areas than can be
offered during regular class periods. These students attend tutoring
sessions held by certified teachers during seminar period. Next year, we
will offer a semester class to provide remediation for students who
require additional assistance and time.

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

Instructors in the foreign language department not only teach language
and culture, they also include the essential skills from our mission
statement: responsibility, adaptability and lifelong learning. Because
Sumner Academy begins with the eighth grade, students are able to
complete their required three years of language by the end of the
sophomore year. The course of study during the first three years focuses
on five principal areas aligned with national standards: communication,
culture, connections, comparisons and communities. The department
includes instruction in many essential skills. Responsibility is taught
through organization and time management. Adaptability and social skills
are stressed through the use of cooperative learning strategies to
promote communication in the target language. Teachers foster higher
order thinking and lifelong learning through the use of graphic
organizers, problem solving activities, simulation and role-play.

After completing the three-year requirement, almost half of the students
choose to continue study in their chosen foreign language, taking
college classes either by continuing with levels IV and V or through the
IB curriculum. These upper level classes continue to stress essential
skills through the teaching of vocabulary and derivatives, analogies,
test-taking skills, thinking skills, and encouraging divergent thinking.
After completing the upper level classes, students attain an
appreciation of the world's diversity. They learn to look at the world
through another culture's eyes in the areas of economics, geography,
humanities and current events. At the completion of their studies, our
IB students score at or above world averages, with many attaining
fluency.

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

Perhaps the best way to gain insight into Sumner Academy's instructional
methods is to describe some scenarios seen recently during classroom
visits.

-   A biology teacher has students use models of macromolecules to
    simulate protein synthesis.

-   An IB English teacher has students create graphic organizers
    depicting the use of symbolism in *The Scarlet Letter*.

-   An Economics instructor has students fill out and "file" with him
    tax returns based on randomly assigned economic situations.

-   Eighth grade science students create an analogy comparing cell
    organelles to an organization they know well.

-   Chemistry students interact with an Indonesian official about
    environmental issues in the rain forest via distance learning
    teleconferencing equipment.

-   Students pay to attend a student written and directed theatrical
    performance during their seminar period.

-   Chemistry, biology and physics students work together to create
    interdisciplinary science investigations as part of their IB
    requirements.

-   The Math Department plans extensively for "pi" day on March 14 and
    creates lessons for the entire school involving . As a school wide
    activity to involve all students and staff, they arrange to have pie
    served in the cafeteria at lunch.

-   A Spanish teacher quizzes her students on conjugations; students
    write out the correct form on a slate and hold it up for teacher's
    inspection.

-   English students serve as peer editors for each other, using the
    rubric from the state writing assessments.

These are typical scenarios. There is a long-standing tradition of high
quality instruction at Sumner Academy. Teachers plan quality lessons
with active engagement and superior effort from the students. Students
take their studies seriously and expect challenging instruction from
their teachers.

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

The one factor that sets Sumner's approach to professional development
apart from other schools is how much teachers are allowed input into how
their professional development time is spent. Here at Sumner, teachers
use their expertise to improve daily instruction in their subject matter
during their allotted times. Each teacher is required to turn in an
action research plan at the beginning of the year that outlines a
special project to improve his/her classroom. After the project is
approved, teachers spend a certain amount of professional development
time working independently on their action research project. These
projects vary greatly from teacher to teacher, but they are all similar
in that their goals are to directly improve classroom instruction. One
teacher may plan to spend time improving parent contacts, another may
spend the time developing more challenging lab experiences for science
class, and yet another may spend the time creating and updating the
class webpage, but everyone is working toward the goal of improving the
classroom experience for the student.

The Sumner faculty also meets as an entire group every Wednesday to
connect with other teachers and share mutual concerns. The large group
meetings contribute to a united school culture of teamwork and take away
the element of isolation felt by many busy teachers. Another segment of
Wednesday in-service meetings is dedicated to Small Learning Community
meetings, in which teachers who share students in common meet to discuss
common goals and work as a team to improve the Sumner experience for the
students they serve. It is during this time when teachers can discuss
concerns about specific students.

In addition there is district allotted professional development time.
Sumner teachers have shown a great deal of initiative and leadership
during district in-service. A good example is how the math department at
Sumner persuaded the district to allow them time to write their own
assessment instruments when it became apparent that the Kansas State
Assessment does not line up with our curriculum. The journalism
department has spent time writing grants and recently was awarded four
brand new iMac computers for student use. The foreign language
department has presented at district in-services. The English and
science departments spend time preparing for the annual assessments.
Sumner teachers use professional development time to improve daily
instruction for their students by working independently, as a school, in
Small Learning Communities, and with other teachers in our district.

**[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 [8]{.underline} Test [Reading]{.underline}

Edition/publication year [2000]{.underline} Publisher [Center for
Educational Testing and Evaluation]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

[No students were excluded; less than 100% participation was due to
absence.]{.underline}

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

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.

  ----------------------------------- --------------- --------------- ---------------
  **Sumner Academy of Arts and                                        
  Science**                                                           

  **Kansas Reading Assessment, 8th                                    
  Grade**                                                             

                                      **2001-2002**   **2000-2001**   **1999-2000**

  Testing month                       March           March           March

  SCHOOL SCORES                                                       

  TOTAL                                                               

  Advanced                            8.8             7.7             10.0

  Proficient                          39.8            38.9            46.8

  Satisfactory                        37.0            38.9            31.2

  Basic                               13.3            14.5            10.8

  Unsatisfactory                      1.1             0.0             1.2

  Number of students tested           181             221             250

  Percent of total students tested    99.5%           99.5%           100.0%

  Number of students excluded         1               1               0

  Percent of students excluded        0.5%            0.5%            0.0%

  SUBGROUP SCORES                                                     

  (30 or more students per group)                                     

  1\. Free & Reduced Lunch                                             

  Advanced                            9.9             4.5             6.0

  Proficient                          36.6            38.6            41.0

  Satisfactory                        40.8            43.2            34.0

  Basic                               11.3            13.6            18.0

  Unsatisfactory                      1.4             0.0             1.0

  2\. Black                                                            

  Advanced                            1.3             6.8             5.0

  Proficient                          40.0            29.5            47.0

  Satisfactory                        46.3            43.2            38.0

  Basic                               11.3            20.5            10.0

  Unsatisfactory                      1.3             0.0             0.0

  3\. White                                                            

  Advanced                            17.4            10.5            16.0

  Proficient                          44.9            44.7            49.0

  Satisfactory                        21.7            36.8            25.0

  Basic                               15.9            7.9             8.0

  Unsatisfactory                      0.0             0.0             1.0

  STATE SCORES                                                         

  TOTAL                                                                

  Advanced                            8.6             8.3             8.6

  Proficient                          28.6            26.9            29.6

  Satisfactory                        28.9            30.7            28.5

  Basic                               22.2            22.6            21.7

  Unsatisfactory                      11.7            11.6            11.5
  ----------------------------------- --------------- --------------- ---------------

**[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 [11]{.underline} Test [Reading]{.underline}

Edition/publication year [2000]{.underline} Publisher [Center for
Educational Testing and Evaluation]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

[.]{.underline}

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

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.

  ----------------------------------- --------------- --------------- ---------------
  **Sumner Academy of Arts and                                        
  Science**                                                           

  **Kansas Reading Assessment, 11th                                   
  Grade**                                                             

                                      **2001-2002**   **2000-2001**   **1999-2000**

  Testing month                       March           March           March

  SCHOOL SCORES                                                       

  TOTAL                                                               

  Advanced                            18.1            15.8            22.5

  Proficient                          38.4            32.2            45.0

  Satisfactory                        28.2            33.6            21.7

  Basic                               14.1            17.1            9.3

  Unsatisfactory                      1.1             1.4             1.6

  Number of students tested           177             146             129

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

  Percent of students excluded        0.0%            0.0%            0.0%

  SUBGROUP SCORES                                                     

  (30 or more students per group)                                     

  1\. Free & Reduced Lunch                                             

  Advanced                            13.3            17.6            20.0

  Proficient                          35.6            26.5            50.0

  Satisfactory                        35.6            41.2            30.0

  Basic                               13.3            14.7            0.0

  Unsatisfactory                      2.2             0.0             0.0

  2\. Black                                                            

  Advanced                            13.1            4.8             20.0

  Proficient                          24.6            31.7            29.0

  Satisfactory                        39.3            39.7            36.0

  Basic                               19.7            20.6            11.0

  Unsatisfactory                      3.3             3.2             4.0

  3\. White                                                            

  Advanced                            24.1            20.7            26.0

  Proficient                          44.6            41.4            58.0

  Satisfactory                        20.5            29.3            6.0

  Basic                               10.8            8.6             9.0

  Unsatisfactory                      0.0             0.0             0.0

  STATE SCORES                                                         

  TOTAL                                                                

  Advanced                            10.1            10.1            10.7

  Proficient                          21.2            18.9            22.1

  Satisfactory                        24.0            26.0            24.5

  Basic                               27.4            29.4            27.4

  Unsatisfactory                      17.4            15.6            15.3
  ----------------------------------- --------------- --------------- ---------------

**[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 [10]{.underline} Test [Math]{.underline}

Edition/publication year [2000]{.underline} Publisher [Center for
Educational Testing and Evaluation]{.underline}

What groups were excluded from testing? Why, and how were they assessed?
[None]{.underline}

[No students were excluded; less than 100% participation was due to
absence.]{.underline}

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

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.

  ----------------------------------- --------------- --------------- ---------------
  **Sumner Academy of Arts and                                        
  Science**                                                           

  **Kansas Math Assessment, 10th                                      
  Grade**                                                             

                                      **2001-2002**   **2000-2001**   **1999-2000**

  Testing month                       March           March           March

  SCHOOL SCORES                                                       

  TOTAL                                                               

  Advanced                            13.6            15.9            28.2

  Proficient                          18.8            14.4            20.0

  Satisfactory                        31.4            25.5            24.7

  Basic                               27.2            35.1            20.0

  Unsatisfactory                      8.9             9.1             7.1

  Number of students tested           191             208             170

  Percent of total students tested    99.0%           100.0%          100.0%

  Number of students excluded         2               0               0

  Percent of students excluded        1.0%            0.0%            0.0%

  SUBGROUP SCORES                                                     

  (30 or more students per group)                                     

  1\. Free & Reduced Lunch                                             

  Advanced                            8.3             6.6             20.0

  Proficient                          25              9.8             50.0

  Satisfactory                        30              27.9            30.0

  Basic                               33.3            39.3            0.0

  Unsatisfactory                      3.3             16.4            0.0

  2\. Black                                                            

  Advanced                            9.3             10.0            20.0

  Proficient                          16.0            10.0            29.0

  Satisfactory                        30.7            21.4            36.0

  Basic                               34.7            47.1            11.0

  Unsatisfactory                      9.3             11.4            4.0

  3\. White                                                            

  Advanced                            23.3            23.1            26.0

  Proficient                          16.4            17.6            58.0

  Satisfactory                        35.6            26.4            6.0

  Basic                               17.8            26.4            9.0

  Unsatisfactory                      6.8             6.6             0.0

  STATE SCORES                                                         

  TOTAL                                                                

  Advanced                            12.9            12.9            12.6

  Proficient                          11.5            10.8            11.1

  Satisfactory                        19.0            20.0            18.3

  Basic                               28.3            29.0            28.8

  Unsatisfactory                      28.3            27.3            29.2
  ----------------------------------- --------------- --------------- ---------------

**[SAMPLE FORMAT FOR LOCAL 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 [11]{.underline} Test [Reading]{.underline}

Edition/publication year [1996]{.underline} Publisher [District
generated]{.underline}

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

[No students were excluded; less than 100% participation was due to
absence.]{.underline}

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

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.

  ----------------------------------- --------------- --------------- ---------------
  **Sumner Academy of Arts and                                        
  Science**                                                           

  **Local Reading Performance                                         
  Assessment, 11th Grade, English                                     
  III**                                                               

                                      **2001-2002**   **2000-2001**   **1999-2000**

  Testing month                       April           April           April

  SCHOOL SCORES                                                       

  TOTAL                                                               

  Exceeded Standard                   60.5            50.3            56.8

  Met District Standard               33.7            45.6            39.2

  Did Not Meet Standard               5.8             4.1             4.0

  Number of students tested           172             147             125

  Percent of total students tested    97.0%           100.0%          100.0%

  Number of students excluded         4               0               0

  Percent of students excluded        3.0%            0.0%            0.0%

  SUBGROUP SCORES                                                     

  (30 or more students per group)                                     

  1\. Free & Reduced Lunch                                             

  Exceeded Standard                   59.2            56.3            70.4

  Met District Standard               32.7            37.5            25.9

  Did Not Meet Standard               8.2             6.3             3.7

  2\. Black                                                            

  Exceeded Standard                   61.9            44.6            60.7

  Met District Standard               33.3            50.8            33.9

  Did Not Meet Standard               4.8             4.6             5.4

  3\. White                                                            

  Exceeded Standard                   53.7            59.3            53.6

  Met District Standard               39.0            37.3            42.9

  Did Not Meet Standard               7.3             3.4             3.6
  ----------------------------------- --------------- --------------- ---------------

**[SAMPLE FORMAT FOR LOCAL 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 [9]{.underline} Test [Math]{.underline}

Edition/publication year\_\_\_\_\_\_\_\_ Publisher [District
generated]{.underline}

[Publication date for years 2000, 2001 was 2000; for 2002, it was
2002]{.underline}

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

[No students were excluded; less than 100% participation was due to
absence.]{.underline}

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

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.

  ---------------------------------- --------------- --------------- ---------------
  **Sumner Academy of Arts and                                       
  Science**                                                          

  **Local Math Performance                                           
  Assessment, 9th Grade**                                            

                                     **2001-2002**   **2000-2001**   **1999-2000**

  Testing month                      April           April           April

  SCHOOL SCORES                                                      

  TOTAL                                                              

  Exceeded Standard                  40.8            47.1            59.2

  Met District Standard              19.7            21.0            20.4

  Did Not Meet Standard              39.4            31.9            20.4

  Number of students tested          213             210             103

  Percent of total students tested   98.0%           95.0%           56.0%

  Number of students excluded        5               11              133

  Percent of students excluded       22.0%           5.0%            44.0%

  SUBGROUP SCORES                                                    

  (30 or more students per group)                                    

  1\. Free & Reduced Lunch                                           

  Exceeded Standard                  43.5            45.8            55.8

  Met District Standard              18.8            18.1            25.6

  Did Not Meet Standard              37.6            36.1            18.6

  2\. Black                                                          

  Exceeded Standard                  37.3            42.9            51.3

  Met District Standard              17.6            26.0            30.8

  Did Not Meet Standard              45.1            31.2            17.9

  3\. White                                                          

  Exceeded Standard                  43.1            58.0            78.8

  Met District Standard              20.8            23.2            9.1

  Did Not Meet Standard              36.1            18.8            12.1
  ---------------------------------- --------------- --------------- ---------------