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

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

**Cover Sheet**

Name of Principal [Mr. Richard D. Bachman]{.underline}

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

Official School Name [Joseph Rodman West Elementary School]{.underline}

(As it should appear in the official records)

[School Mailing Address 1338 Farragut Street,
N.W.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_]{.underline}

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

[Washington, DC 20011-6908]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(202) 576-6226]{.underline} Fax [(202) 541-3809]{.underline}

Website/URL [www.k12.dc.us]{.underline} Email
<Richard.Bachman@k12.dc.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)

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

Name of Superintendent [Dr. Paul L. Vance]{.underline}

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

District Name [District of Columbia Public Schools]{.underline} Tel.
[(202) 442-5885]{.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 [Ms. Peggy Cooper -- Cafritz]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district: **[106]{.underline}\_**
Elementary schools

**[11]{.underline}** Middle schools

**[9]{.underline}** Junior high schools

**[20]{.underline}** High schools

**[146]{.underline}** TOTAL

2\. District Per Pupil Expenditure: **[\$10,477.00]{.underline}**

Average State Per Pupil Expenditure: **[\$10,477.00]{.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\. **[7]{.underline}** Number of years the principal has been in
her/his position at this school.

[N/A]{.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**

  **UN**      2         1                      **3**        **7**                             **N/A**

  **PK**      8         16                     **24**       **8**                             **N/A**

  **K**       15        22                     **37**       **9**                             **N/A**

  **1**       16        23                     **39**       **10**                            **N/A**

  **2**       14        16                     **30**       **11**                            **N/A**

  **3**       24        28                     **52**       **12**                            **N/A**

  **4**       21        16                     **37**       Other                             

  **5**       24        20                     **44**                                         

  **6**       14        30                     44                                             

                                    **TOTAL                                                   **310**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of **[0]{.underline}**% White

the students in the school: **[75]{.underline}**% Black or African
American

**[24]{.underline}**% Hispanic or Latino

**[1]{.underline}**% Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_**[0]{.underline}**%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred **10**
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred **10**
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        **20**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **310**
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     **0.0645**
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    **6.450**
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: **20%**

**[\_\_\_61]{.underline}**\_\_\_Total Number Limited English Proficient

Number of languages represented: **[4]{.underline}**

Specify languages: English, Haitian Creole, Spanish and Vietnamese

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

\_**[224]{.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:
\_\_\_**[10]{.underline}**\_\_\_\_\_%

**[30]{.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.

**[0]{.underline}** Autism **[0]{.underline}** Orthopedic Impairment

**0** Deafness **[0]{.underline}** Other Health Impaired

**[0]{.underline}** Deaf-Blindness **[22]{.underline}** Specific
Learning Disability

**[1]{.underline}** Hearing Impairment **[1]{.underline}** Speech or
Language Impairment

**[3]{.underline}** Mental Retardation **[0]{.underline}** Traumatic
Brain Injury

**[2]{.underline}** 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) **[1]{.underline}** \_\_\_\_\_\_\_\_

Classroom teachers **[22]{.underline}** \_\_\_\_\_\_\_\_

Special Resource teachers/specialists **[11]{.underline}**
\_\_\_\_\_\_\_\_

Paraprofessionals **[5]{.underline}** \_\_\_\_\_\_\_\_

> Support staff **[5]{.underline}** \_\_\_\_\_\_\_\_
>
> Total number **[44]{.underline}** \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: **[1:18]{.underline}**

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

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

  Daily student attendance **95%**     **93.4%**   **95.3%**   **94.5%**   **93.9%**

  Daily teacher attendance **99%**     **98%**     **99%**     **99%**     **98%**

  Teacher turnover rate    **1%**      **1%**      **1%**      **1%**      **1%**

  Student dropout rate     **N/A**     **N/A**     **N/A**     **N/A**     **N/A**

  Student drop-off rate    **N/A**     **N/A**     **N/A**     **N/A**     **N/A**
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III -- SUMMARY]{.underline}**

Joseph Rodman West Elementary School, located at 1338 Farragut Street,
Northwest, Washington, D.C.,

is an open space facility, with a small pupil-teacher ratio in all grade
levels. Instructional areas known as learning centers support for
faculty cooperation and teamwork in the delivery of appropriate
educational services to a diverse population.

West Elementary School has an enrollment of 310 students,
pre-kindergarten through sixth grade, and provides academic instruction
in the core subjects as well as second language (ESL) and Special
Education. Commencing with pre-kindergarten, the needs of our ESL and
Special Education students are addressed, utilizing a full inclusion
model. In addition to instruction in core curriculum subjects, students
receive instruction in music, art, physical education, library skills
and computer applications. Sixty percent of the students participate in
non-athletic and athletic activities including the intramural program.

Our mission is to provide our students with a strong foundation for
future academic, social, and emotional success in a child-centered
environment. We believe that each learner brings a unique set of skills
and knowledge to the school setting, and that these gifts must be
cherished and developed; therefore, our work is guided by the following
principles:

-   All students can learn and achieve with instruction that addresses
    individual learning styles and employees multiple modalities.

-   All students are expected to meet or exceed age-appropriate
    standards of proficiency.

-   All students learn best when they are actively involved in the
    learning process.

-   All students are accountable for the infusion of the *Values Code*
    and application of peer mediation skills into their daily
    interactions.

We infuse and augment the DCPS standards-based curriculum with
technology and enrichment activities designed to meet the needs of all
students. Technology is incorporated into daily instruction through the
following programs and instructional software:

-   Writing Reading Instructional Technology Lab (W.R.I.T.)

-   *Kid Biz* (student news formatted program*)*

-   Tutorials: *Auto Skills* Lab, *Failure Free* Reading and Math, *Fast
    For Word*

-   Assessments*: Light Span - Edutest*

Our students have access to the Internet and upon promotion are able to
utilize applications such as Power Point, word processing, and accessing
information. West students are able to demonstrate written and oral
communication skills, analyze, calculate, and solve problems.

Our certified staff works collaboratively and cooperatively to develop
and implement programs that enable our students to achieve at optimal
levels. West's teachers are constantly seeking to enhance their skills
by staying abreast of the current trends in education, pursuing higher
education, as well as planning, brokering and executing staff
development activities.

Under the principal's visionary leadership and in collaboration with
teachers and parents, West has demonstrated steady growth in academic
performance. Over the last five years, our SAT-9 test data indicates
*proficient* and *advanced* performance standards have shown a steady
increase while performance in basic and below basic have significantly
decreased. Consequently, the promotion rate has increased from 95 to
96.8%, while the retention rate has decreased from 5 to 3.1%. Academic
excellence is expected, supported and rewarded.

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

**1.** In keeping with West Elementary School's goal of providing all
students with a strong foundation for future academic success, we have
demonstrated dramatic growth in overall student achievement. As measured
on the *Stanford 9 (SAT-9) Standardized Achievement Test*, significant
growth has been demonstrated over a five-year period. The number of
students scoring in the lowest performance levels, *below basic* and
*basic*, has dropped dramatically over the past five years. In School
Year 1997-1998, 73% of West students scored *below basic* or *basic* on
the *SAT-9* in reading, and 61% scored *below basic* or *basic* in
mathematics. During the past school year, a very significant change in
student academic performance can be seen in both reading and
mathematics. In spring, 2002, 32% of our students scored *below basic*
or *basic* in reading, and 35% of our students scored *below basic* or
*basic* in Mathematics. It must also be noted that approximately 73% of
our students are eligible for free and reduced price lunches.

Coupled with the significant drop in the percentages of students scoring
in the lowest categories of *below basic* and *basic*, additional
evidence of increased student growth can be noted. There is also a
significant increase in the percentages of students scoring in the
highest two performance levels, *proficient* and *advanced* in both
reading and mathematics. In School Year 1997-1998, only 27% of West's
students scored *proficient* or *advanced* in reading. For the same
school year, 39% of students scored in these higher achievement
categories in mathematics. During the past school years, significant
numbers of students moved into the *proficient* and *advanced*
categories, with 67% of the students scoring *proficient* or *advanced*
in reading. In mathematics, 64% of West students scored in the higher
performance ranges.

Steady gains are evidenced over a five-year period in the *SAT-9* mean
reading scores throughout all assessed grade levels. For School Year
1997-1998, the first grade mean reading score was 43. For the spring
2002 *SAT-9* testing, the reading mean score increased by 15 points and
was measured at 58. For the sixth grade class in School Year 1997-1998,
the mean reading score was 48. In the spring of school year 2002, the
*SAT-9* mean reading score for sixth grade was 60, demonstrating a
significant gain of twelve points.

*SAT-9* scaled scores for the last five years also show steady upward
growth across the grades in both reading and math. Total school averages
also show strong growth. In school year 1997-1998, West's total scaled
scores were 608.55 in reading and 607.54 in math. In spring of school
year 2001-2002, the scaled scores in reading and math climbed to 635.75
and 640.56, respectively, showing a significant average gain of 30
points over this period.

The *SAT-9* test is administered to all first through sixth graders with
the exception of two categories of students: students receiving special
education instruction, whose IEP's prohibit their participation in
standardized assessment, and students identified as non-English
proficient (NEP). In school year 2001-2002, nine (2%) West students were
exempt from *SAT-9* testing, including one student receiving special
education services and eight NEP students. Academic performance and
growth for both special education and NEP students not participating in
*SAT-9* testing is monitored through the use of portfolio assessment in
a variety of skill areas.

The Hispanic population at West has grown to 24%. Of the thirty-six
Hispanic students tested via the *SAT-9* in spring 2002, 66% scored
*proficient and advanced* in reading compared to 65% of the overall
school population. In mathematics, 77% of the Hispanic students scored
*proficient* and *advanced* compared to 72% of the overall school
population. For further detail reference appendices A and B.

**2.** West Elementary School is committed to improving student
performance. A variety of assessment methods are used to identify
students' strengths and weaknesses and to determine and implement
effective strategies and programs to strengthen the instructional and
learning processes. Some of our programs and strategies that have been
successfully implemented are:

-   Stanford 9 Standardized Achievement Test, administered in spring,
    assesses students' strengths and weaknesses. Test results are
    analyzed and utilized to plan and prioritize instruction, and to
    determine staffing needs.

-   EPES Testing Inc. Practice Tests, adopted curriculum pre-tests, and
    teacher-generated assessments are predictors for planning
    instruction.

-   Core curriculum and alternative assessments (portfolios, matrices,
    IEP's, LAS) are reviewed, linked, re-administered for individual
    academic success and incorporated within our inclusion models.

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-   Reading and mathematics benchmark tests are used to assess the
    effectiveness of skill mastery, ensuring alignment with the D. C.
    Public Schools' pacing charts. Special subject teacher-designed
    rubrics are aligned with interdisciplinary subject standards.

-   Positive interpersonal skills are reinforced through our *Values
    First* and *Peer Mediation* strategies that facilitate the provision
    of a compatible atmosphere for teaching and learning.

-   West conducts routine, periodic programmatic evaluations to inform
    instructional practices, staff performance, student outcomes and
    resource needs.

**3.** West School utilizes a number of effective strategies to dialogue
with parents, students and our community:

-   We maintain parent-teacher contact through student agendas, monthly
    *Home-School Connection* newsletters and daily flyers.

-   Phone Master, our school's message board, and our school district's
    website are utilized to provide notification of school and
    system-wide events, advisory parent-teacher conference dates and
    parent oriented meetings.

-   Teachers conduct formal/informal conferences with their students and
    parents to keep them apprised of their academic performance and on
    going progress.

-   Back-to-School Night is held to inform parents and the community
    about meeting our instructional targets, attained academic goals,
    identification of our strengths and weaknesses, outlook for the
    school year, and interpretation of current test data.

-   We provide translators and written communiqués to our ELL parents
    throughout the school year.

-   Our Parent Center is used for parent workshops, standardized test
    interpretation meetings, ELL parent support meetings, and middle
    school selection information for 6th grade parents.

-   Intervention plans are developed for low performing students by
    teachers and are supported by parents.

-   Computer Assisted Technology provides parents with a monthly profile
    of the skills mastered in math and reading. Technology is used to
    provide teachers with a weakness/strength profile of the skills to
    be mastered by each student.

-   Portfolio assessments, advisory reports, *Auto-Skills and Light
    Span* self-assessment tools provide students with immediate feedback
    to monitor their mastery of skills in math and reading.

-   *Academic Performance Database System (APDS)* provides public access
    to test score summaries and performance level data by school,
    division or citywide using a number of demographic factors. *(See
    Appendix B.)*

**4.** On receipt of the Blue Ribbon recognition, our plan for
communicating our successes and lessons learned with other schools would
include the following:

-   Hold invitational site visits for each division in DCPS to allow for
    observation of best practices and avail staff for sharing and
    demonstrating application of successful educational strategies.

-   Host Assistant Superintendents\' divisional meetings for observation
    and visitation.

-   Create displays including video presentations for the
    Superintendents\' Conference and District of Columbia Public
    Schools\' Enrollment Fair.

-   Utilize the DCPS Office of Communications and Public Engagement for
    information dissemination.

-   Utilize our effective network of community resources that would
    advocate on behalf of West Elementary School.

-   Continue the current customer friendly "Open Door" policy for those
    who might benefit from on-site visitations in a recognized *Blue
    Ribbon* school that serves as a model of excellence in our district.

-   Market our Blue Ribbon designation and accomplishments so that West
    is the first choice of parents and students who seek educational
    services in the District of Columbia.

-   Denote "Blue Ribbon" status on all communications from the school.

-   Utilize our technology (Power Point, oral presentations, videos,
    etc.), for on and off site informational presentations and trainings
    relative to our effective instructional practices and student
    achievement.

-   Participate in sessions during local, district, and national staff
    developments, enrollment fairs, conferences, and community meetings.

-   Continue to share and keep abreast of instructional best practices
    and current trends in education to maintain recognition as a "*Blue
    Ribbon"* school.

-   Utilize research-based practice/programs/tools to reach our goal of
    100% student proficiency within the federally mandated timeline.

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

**1.** Our curriculum is rigorous, standards-based, and promotes higher
level thinking skills. It is driven by and aligned with the District of
Columbia's *Standards for Teaching and Learning,* adapted from the
National Standards. It has a strong, interdisciplinary and academic
focus designed to reach all, inclusive of students who are accelerated,
second language, and special needs learners. Students with special needs
are provided appropriate support. Our diverse multicultural population
receives instruction in the core content areas of reading, mathematics,
social studies and science as well as physical education, art, library
skills, computer applications, and music. While no formal foreign
language instruction is available, students are exposed to Spanish via
*Instructional Television Fixed Services (ITFS)* programs, morning news
broadcast and bilingual computer software. Definitive curriculum guides
are detailed for each respective subject. Teaching strategies are
consistent with the learning styles of the students. Development and
implementation are aligned for measurable progress and expectations that
are consistent from grade to grade, across core subject areas, according
to each subject's pacing charts. In addition to our academic focus, we
have extensive co-curricular activities.

Our school district has adopted the Houghton-Mifflin, Prentice-Hall, and
Harcourt Brace textbook series in all content areas as well as science
laboratory programs. We use these adopted series to support our
curriculum and instructional framework. Technology augments the
instructional program by facilitating project-based learning. By sixth
grade, all students are able to comfortably navigate PC and MAC
applications.

West's curriculum is designed to educate all students in the
applications of acquired knowledge and skills to new, real life, and
world situations. Being able to relate to developmentally appropriate
content taught in the core subjects builds a strong foundation, as it
prepares our students for the next level and beyond. To ensure that our
students understand the testing process, we have included a daily test
preparation period in our schedule. This is a time when students are
able to practice skills that inculcate successful test taking. In
addition, we have a daily *D.E.A.R*. (*Drop Everything and Read*) time
when students are able to explore a variety of genres in literature and
fulfill our district's requirement of reading and reporting on thirty
books per year.

Each classroom in our school is standards-based in its design. All
students are informed about what they should know and what they should
be able to do in all subjects. Our teachers collaborate and seize
opportunities to integrate and deliver cross-curricular instruction.
Core concepts are entwined throughout the curriculum in each content
area, thus providing continuity of instruction and curriculum mapping.
This collaboration uses the textbook guides\' cross-curricular
strategies as its framework, along with teacher-initiated plans.

We continuously assess our students' strengths and weaknesses and adjust
our instruction based on formal and informal assessments, i.e.,
*Stanford 9 Achievement Tests*, Content Area Theme and Unit assessments,
histograms from technology programs, as well as teacher observations.
This aids in meeting the individual needs of our students. The
involvement of students, teachers, parents, community and the local
school administration in periodic self-evaluation provides opportunities
for input, feedback and introspective school self-study, and assures
that we organize, deliver and assess instructional programs. We are a
Values Centered school that instructs each student in the importance of
building good character and living up to the *Values Code* and the *West
School Pledge*, which is recited daily. We plan together as a learning
community to live up to our motto: "Everybody's Best Builds Success"!

**2.** Our school's reading curriculum drives instruction to meet the
needs of our students from pre-kindergarten through sixth grade.
Research based, the curriculum is grounded in best practices for
teaching reading, and prescribed textbooks demonstrate alignment with
the *DCPS Standards of Teaching and Learning* as well as the skills
assessed on the *Stanford 9 Achievement Test*. We have embraced the
adopted series of our district, and aligned them with our needs. We
continuously supplement the textbooks with a variety of successful
programs integrated with technology, i.e., *Failure Free Reading, Fast
For Word*, and *Auto Skills Readin*g. Our approach has significantly
improved the performance of our students, as indicated by our test
scores for the past five years.

Our pre-kindergarteners are instructed in *The Letter People*, and both
the kindergarten and pre-kindergarten students benefit from the *Bridges
Learning Discovery Program*. Both instructional programs focus on the
development of pre and early reading skills. The kindergarten through
sixth grades are instructed in the Houghton-Mifflin and Prentice-Hall
reading series, literature-based programs which emphasizes the
foundations of learning to read, i.e. decoding skills, fluency,
comprehension, a variety of genres, and motivation to become independent
readers. *In2 Books*, a community partnership, gives further support to
the reading/language arts curriculum through fourth grade.

Students in grades one through six receive weekly instruction in the
*W.R.I.T. (Writing, Reading and* *Integrating Technology*) Lab. In
addition to introducing essential computer skills needed to be global
learners prepared for the future, the lab is also designed to strengthen
student skills in reading and writing. Periodically, allocated time is
used to assess reading performance and strengthen students' test taking
skills through the *Edutest Light Span* testing program.

**3.** As stated in our school's mission, we are providing our students
with a foundation to ensure their success as part of the "Net"
generation. Our focus is directed toward the creation of a rigorous,
meaningful, and challenging technology curriculum. To realize our goals,
all students and teachers have access to PC and MAC platforms. Students
are scheduled in both the MAC and PC labs once a week supplemented by
daily use of the classroom MACs. Currently, the school has a 3:1 student
computer ratio.

The use of technology as a tool is an integral part of our educational
programming. We utilize the iMACs, a wireless *Auto Skills Lab*, a
W.R.I.T. (Writing, Reading, and Integrating Technology) computer lab;
the *Kid Biz* web-based program and *Failure Free* and *Fast For Word*
Software. These technology programs have been integrated into our
curriculum for improvement of reading, writing, and math skills.
*EduTest* is our online assessment that is used to help teachers make
instructional decisions for all students including special education and
ESL students. Teachers also utilize software as management tools.

To support the instructional program, audio-visual equipment and TV
monitors are in all classrooms. This hardware supports distance
learning, *Instructional Television Fixed Services* (ITFS), educational
cable programs, and our adopted curriculum resource materials. Our
in-house Channel 17 news station, which broadcasts in both English and
Spanish, keeps students abreast of current events. It also serves to
develop public speaking skills, strengthen test taking skills and
self-esteem, improve attendance rates, and improve student behavior.
Staff and students use e-mail to communicate with each other, parents,
and the administration.

**4.** There are many effective instructional methods implemented at
West. Teacher initiated practices make use of ongoing curriculum
training. New teachers, supported by the change facilitator, are paired
with veteran teachers who serve as their mentors/coaches. Team teaching
and common planning periods serve to support better planning for
instruction. Our small pupil-teacher ratio provides multiple
opportunities for hands-on experiences. ESL and special education
teachers practice differentiation of instruction. Special subject
teachers collaborate with classroom teachers to augment their
developmentally appropriate instructional programs by aligning their
standards with those of the core subjects. The Library-Media and
Technology Centers serve as a resource for students and staff.
Establishing classroom libraries, common planning time, and infusion of
the *Values First* and *In2books* programs complement each teacher's
instruction. Formal and informal assessments, observations, and *SAT-9*
test results are used to monitor student growth. Small flexible learning
groups help to accommodate individual strengths and weaknesses.

Student initiated learning is evidenced by:

-   Performance in content area group / individual projects, and daily
    instructional feedback

-   Response to standards-based field trips (especially those in the
    Washington, DC area)

-   Participation in *DC Scores* writing program, *Embassy Adoption
    Program*, the Kingsbury tutors, and PTA sponsored academic
    activities

-   Utilization of homework to support core subjects

-   Response to support received in peer tutoring, cooperative learning,
    differentiation of instruction, a project based curriculum, and use
    of the writing process on all levels

Our focus is always to promote higher level thinking skills, ensure
content mastery and student development in an orderly, safe, and
comfortable environment.

**5.** At West, quality professional development is necessary for all
stakeholders who impact student learning. There is continuous high
quality staff development for all educational personnel, with a focus on
integrating achievement strategies and technology to ensure student
learning and success. Our ongoing in-house learning opportunities
encompass the following: Teacher-to-teacher sharing and mentoring, grade
level common planning periods, formal and informal support of new
teachers, faculty chats led by our change facilitator, and monthly
departmental meetings facilitated by our administrator. Opportunities
for leadership development are always encouraged and supported.

Staff members are encouraged to be active participants in professional
organizations in order to stay abreast of current trends in the field,
and to share information with colleagues. The DC Public School System
requires that all staff receive ongoing professional development
opportunities related to the adopted reading, mathematics, social
studies, and science textbook series. Subject specialists, teachers
serving special populations, and technology staff receive continuous
training in their respective disciplines and share best practices.
Ongoing staff development, dialogue, feedback and collaboration among
all stakeholders aid in facilitating change as needed to ensure
effective school programs and practices, resulting in continuous school
improvement. In addition, the entire staff receives staff development in
the areas of diversity and school policy based on national trends, laws
and school-based needs; sexual harassment; and special training in
emergency and crisis preparedness.

The *No Child Left Behind Act of 2001* mandates raising the bar of
educational professionalism. Paraprofessionals are currently enrolled in
local universities to meet the certification and technology
requirements. We are trained to carefully analyze data about the school
and student achievement. Given time and opportunities for collaboration,
and facilitation, our professional community works to enhance, maximize
and support student learning. West has a staff that is 100% certified,
meeting the NCLB mandate for a highly qualified teacher corps.

**[FORMAT FOR DISPLAYING ASSESSMENTS]{.underline}**

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Provide the following information for all tests in reading (language
arts or English) and mathematics. Show at least three years of data.
Complete a separate form for each test and grade level.

Grade **[1-6]{.underline}** Test **[Stanford Achievement Test
Series]{.underline}**

Edition/publication year **9^th^** **[Edition Select/1996]{.underline}**
Publisher **[Harcourt, Inc.]{.underline}**

What groups were excluded from testing? **[Students receiving Special
Education instruction whose IEPs prohibit their participation in
standardized assessment and students identified as Non English
Proficient (NEP)]{.underline}** Why, and how were they assessed?
**[Academic Performance is monitored through the use of portfolio
assessment in a variety of skill areas. This alternative portfolio
assessment provided for students exempt from standardized testing more
accurately measures their academic achievement over time.]{.underline}**

[(See Appendices A and
B)]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

Scores are reported here as (check): NCEs\_\_X\_\_ Scaled Scores
\_\_X\_\_ Percentiles\_\_X\_\_

# *Appendix A*

# 

#  

# *Five Year SAT-9 [Score Comparisons]{.underline} by Percentages*

# *READING*

+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Level  | ## S      | ## S      | ##        | ## S      | ## S      |
|           | Y '97-'98 | Y '98-'99 | SY '99-00 | Y '00-'01 | Y '01-'02 |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ##        |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Be     | 22        | 18        | 4         | 11        | 2         |
| low Basic |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Basic  | 53        | 47        | 46        | 34        | 33        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ## P      | 22        | 31        | 41        | 45        | 51        |
| roficient |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ##        | 3         | 4         | 9         | 10        | 14        |
|  Advanced |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

*MATHEMATICS*

+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Level  | **SY      | **SY      | **SY      | **SY      | **SY      |
|           | '97-'97** | '98-99**  | '99-'00** | '00-'01** | '01-'02** |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ##        |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Be     | 24        | 20        | 6         | 5         | 3         |
| low Basic |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Basic** | 44        | 46        | 37        | 35        | 25        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **Pro     | 30        | 29        | 46        | 45        | 49        |
| ficient** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **A       | 2         | 5         | 11        | 15        | 23        |
| dvanced** |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+

*Five Year SAT-9 Reading [Mean Scores]{.underline} for Grades 1-6*

### READING

+-----------+-----------+-----------+-----------+-----------+-----------+
| ## Grade  | ##        | ## S      | ##        | ## S      | ##        |
|           | SY '97-98 | Y '98-'99 | SY '99-00 | Y '00-'01 | SY '01-02 |
+-----------+-----------+-----------+-----------+-----------+-----------+
|           |           |           |           |           |           |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **1**     | 43        | 53        | 55        | 57        | 58        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **2**     | 49        | 52        | 57        | 42        | 68        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **3**     | 46        | 46        | 55        | 51        | 49        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **4**     | 45        | 45        | 56        | 60        | 66        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **5**     | 46        | 43        | 57        | 61        | 70        |
+-----------+-----------+-----------+-----------+-----------+-----------+
| **6**     | 48        | 55        | 61        | 68        | 60        |
+-----------+-----------+-----------+-----------+-----------+-----------+

*Five Year SAT-9 Total [Scaled Scores]{.underline}* for Reading and Math

  ---------- ------------ ------------ ------------ ------------ ------------
  Area       SY'97-'98    SY'98-'99    SY'99-'00    SY'00-'01    SY'01-'02

  Reading    608.55       612.37       624.15       622.97       635.75

  Math       607.54       609.29       625.18       627.62       640.56
  ---------- ------------ ------------ ------------ ------------ ------------

*Spring '02 SAT-9 Scores for [Hispanic Students]{.underline} by Grade*

***2^nd^*** Grade

+-----------------------+-----------------------+-----------------------+
| ## Level              | ## *Reading*          | ## *Mathematics*      |
+-----------------------+-----------------------+-----------------------+
| ##                    |                       |                       |
+-----------------------+-----------------------+-----------------------+
| ## Below Basic        | 0                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| **Basic**             | 1                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| **Proficient**        | 4                     | 5                     |
+-----------------------+-----------------------+-----------------------+
| **Advanced**          | 2                     | 1                     |
+-----------------------+-----------------------+-----------------------+

3rd Grade

+-----------------------+-----------------------+-----------------------+
| ## Level              | ## *Reading*          | ## *Mathematics*      |
+-----------------------+-----------------------+-----------------------+
| ##                    |                       |                       |
+-----------------------+-----------------------+-----------------------+
| ## Below Basic        | 1                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| ## Basic              | 4                     | 3                     |
+-----------------------+-----------------------+-----------------------+
| ## Proficient         | 11                    | 11                    |
+-----------------------+-----------------------+-----------------------+
| ## Advanced           | 0                     | 3                     |
+-----------------------+-----------------------+-----------------------+

4th grade

+-----------------------+-----------------------+-----------------------+
| #### Level            | ***Reading***         | ***Mathematics***     |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| ## Below Basic        | 0                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| **Basic**             | 3                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| **Proficient**        | 1                     | 2                     |
+-----------------------+-----------------------+-----------------------+
| **Advanced**          | 0                     | 1                     |
+-----------------------+-----------------------+-----------------------+

5th Grade

+-----------------------+-----------------------+-----------------------+
| ## Level              | ## *Reading*          | ## *Mathematics*      |
+-----------------------+-----------------------+-----------------------+
| ##                    |                       |                       |
+-----------------------+-----------------------+-----------------------+
| ## Below Basic        | 0                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| ## Basic              | 1                     | 0                     |
+-----------------------+-----------------------+-----------------------+
| ## Proficient         | 0                     | 2                     |
+-----------------------+-----------------------+-----------------------+
| ## Advanced           | 2                     | 0                     |
+-----------------------+-----------------------+-----------------------+

6th Grade

+-----------------------+-----------------------+-----------------------+
| #### Level            | ***Reading***         | ***Mathematics***     |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| ## Below Basic        | 0                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| **Basic**             | 2                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| **Proficient**        | 1                     | 1                     |
+-----------------------+-----------------------+-----------------------+
| **Advanced**          | 3                     | 3                     |
+-----------------------+-----------------------+-----------------------+

##### School Totals of [Hispanic Students]{.underline} for Spring '02 SAT-9

+-----------------------+-----------------------+-----------------------+
| # Level               | ***Reading***         | ***Mathematics***     |
+-----------------------+-----------------------+-----------------------+
|                       |                       |                       |
+-----------------------+-----------------------+-----------------------+
| **Below Basic**       | 1                     | 3                     |
+-----------------------+-----------------------+-----------------------+
| **Basic**             | 11                    | 5                     |
+-----------------------+-----------------------+-----------------------+
| **Proficient**        | 17                    | 20                    |
+-----------------------+-----------------------+-----------------------+
| **Advanced**          | 7                     | 8                     |
+-----------------------+-----------------------+-----------------------+

#