**REVISED March 22, 2005**

**2004-2005 *No Child Left Behind --Blue Ribbon Schools Program***

U.S. Department of Education

**Cover Sheet** Type of School: \_[X]{.underline}\_ Elementary \_\_
Middle \_\_ High \_\_ K-12

Name of Principal [­­­\_\_\_\_\_\_Mr. Grover Arnett]{.underline}

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

Official School Name \_\_\_\_[Salyersville Grade School]{.underline}

(As it should appear in the official records)

School Mailing Address \_\_\_[P.O. Box 169 Gardner Trail]{.underline}
\_[204 Hornet Drive]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Salyersville, KY 41465-0169\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County/District [Magoffin\_\_\_\_\_\_]{.underline} District Telephone
[(606) 349-6117]{.underline} School Code
Number\*[\_\_360\_\_\_]{.underline}

Telephone [(606) 349-3411\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Fax
\_\_[(606)
349-3483\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website <http://www.magoffin.k12.ky.us/sgs/default.htm> E-mail
<garnett@magoffin.k12.ky.us>

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

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

(Principal's Signature)

Name of Superintendent\* \_\_\_\_\_\_\_[Mr. Donald F.
Cecil\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_­\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District
Name\_\_\_\_\_\_\_[Magoffin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Tel.
\_[(606)
349-6117\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Name of School Board

President/Chairperson [\_\_\_\_\_\_\_\_\_\_Mr. Tim
Watkins\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[6]{.underline}\_\_\_
Elementary schools

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

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

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

\_[0]{.underline}\_\_\_ Other

\_[8]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \$[9,260.13\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
\$[7,007.00\_\_\_\_\_\_]{.underline}

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

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

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

4\. [\_\_\_29\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**    27        33                     **60**       **7**       N/A       N/A         N/A

  **K**       41        34                     **75**       **8**       N/A       N/A         N/A

  **1**       40        42                     **82**       **9**       N/A       N/A         N/A

  **2**       35        42                     **77**       **10**      N/A       N/A         N/A

  **3**       38        26                     **64**       **11**      N/A       N/A         N/A

  **4**       39        24                     **63**       **12**      N/A       N/A         N/A

  **5**       29        43                     **72**       **Other**   N/A       N/A         N/A

  **6**       35        27                     62                                             

                                    **TOTAL                                                   555
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of ­­­­ [\_\_\_\_99\_]{.underline} %White

the students in the school: ­­\_\_\_\_\_[0\_]{.underline} % Black or
African American

[\_\_\_ 1\_]{.underline} % Hispanic or Latino

[\_\_\_\_\_0 \_]{.underline}% Asian/Pacific Islander

[\_\_\_\_\_0\_]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[19]{.underline}\_\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  58
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           46
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   104
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of N/A
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  104
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          10,400
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
\_[0.54]{.underline}\_\_%

\_\_\_[3]{.underline}\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
\_\_[\_86]{.underline}\_\_%

Total number students who qualify: \_\_[477]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_\_[25]{.underline}\_\_\_%

\_\_[140]{.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.

\_[2]{.underline}\_\_Autism \_\_[3]{.underline}\_Orthopedic Impairment

\_[0]{.underline}\_\_Deafness \_[10]{.underline}\_Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_\_[7]{.underline}\_Specific
Learning Disability

\_[7]{.underline}\_\_Emotional Disturbance \_[51]{.underline}\_Speech or
Language Impairment

\_[1]{.underline}\_\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> [16\_­\_]{.underline}Mental Retardation \_\_[1]{.underline}\_ Visual
> Impairment Including Blindness

\_[5]{.underline}\_\_Multiple Disabilities [\_37\_]{.underline}
Developmental Delay

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 \_\_[26]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[15]{.underline}\_\_\_
\_\_\_[\_]{.underline}\_\_\_\_

Paraprofessionals \_\_[19]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_[13]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[77]{.underline}\_\_\_ \_\_\_[\_]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[\_\_21]{.underline}\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  94%         94%         94%         92%         94%

  Daily teacher attendance  94%         91%         94%         94%         N/A

  Teacher turnover rate     12%         0%          12%         N/A         N/A

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III -- SUMMARY**

**Summary of the School**

Salyersville Grade School, the largest elementary school in the
district, is located in the center of Magoffin County. The four year old
building, equipped with state of the art technology, houses 555 students
from pre-school to sixth grade.

The mission of the Salyersville Grade School is to prepare our students
to become responsible citizens in a democratic society. We want our
students to develop academically, to be creative, and to learn to be
independent thinkers who will meet the future with confidence.

Dedicated to the students as a group and as individuals, the certified
staff strives to meet the educational goals and standards for every
student. A curriculum designed to meet Kentucky's core content
requirements as well as national standards also includes Kentucky's
mandated programs. The school also utilizes innovative programs to
provide students with the opportunity to improve skills in all content
areas with the inclusion of music/drama classes, art classes, a science
lab, two computer labs and a modern library media center.

Salyersville Grade School is conscious of diversity and individual
needs. Our equity policy is a fundamental aspect of the Comprehensive
School Improvement Plan. This equity is embedded at all levels to
include a curriculum that reflects both male and female interests, and
in co-curricular sports and clubs. The policy also assures that all
students are instructed, graded and treated on the same basis regardless
of economic level, disability, race or gender. The Family Resource
Center, Health Care Unit and Gifted and Talented Program provide
services that support this policy.

Student safety is of paramount concern to SGS. Security cameras have
been installed throughout the building and grounds to keep a constant
\"eye\" for high-risk security problems. The only accessible entrance is
the front door. Visitors are required to sign-in at the office, and at
this point, the school secretary must push a security button to allow
visitors to enter the main building. A communication system is in place
to allow the principal to maintain radio contact throughout the district
in case of an emergency, or to contact bus drivers as they transport
students. For added safety, each classroom has a telephone with outside
access and an alarm button to signal the office. Fire and tornado drills
are conducted regularly and students are given instruction in drug
prevention, character education, anger management and conflict
resolution. The school counselor and Bridges, a program sponsored by
Mountain Comprehensive Care, work with students in these areas.

Technology integration also plays a major role in student achievement.
Connected by a wireless network, computers in the classrooms, media
center and two computer labs are available for students and staff. These
computers provide a source of information that links the user with the
Internet and specific courseware installed on the fileservers. Students
at all levels are becoming proficient in 21^st^ century skills. Indeed,
Salyersville Grade School is a modern facility, well equipped to meet
the goals of the future.

Salyersville Grade Schools' entire staff is committed to our mission and
goals. We are determined to provide instruction to meet the needs of our
students. Focusing this year on math, and writing and reading
strategies, some of the programs that we are utilizing are 4-Block
Reading, LIPS, Accelerated Reading, Star Reading, and various forms of
technology. Through professional development the staff has been trained
to incorporate instruction in multiple intelligences and diverse
teaching strategies and to improve computer proficiency. Our test scores
are evidence of the success we have achieved in our improvement. We are
proud of student achievement and dedicated to providing our students
with a quality education. We truly believe that "No Child Should Be Left
Behind."

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

**School Assessment**

Salyersville Grade School students annually participate in Kentucky's
Commonwealth Accountability and Testing System, or CATS. CATS was
designed to improve teaching and student learning in Kentucky and
included the Kentucky Core Content Test, a nationally norm-referenced
test. The Comprehensive Test of Basic Skills (CTBS/ 5) assesses students
in third and sixth grades in the content areas of math, reading and
language arts. The Kentucky Core Content Test, or KCCT, assesses fourth
grade students in reading, writing, and science, while fifth grades
students are tested in social studies, math, arts & humanities, and
practical living.

When test scores are released in October of each school year, the
administration and staff meet to analyze the test results. Those results
are used to determine weaknesses and strengths of the students in order
to meet their individual needs. With the use of the Student Data Tool,
provided to the school by the state, administrators and staff are
provided with an in-depth look at each individual student's score. This
tool also allows the staff to target specific content area needs.
Reports are generated by grade level and content area to determine each
individual student's performance. Teachers use these reports to develop
strategies to attack overall weaknesses and enhance strengths.

The school's assessment results in reading determined that we needed
smaller reading groups and increased individualized instruction. Our
school chose to use the Four-Block Literacy Model Program because it met
the criteria that we needed. All teachers participate in this intense
two-hour reading program. In conjunction with this program, we also use
L.I.P.S. This is an intense kindergarten phonetic program, utilizing the
sense of feel.

Students are also assessed using the Star Reading Program. STAR Reading
is an achievement-level learning information system that allows teachers
to accurately assess students' reading abilities in 10 minutes or less.
Learning information system are computer programs that help educators
accelerate learning and increase motivation by providing immediate,
individualized feedback of students' academic tasks and classroom
achievement. This test is given three times a year in order to determine
the student progress. The results of the test provide pre and post test
information to determine if learning has occurred. As another type of
special assessment fourth grade students also use The Kentucky Coach, a
document aligned with Kentucky Core Content.

Math is assessed in the same manner as reading. Using the Kentucky
Performance Report, staff members analyze mathematic sub-domains to
determine student strengths and weaknesses. This allows teachers to
provide individualized instruction and small group activities to meet
individual student needs. The administration also provides the KCCT
(Kentucky Core Content Test) booklet which allows teachers to assess
student performance on a day-to-day basis. Another type of assessment is
also provided by the district in the form of a math consultant. Her job
is to visit the school and present lessons to the students. Activities
are presented to increase performance in math sub-domains, provide
hands-on manipulatives and individualized instruction, and model
open-response questions. The consultant then assesses student
performance and provides valuable feedback for teachers.

Technology also plays an important role in mathematics assessment.
Students are provided with many forms of software to cover content
areas. Rubrics are used to assess student performance.

<http://www.education.ky.gov/KDE/Administrative+Resources/Testing+and+Reporting+/default.htm>

**School assessment data used to understand and improve student and
school performance**

The Commonwealth Accountability Testing System (CATS) was designed to
improve teaching and student learning in Kentucky. Salyersville Grade
School uses assessment data to define goals and objectives, to improve
student learning, and to select and implement strategies to enhance the
instructional and organizational effectiveness of the school.

Acting on the belief that as a school we must be held accountable for
the progress of our students, the educators at Salyersville Grade School
frequently review and revise teaching strategies based on the state's
assessment report. This report returns to the schools data that is
necessary for effective decision making concerning school policies,
programs and curricula. Since all stakeholders are involved in the state
wide accountability and assessment, this data report is invaluable.

Salyersville Grade School uses assessment data to understand how and why
students have scored a particular way in the content areas. Committees
are developed to carefully examine each area of the assessment, and then
they prepare a data analysis report to share with staff members. This
analysis provides a list of strengths and weaknesses in each of the
content areas. The state also provides the school a Student Data Tool.
This tool allows the classroom teacher to observe trends in teaching
strategies to help identify weaknesses and strengths. The teacher is
made aware of successful strategies and methods that may need
improvement. This in-depth study of assessment data has produced
effective, positive change in both student and staff performance.

**Communicating Student Performance**

As educators at Salyersville Grade School, we believe that communication
is an essential key to student success. We know that communication
bridges the gap that sometimes develops between schools and their
communities. We take pride in the strong communication system that we
have developed with all share holders associated with Salyersville Grade
School.

The most important goal at Salyersville Grade School is the success of
our students, and to ensure this, open communication between teachers
and students is vital. Through written and verbal feedback, students are
informed daily of their academic performance. Students are also given a
weekly progress report that allows them to see their strengths and
weaknesses.

At the beginning of each school year, students are given a copy of the
Kentucky Core Content to familiarize them with the material they will be
taught throughout the school year. Once test scores are released,
individual student conferences are held to make students aware of their
performance. As an acknowledgement of their achievement, students are
recognized with awards and trophies for Proficient and Distinguished
performance. This award presentation also serves as an incentive for
other students to increase their performance level.

Salyersville Grade school also believes that communication with parents
is essential to student success. Student progress is communicated to
parents through parent/teacher conferences, newsletters, progress
reports, and open-house. An open door policy exists at Salyersville
Grade School to allow parents the opportunity to participate in their
child's education. Teacher conferences may be scheduled at any time and
the school counselor is also available to discuss assessment data with
parents at their convenience.

The Community is also an integral part of the success we have achieved
at Salyersville Grade School. Student success is communicated throughout
our community through use of MCS- TV (Magoffin County Schools'
Television), the local newspaper and radio station, and through various
community activities. Recently, our Student Technology Leadership
Program (STLP) students completed a program that recognized the veterans
of Magoffin County. In addition, some classes also participate in an
in-school Big Brother-Big Sister program with our local Head Start
program. The local Kiwanis club also sponsors an active K-Kids
organization. Communication between students, parents, and the community
is imperative to student success. Salyersville Grade is proud of our
accomplishments in linking these components together.

**Sharing Successes with Other Schools**

At Salyersville Grade School one of our greatest strengths is sharing
ideas within our school and schools throughout our community. We are
aware that teachers have different talents and expertise in various
fields.  For example, if a teacher is very creative in writing, we don't
hesitate to ask that particular teacher to share her techniques and
style of teaching.  When teachers discover an activity that works well
within their classroom, they share those ideas with others. This is
usually done through email, during lunch, at faculty meetings, or at
professional development meetings throughout the year. Great websites
found on the internet are also shared with members of the teaching
community. The new Technology Resource Teacher website contains a
Content Resources link that lists these internet sites.

This year, Magoffin County teachers have been working on a new project,
the Intel Program, which allows teachers at each school in the county to
create units in different subject areas that will be set up as shared
documents. This program provides the teacher with a developed unit
complete with activities that are based on teacher and student work.

Collaboration and cooperation are two very important principles at
Salyersville Grade School. These principles allow for success as we all
work together toward a common goal---to make all students proficient
learners.

**PART V -- CURRICULUM AND INSTRUCTION**

**Core Curriculum**

Salyersville Grade School's curriculum is based on state and national
standards that engage all students in learning. Emphasis is placed on
each content area and instruction is given to ensure children reach
these standards. In math, all grades devote 20 minutes each morning to
Daily Math. During this time, students work on math skills in all
domains followed by instruction in a group setting. Students have also
been provided the Terra Nova Coach series to enhance their math skills.

Reading instruction is based on the four-block method. This method was
chosen because it addresses individual differences in learning styles at
various stages of student achievement. To begin this process, each
student is given the STAR reading test to determine his or her reading
level. Students are then placed in small groups with all teachers
participating in the reading program. These smaller groups allow
teachers to provide more individualized instruction and intensive work
in reading skills. This daily two hour block of reading is proving to be
very successful as evidenced in current test results.

Language Arts instruction is addressed in several different ways.
Students use different types of printed material to facilitate their
learning of language skills with magazines and periodicals being used on
a regular basis. In addition, the school has purchased the Terra Nova
Coach series to enrich language skills. Students also participate in
many essay contests throughout the year. Conservation essays, 4-H
essays, Creative Communications, and AARP Grandparent of the Year
provide the students with motivation to create quality essays. All
grades also have a working portfolio which follows that student
throughout the different grades.

Students in grades K-6 have classes in Foreign Language. This year a
Spanish teacher was hired to provide Spanish instruction to all
students.

Students are given opportunities to enhance their science skills in the
science lab. This lab is staffed with a full time teacher and is fully
equipped. In addition, the science lab partners with the Kentucky
Department of Agriculture Science Activity Center to allow students to
complete two science activities in their mobile unit. Students in 4^th^,
5^th^, and 6^th^ grade compete in a school and district science fair.
They also compete in the Kentucky Farm Bureau Science Exhibit.

Social Studies is another area where students are provided additional
opportunities to enhance their learning. In addition to regular
instruction in the core content, students participate in classroom
elections and mock trials. Speakers from all areas of government visit
the school to enhance student learning in the area of government and
some classes receive Scholastic News to increase awareness of current
events.

In the area of Arts and Humanities, Salyersville Grade School's art
teacher and music teacher provide students with instruction and
activities to meet content requirements. A school-wide Christmas program
is a special event as every child participates in the seasonal show. All
areas of music and drama are utilized and two performances are
presented. Sixth grade students receive instruction on playing the
recorder by the Magoffin County High School Band director. Students on
the dance team compete in several competitions throughout the year. Art
competitions also provide for competitive projects involving different
types of art materials.

In addition to instruction within the regular classroom, programs to
enhance student achievement in Practical Living are provided by many
people outside the school. The Magoffin County Health Department
provides instruction on self-concept, self-respect, responsibility, and
achieving goals in a program identified as Best You Can Be. Fifth and
sixth grade students participate in PSI (Postponing Sexual Involvement).
This program teaches students to make responsible decisions when dating.
The Christian Appalachian Project provides an instructor who assists
students in conflict resolution. Students are learning that there are
many ways to resolve conflicts peaceably.

An integral part of the curriculum, technology is used by students in
all content areas. Digital cameras, video cameras, scanners, document
cameras, projection devices, white boards, and a wide variety of
computer programs are used to complete individual and group projects.

**Reading Curriculum**

Our school is currently using the Four-Block Literacy Model Program.
This program was implemented two years ago and has proved to be very
successful. We credit this success to smaller reading groups and
increased individualized instruction. In conjunction with this program,
L.I.P.S is also provided for kindergarten students. This is an intense
phonics program using the sense of feel.

The Four Block Program consists of four segments: Guided Reading, Self
Selected Reading, Word Blocks and a Writing Block. Guided Reading
exposes students to a wide range of literature, teaches comprehension
strategies, and teaches children how to read material as it becomes
increasingly difficult. Pre and post skills are provided to facilitate
learning.

The Self Selected Reading Block exposes students to a wide variety of
genres of literature. The teacher begins by reading to the class from a
wide variety of materials. Students then choose a trade book to read for
enjoyment.

The Working with Words Block teaches phonics and spelling. The five
goals include learning high-frequency, and often misspelled words;
identifying patterns that words follow but are not commonly used; words
with two or more patterns; decoding and spelling polysyllabic words; and
applying reading and writing strategies.

The Writing Block reinforces real world writing tasks. The teacher
models writing, a skill, or strategy on chart paper or overhead
transparency. Mini-lessons focus on writing, expanding, or editing a
piece. The teacher may refer to the word wall or other sources to help
with spelling. Students learn to use grammar rules and the mechanics of
writing; to refine and apply knowledge of phonics and spelling, and to
build confidence as a writer. Technology skills are incorporated while
content area writings are strengthened.

**Mathematics, an essential skill based on the school mission**

The mission of Salyersville Grade School is to prepare our students to
become responsible citizens in a democratic society.  We want our
students to develop academically, to be creative, and to learn to be
independent thinkers who will meet the future with confidence.  To
achieve this mission we must prepare our students academically in all
areas of the curriculum, but we feel particularly strong about equipping
our students with the math tools necessary to be competitive in the work
force. 

The math curriculum at Salyersville Grade School has been correlated
with the Kentucky Program of Studies, the Kentucky Core Content for
Assessment, the Kentucky Learning Goals and Academic Expectations and
the Terra Nova Survey for Mathematics.   The Kentucky Core Content
represents the content that has been identified as essential for student
success. This content is designed to supplement, not supplant,
Kentucky\'s Academic Expectations and Program of Studies and to provide
the focus for the development of the Kentucky Core Content Test (KCCT).
The Kentucky Learning Goals and Academic Expectations provide \"what
Kentucky High School Students must know and be able to do as they exit
public school\".  The Terra Nova test taps broad mathematical power yet
retains the specifics from the traditional curriculum.

Although there is not an explicit strand for Problem Solving in
Kentucky\'s Core Content for Assessment, problem solving and higher
order thinking skills are embedded throughout each content strand. The
primary goal of all mathematics instruction at Salyersville Grade
School, it is an integral part of all mathematical activity. Problem
solving is not a distinct topic but a process that permeates our entire
program and provides the context in which concepts, skills, and
relationships in the Core Content for Mathematics Assessment are
learned.  In addition to the math curriculum being correlated with all
state standards, the curriculum is sequenced by grade levels and nine
week periods. 

**Instructional Methods Used to Improve Student Learning**

Salyersville Grade School has an enrollment of approximately 555
students. It is our duty to provide for the needs of each of these
students on an individual level. Therefore, we offer many instructional
methods and programs to strengthen and enhance learning.

All students P1- 6^th^ grade receive instruction with the AIMS
(Activities Integrating Math and Science) Program in the science lab.
Students in this setting are provided hands-on learning with activities,
experiments, projects, research, data collection and the scientific
method. All students are also provided with instructors in the areas of
Arts and Humanities. Students in these classes receive training in the
elements of art and music, open-response questions and enrichment
activities.

Computer education is invaluable to our students. Two modern computer
labs are equipped for student Internet use and research. Students have
access to many Microsoft programs such as: PowerPoint, Picture It!,
Publisher and Excel. Different instructional strategies are incorporated
to meet the needs of all students.

The P1- 3^rd^ grade students are a primary focus in our reading program.
These students receive individual and group instruction with the Four
Block Reading Method, Building Blocks, and LIPS (LindaMood Phoneme
Sequencing for reading, spelling and speech) Program. STAR Reading
Assessment is administered to evaluate student progress. Each of these
strategies and programs are combined in an effort to produce excellent
readers.

Our Extended School Services Program (ESS) and the Gifted and Talented
Program are other ways to develop and enrich classroom instruction.
Students who participate in these programs receive help and extra
practice in targeted areas.

All of these methods, strategies, and programs enhance our curriculum
and support student achievement.

**Professional Development's Impact on Student Achievement**

When faculty, staff, and administrators at Salyersville Grade School
plan Professional Development activities, the first question we ask is:
What impact will this training have on improving student achievement?
Professional development training is provided to increase student
learning, increase student test scores, and promote effective teaching
strategies.

The faculty at our school has developed a data analysis report of the
Kentucky Core Content Tests and National Norm Referenced Tests. These
results are used to determine the types of professional development
training that will be needed to impact student learning. The principal,
Mr. Arnett, then shares this information with Magoffin County's
Professional Development Coordinator, Mrs. Jill Howard. Her
responsibility is to contact and schedule professional development
training for individual schools as well as county-wide trainings.

At Salyersville Grade School we feel that there are many ways to impact
student learning and achievement. We like to focus on three topics in
particular: reading strategies, open-response strategies, and technology
advancements, all of which can be addressed through professional
development. In reading, our school has implemented and provided
professional development in the 4-Block Reading Method. This program has
increased student achievement in reading skills.

Professional development has also been provided in writing the different
types of open-response questions. The strategies provided by this
training have helped teachers to be knowledgeable in changes and new
developments that have occurred in open-response questions.
Open-response questions play a vital role in high achievement for
students on the Kentucky Core Content Tests and National Norm Referenced
Tests.

Technology changes daily. Professional development is offered, as
needed, to introduce new software and provide updated training for new
staff members. Salyersville Grade School feels that professional
development training plays a key role in how well students' perform,
achieve, and exist as a whole.

Subject \_\_[Reading\_\_\_\_\_\_]{.underline} Grade
[\_\_\_4\_\_]{.underline} Test
\_\_\_\_\_\_\_[CATS\_\_\_\_\_\_]{.underline}

Edition/Publication Year [\_\_\_2004, 2003, 2002, 2001, 2000,
1999]{.underline}

Publisher [\_Kentucky Department of Education]{.underline}

  ---------------------------- ----------- ----------- ----------- ----------- -----------
                               2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                **April**   **April**   **April**   **April**   **April**

  **SCHOOL SCORES**                                                            

  \% At or Above Apprentice    98          89          83          66          97

  \% At or Above               85          54          61          51          39
  Proficient/Distinguished                                                     

  **STATE SCORES**                                                             

  \% At or Above Apprentice    87          87          85          84          97

  \% At or Above               67          62          60          58          32
  Proficient/Distinguished                                                     

  **SCHOOL RESULTS**                                                           

  Number of students tested    68          68          83          67          71

  Percent of total students    100         100         100         100         100
  tested                                                                       

  Number of students           1           2           4           2           4
  alternatively assessed                                                       

  Percent of students          15          29          48          3           6
  alternatively assessed                                                       

  **SUBGROUP SCORES**                                                          

  **1.                                                                         
  [Disability]{.underline}                                                     
  (specify subgroup)**                                                         

  Number of Students with      7           9           21          16          14
  Disabilities Tested                                                          

  \% At or Above Apprentice    86          66          38          25          86

  \% At or Above Proficient    71          33          14          0           1

  \% At Distinguished          2           1           0           0           0

  **2. [Free/Reduced                                                           
  Lunch]{.underline} (specify                                                  
  subgroup)**                                                                  

  \% At or Above Apprentice    97          87          54          96          \*

  \% At or Above Proficient    85          49          38          31          \*

  \% At Distinguished          17          9           \*\*        \*\*        \*

  Number of students tested    68          68          83          67          71

  \*No Data for 1999-2000 in                                                   
  the area of Free & Reduce                                                    
  (Reading)                                                                    

  \*\* All subgroups and                                                       
  content areas in the years                                                   
  1999-02 were averaged                                                        
  together for                                                                 
  Proficient/Distinguished                                                     
  Grade 4                                                                      
  ---------------------------- ----------- ----------- ----------- ----------- -----------

Subject [\_\_\_Math\_\_\_\_\_\_]{.underline} Grade
[\_\_\_5\_\_]{.underline} Test
\_\_\_\_\_\_\_[CATS\_\_\_\_\_\_]{.underline}

Edition/Publication Year [\_\_\_2004, 2003, 2002, 2001, 2000,
1999]{.underline}

Publisher [\_Kentucky Department of Education]{.underline}

  --------------------------- ----------- ----------- ----------- ----------- -----------
                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month               **April**   **April**   **April**   **April**   **April**

  **SCHOOL SCORES**                                                           

  \% At or Above Apprentice   84          74          70          54          60

  \% At or Above              64          53          47          30          14
  Proficient/Distinguish                                                      

  **STATE SCORES**                                                            

  \% At or Above Apprentice   77          69          67          65          79

  \% At or Above              48          38          36          34          25
  Proficient/Distinguish                                                      

  **SCHOOL RESULTS**                                                          

  Number of students tested   64          81          66          68          \*

  Percent of total students   100         100         100         100         100
  tested                                                                      

  Number of students          6           11          12          10          \*
  alternatively assessed                                                      

  Percent of students         11          7           6           7           \*
  alternatively assessed                                                      

  **SUBGROUP SCORES**                                                         

  **1[.                                                                       
  Disability]{.underline}                                                     
  (specify subgroup)**                                                        

  Number of Students with     8           21          12          15          12
  Disabilities Tested                                                         

  \% At or Above Apprentice   63          33          17          27          25

  \% At or Above Proficient   38          1           0           0           0

  \% At Distinguished         1           0           0           0           0

  **2. .[Free/Reduced                                                         
  Lunch]{.underline} (specify                                                 
  subgroup)**                                                                 

  %At or above Apprentice     81          71          43          55          \*

  \% At of Above Proficient   61          44          25          7           \*

  \% At Distinguished         18          10          \*\*        \*\*        \*

  Number of students tested   64          81          66          68          \*

  \*\*For All subgroups in                                                    
  the years 1999-02 were                                                      
  averaged together for                                                       
  Proficient/Distinguished                                                    
  Grade 5.                                                                    

  \*No Data for 1999-2000 in                                                  
  the area of Free & Reduce                                                   
  (Math)                                                                      
  --------------------------- ----------- ----------- ----------- ----------- -----------

**NATIONALLY NORMED TEST**

Subject \_[Reading\_\_]{.underline} Grade [\_\_\_3\_\_\_\_]{.underline}
Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs \_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  ----------------------------- ----------- ----------- ----------- ----------- -----------
                                2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                 **April**   **April**   **April**   **April**   **April**

                                                                                

  **SCHOOL SCORES**                                                              

  Number of students tested     60          72          63          77          87

  Percent of total students     100         100         100         100         100
  tested                                                                        

  Number of students            7           8           4           14          N/A
  alternatively assessed                                                        

  Percent of students           12          9           16          5           N/A
  alternatively assessed                                                        

                                                                                

  **SUBGROUP SCORES**                                                           

  1.**[Females]{.underline}**                                                   
  (specify subgroup)                                                            

  NCE                           70          55          \*52        \*48        \*50

  NP                            83          60          \*47        \*43        \*47

  Number of students tested     60          72          63          77          87

  2.**[Males]{.underline}**                                                     
  (specify subgroup)                                                            

  NCE                           55          57          \*          \*          \*

  NP                            59          63          \*          \*          \*

  Number of students tested     60          72          63          77          87

                                                                                

                                                                                

                                2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale     653         642         632         635         628
  Score                                                                         

  National Standard Deviation   24          24          23          23          26
  ----------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE and NP for the content areas.

**NATIONALLY NORMED TEST**

Subject \_[Math\_\_]{.underline} Grade [\_\_\_3\_\_\_\_]{.underline}
Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs\_\_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  --------------------------- ----------- ----------- ----------- ----------- -----------
                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month               **April**   **April**   **April**   **April**   **April**

                                                                              

  **SCHOOL SCORES**                                                            

  Number of students tested   60          72          63          77          87

  Percent of total students   100         100         100         100         100
  tested                                                                      

  Number of students          7           8           4           14          N/A
  alternatively assessed                                                      

  Percent of students         12          9           16          5           N/A
  alternatively assessed                                                      

  **SUBGROUP SCORES**                                                         

  **1.[Females]{.underline}                                                   
  (specify subgroup)**                                                        

  NCE                         62          48          \*49        \*46        \*45

  NP                          72          46          \*52        \*45        \*53

  Number of students tested   60          72          63          77          87

  **2.[Males]{.underline}                                                     
  (specify subgroup)**                                                        

  NCE                         56          53          \*          \*          \*

  NP                          62          56          \*          \*          \*

  Number of students tested   60          72          63          77          87

                                                                              

                                                                              

                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale   625         609         607         603         596
  Core                                                                        

  National Standard Deviation 24          23          22          20          23
  --------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE

and NP for the content areas.

**NATIONALLY NORMED TEST**

Subject \_[Language Arts\_\_]{.underline} Grade
[\_\_\_3\_\_\_\_]{.underline} Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs\_\_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month             **April**   **April**   **April**   **April**   **April**

                                                                            

  **SCHOOL SCORES**                                                          

  Number of students tested 60          72          63          77          87

  Percent of total students 100         100         100         100         100
  tested                                                                    

  Number of students        7           8           4           14          N/A
  alternatively assessed                                                    

  Percent of students       12          9           16          5           N/A
  alternatively assessed                                                    

  **SUBGROUP SCORES**                                                       

  **1.                                                                      
  [Females]{.underline}                                                     
  (specify subgroup)**                                                      

  NCE                       68          56          \*51        \*49        \*50

  NP                        81          61          \*50        \*47        \*50

  Number of students tested 60          72          63          77          87

  **2. [Males]{.underline}                                                  
  (specify subgroup)**                                                      

  NCE                       54          53          \*          \*          \*

  NP                        58          55          \*          \*          \*

  Number of students tested 60          72          63          77          87

                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale 648         638         637         632         628
  Score                                                                     

  National Standard         25          24          24          21          24
  Deviation                                                                 
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE

and NP for the content areas.

**NATIONALLY NORMED TEST**

Subject \_[Language Arts\_\_]{.underline} Grade
[\_\_\_6\_\_\_\_]{.underline} Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs \_\_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month              **April**   **April**   **April**   **April**   **April**

                             ** **                                           ** **

  **SCHOOL SCORES**                                                           

  Number of students tested  78          88          65          69          55

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         13          13          11          10          N/A
  alternatively assessed                                                     

  Percent of students        6           7           6           8           N/A
  alternatively assessed                                                     

  **SUBGROUP SCORES**                                                        

  **1. [Females]{.underline}                                                 
  (specify subgroup)**                                                       

  NP                         55          52          \*49        \*45        \*25

  NCE                        53          51          \*51        \*46        \*38

  Number of students tested  78          88          65          69          55

  **2. [Males]{.underline}                                                   
  (specify subgroup)**                                                       

  NP                         46          36          \*          \*          \*

  NCE                        48          52          \*          \*          \*

  Number of students tested  78          88          65          69          55

                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale  659         652         660         648         633
  Score                                                                      

  National Standard          23          22          21          21          21
  Deviation                                                                  
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE

and NP for the content areas.

**NATIONALLY NORMED TEST**

Subject \_[Math\_\_]{.underline} Grade [\_\_\_6\_\_\_\_]{.underline}
Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs \_\_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month              **April**   **April**   **April**   **April**   **April**

                             ** **                                           ** **

  **SCHOOL SCORES**                                                           

  Number of students tested  78          88          65          69          55

  Percent of total students  100         100         100         100         100
  tested                                                                     

  Number of students         13          13          11          10          N/A
  alternatively assessed                                                     

  Percent of students        6           7           6           8           N/A
  alternatively assessed                                                     

  **SUBGROUP SCORES**                                                        

  **1. [Females]{.underline}                                                 
  (specify subgroup)**                                                       

  NP                         35          42          \*41        \*39        \*26

  NCE                        42          46          \*45        \*44        \*38

  Number of students tested  78          88          65          69          55

  **2 .[Males]{.underline}                                                   
  (specify subgroup)**                                                       

  NP                         42          39          \*          \*          \*

  NCE                        46          44          \*          \*          \*

  Number of students tested  78          88          65          69          55

                                                                             

                                                                             

                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale  648         648         642         640         632
  Score                                                                      

  National Standard          24          22          20          22          22
  Deviation                                                                  
  -------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE

and NP for the content areas.

**NATIONALLY NORMED TEST**

Subject \_[Reading\_\_]{.underline} Grade [\_\_\_6\_\_\_\_]{.underline}
Test [CTBS/5 Terra Nova\_\_\_]{.underline}

Edition/Publication Year [CTBS/5 CTB McGraw Hill 2004, 2003, 2002, 2001,
2000. 1999]{.underline}

Publisher [\_\_\_CTBS/McGraw Hill\_\_\_]{.underline}

Scores are reported here (check one): NCEs \_\_[X]{.underline}\_\_\_ NP
[\_\_\_X\_\_\_]{.underline} Percentiles\_\_\_\_\_\_\_

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month             **April**   **April**   **April**   **April**   **April**

                            ** **                                           ** **

  **SCHOOL SCORES**                                                          

  Number of students tested 78          88          65          69          55

  Percent of total students 100         100         100         100         100
  tested                                                                    

  Number of students        13          13          11          10          N/A
  alternatively assessed                                                    

  Percent of students       6           7           6           8           N/A
  alternatively assessed                                                    

                                                                            

  **SUBGROUP SCORES**                                                       

  **1.                                                                      
  [Females]{.underline}                                                     
  (specify subgroup)**                                                      

  NCE                       55          55          \*52        \*48        \*38

  NP                        59          59          \*51        \*48        \*29

  Number of students tested 78          88          65          69          55

  **2. [Males]{.underline}                                                  
  (specify subgroup)**                                                      

  NCE                       50          49          \*          \*          \*

  NP                        50          49          \*          \*          \*

  Number of students tested 78          88          65          69          55

                                                                            

                                                                            

                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  National Mean Score Scale 663         662         663         653         633
  Score                                                                     

  National Standard         23          22          19          22          19
  Deviation                                                                 
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*No documentation for sub-populations was available for the years from
1999-02. Instead we used NCE

and NP for the content areas.