##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mrs. Patricia Gambill

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

Official School Name Central Elementary School (As it should appear in
the official records)

School Mailing Address 1715 Euclid Avenue

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

[Paintsville,
KY]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[41240-8649]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 606 ) 789-2541]{.underline} Fax [( 606 ) 789-2527]{.underline}

Website/URL: www.staff.johnson.k12.ky.us\\ces\\ E-mail:
pagambill@johnson.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. Orville Hamilton

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

District Name [Johnson County Schools]{.underline} Tel. [( 606
)789-2530]{.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 : Dr. Franklin K. Belhasen

President/Chairperson

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

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

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

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

**PART 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 2003-2004 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 1998.

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

Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other (Briefly explain)

[8]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$6164.00

Average State Per Pupil Expenditure: \$6846.00

**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\. [12]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       22        17                     **39**       **7**                             

  **1**       23        26                     **49**       **8**                             

  **2**       21        26                     **47**       **9**                             

  **3**       18        22                     **40**       **10**                            

  **4**       18        15                     **33**       **11**                            

  **5**       24        20                     **44**       **12**                            

  **6**       16        25                     41           Other                             

                                    **TOTAL                                                   293
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 97 % White

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

[2]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100 % Total**

7\. Student turnover, or mobility rate, during the past year: 26.79%

> (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 41
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 41
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        82
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    306
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .2679
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    26.79
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: 0%

0 Total Number Limited English Proficient

Number of languages represented: 1

Specify languages: English

9\. Students eligible for free/reduced-priced meals: 72%

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

> If this method does not produce 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: 20.4%
[33]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

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

\_\_\_\_Deafness 5 Other Health Impaired

\_\_\_\_Deaf-Blindness 7 Specific Learning Disability

\_\_\_\_Hearing Impairment 27 Speech or Language Impairment

21 Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_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\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_20\_\_\_ \_\_\_\_4\_\_\_\_

Special resource teachers/specialists \_\_\_\_4\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_7\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_12\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_44\_\_\_ \_\_\_\_\_4\_\_\_

12\. Average school student-"classroom teacher" ratio: 16:1

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.)

  ------------------------ --------------------- --------------------- --------------------- --------------------- ---------------------
                           2002-2003             2001-2002             2000-2001             1999-2000             1998-1999

  Daily student attendance [96.64]{.underline}   [96.47]{.underline}   [98.02]{.underline}   [97.35]{.underline}   [97.73]{.underline}

  Daily teacher attendance [98%]{.underline}     [97%]{.underline}     [99%]{.underline}     [96%]{.underline}     [97%]{.underline}

  Teacher turnover rate    [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}       [0]{.underline}

  Student dropout rate                                                                                             

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

**PART III ‑ SUMMARY**

Central Elementary is located in the Johnson County School System in the
heart of Eastern Kentucky. This is an area that lacks many of the
advantages that tend to predict academic progress. However, our school
has taken the initiative to make itself known as Johnson County's most
successful school, receiving both state and national recognition.

Our school's interior is unique in design. Kindergarten through fourth
grade, employ open classrooms, which are recognized as families. This
enables students to excel at their own rate of learning, allowing them
access to differentiated levels within one room. This also encourages
team teaching and collaboration. Throughout the school, the practice of
inclusion is a key component to the atmosphere. Pullout programs do not
exist at Central Elementary. Our Title One and Special Education
teachers collaborate in the regular classroom. We have seen significant
success with this.

The premise of our school truly is "all children can learn". However, we
find with many of our students, barriers exist which we must overcome,
allowing our students to succeed. This is where "common sense" must be
used. Children must feel good about themselves and equal to others in
non-academic areas. We employ strategies that some schools do not deem
important. We use our Resource Center to fund a full-time nurse. This
helps with attendance, and in diagnosing problems that must be
addressed. The center also provides [new]{.underline} clothes, shoes,
coats, and any other need the children may have. We ensure that each day
all children are clean, have brushed hair, and dressed appropriately.
These students usually come from homes where parents are overwhelmed
with a large family or are just apathetic toward their child.

To increase the probability of a student having a "good day", we work
with our classified staff to help them realize their important influence
on these children. Many students see bus drivers, cooks, aides, and
other personnel prior to entering their classroom. One of these people
can "make or break" a student's day with a comment. Therefore we
encourage all employees to be friendly, kind, and caring towards our
students.

Having a percentage of 72% free/reduced lunch, we find that many have no
extra money for snack, pencils, paper, or a backpack. To remedy this,
our teachers and many parents become "guardian angels" providing these
extras for the children.

One of the most important people in our school is our counselor. Our
philosophy is preventative intervention, the most important aspect in
dealing with problems.

Physically, we endeavor to have a homey atmosphere including furniture,
artwork, plants, wallpaper and other touches, which make our school a
warm and inviting place. For holidays, our school is decorated to create
the ambiance of a home that a family would share. We invite all parents
to have lunch with their child. Our cafeteria is candle-lit to denote a
special occasion. Our parents are invited to be in our school at any
time. We want them to understand that this is their school, not ours.
Due to this we have several thousand parent volunteer hours each year.

All students who want to be on the academic team may do so. All students
who want to play sports, be a cheerleader, a dance team member, or a Pep
Club member may do so. Occasionally we have more cheerleaders than
ballplayers! We make sure that this cost is not prohibitive to any
child.

Yes, we truly believe that "all students can and will learn", because we
do everything in our power to ensure that no barrier exists to prohibit
learning. We call it "common sense" plus a lot of love for all!

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

> ***PART IV -- NUMBER 1 READING AND MATH ASSESSMENT RESULTS***
>
> Central Elementary is a school that takes pride in academic
> performance. Our assessment results have constantly shown gains in the
> goals outlined by the Kentucky Department of Education.
>
> In the state of Kentucky, students are assessed in grades 3, 4, 5, and
> 6. In grades 3 and 6 students are administered the Comprehensive Test
> of Basic Skills (CTBS), whereas, grades 4 and 5 are administered the
> Commonwealth Accountability Testing System (CATS).
>
> Students who were administered CTBS in reading at the end of 3^rd^
> grade, showed greater gains than the state or nation. Our students
> scored in the 81^st^ percentile, while the state scored in the 59^th^
> percentile and the nation in the 50^th^ percentile. Sixth grade
> students also showed higher gains than the state or nation. These
> students performed at the 91^st^ percentile, while the state was at a
> 54^th^ percentile and the nation at the 50^th^ percentile.
>
> The CTBS math results for students at the end of 3^rd^ grade once
> again ranked above the state and national averages. Our school scored
> in the 82^nd^ percentile, while the state was at a 59^th^ percentile
> and the nation at the 50^th^ percentile. Sixth grade scored in the
> 92^nd^ percentile, the state was at the 52^nd^ percentile and the
> nation at the 50^th^ percentile. Combining reading and math scores our
> sixth grade scores were the highest in the state of Kentucky. These
> CTBS scores were then calculated with the results of the CATS
> Assessment scores.
>
> CATS assessment is administered to grades 4 and 5. In fourth grade,
> students are tested in Science, Reading and On-Demand Writing, as well
> as a writing portfolio. Fifth grade students are tested in Math,
> Social Studies, Practical Living and Arts and Humanities. The CATS
> assessment consists of a small amount of multiple-choice questions,
> with the weight of the test being on student's written responses to
> open-ended questions. Students are scored on four levels: novice,
> apprentice, proficient and distinguished, with distinguished being the
> highest level. These categories translate into a scale of 0-140, with
> 100 being considered proficient. The state goal for all school is 100
> by the year 2014. Central has already exceeded that goal with a score
> of 117 in reading and 104 in Mathematics. This is quite an
> accomplishment for a school located in the heart of Eastern Kentucky
> where 72% of our students receive a free and reduced lunch.
>
> Since the implementation of this testing in Kentucky, Central
> Elementary has consistently made gains and has excelled above
> district, region, and state goals for accountability. The success of
> our school is evident in the recognition it has gained at the state
> and national levels over the past years. Our school was recognized by
> the Kentucky Department of Education as an official "Pacesetter
> School" and also as a Kentucky Proficient School.

PART IV -- NUMBER 2 USE OF ASSESSMENT DATA

Central Elementary consistently uses assessment data to understand and
improve student and school performance. When assessment results are
released to our school we immediately meet as a staff school-wide. Each
core content teacher analyzes their own content area, to have a better
understanding of their own strengths and weaknesses as a teacher. An
open forum discussion then takes place, in which teachers report their
findings. This enables each teacher to make accommodations for
professional growth, in areas which they feel the need for improvement.

Another meeting is scheduled for instructional personnel to look at
every facet of assessment results. Divided into groups, we look at each
subject area and factors leading to proficiency. This would include
areas such as gender, extended school service, special needs students,
and free and reduced lunch. This close analysis enables us to identify
any improvements necessary, as well as the continuance of identified
strengths. Following this close analysis the assessment results are
charted and placed in our consolidated plan for school improvement.

Our assessment analysis shows us that in order to maintain the high
standards, our school has achieved over the past several years, we must
continue to align instruction with the Kentucky Core Content as well as
National Standards.

PART IV NUMBER 3 SCHOOL COMMUNICATION

We believe that by creating a sense of unity among students, parents,
community administrators and staff each student can reach their fullest
potential. To meet this endeavor communication is vital for success.
With this in mind, parent-teacher conferences are held every four and a
half weeks. At this time individual student performance is relayed to
the parents as well as state assessment results.

In addition, a school report card is mailed to each child's home. This
report card provides information about how well our school is doing,
where it is succeeding and where there is room for improvement. It also
shows a customized growth chart, which gives a yearly accounting of
growth. This school report card is also published in the local
newspapers, so that the community is aware of our school's performance.

Our school district publishes a newspaper regularly, which is free to
anyone in the community. Every student is given a paper to take home.
Each school in our district is featured in a one- page layout. This
one-page layout includes pictures of activities, student writings and
other accomplishments.

Another way that communication takes place is through our monthly school
newsletter, which is published by our Family Resource Center. This
newsletter informs parents of conference dates, ball game schedules and
other upcoming extra curricular events for students and parents.

These activities allow us to have ongoing communication with students,
parents, and the community, which ensures our success.

***PART IV -- NUMBER 4 SHARING SUCCESS WITH OTHERS***

Central Elementary embraces the philosophy that all students can learn
and therefore succeed. We have the distinct honor of being declared a
"Pace Setter School", as well as a Kentucky Proficiency School. Kentucky
Education Commissioner, Gene Wilhoit, has visited our school several
times to recognize us for our academic achievement. With this
recognition comes the responsibility of sharing with others in our
district, as well as our state, the methods we use in being successful
and proficient. Central Elementary has never been hesitant in sharing
this information.

We collaborate within our school district, as well as the state. Schools
from other districts across the state visit our school to view and
participate in our teaching methods. We always encourage educators to
visit our school and observe in our classrooms. We welcome visitors to
spend the day with us, we share with them our schedule, curriculum,
ideas, and lesson plan design. We willingly collaborate with any school
our practices, our resources, and our philosophy of success.

Central Elementary assists in the curriculum design based on Proficiency
Quest and the Kentucky Core Content. Proficiency Quest is a computer-
based program where the state standards and testing requirements are
posted along with Kentucky Core Content. Through professional
development and collaboration the teaching staff at Central Elementary
create samples of open response questions, and answers to those
questions, which are then posted on the Proficiency Quest site. These
samples are then available for others in our district to implement.

Professional Development is another arena in which Central Elementary
communicates and shares strategies, which lead to success. Many of our
educators create and develop trainings to demonstrate methods, which we
feel have led to our overall success.

Another way that Central Elementary shares its success is through the
media. Due to our willingness to share our students' success, we have
made ourselves available to do newspaper interviews as well as radio
talk shows. It is in this forum that we discuss our school-wide
strategies for successful learners.

**PART V -- CURRICULUM AND INSTRUCTION**

PART V -- NUMBER 1 CURRICULUM AND INSTRUCTION

Central Elementary's curriculum is state mandated by The Kentucky Core
Content. The core content is divided into Reading, Writing, Math, Social
Studies, Science, Practical Living, and Arts and Humanities.

In reading, students develop abilities to apply appropriate reading
strategies for various authentic tasks, to reach personal goals, to
understand the human experience, to create products, to accomplish
authentic tasks and to develop ideas in written/oral responses.

In writing, students demonstrate the ability to write a reflective,
personal, transactive, and literary piece and maintain a focused purpose
to communicate with an audience. Students will write from personal
experience, as well as, letters, speeches, editorials and selected forms
of the text.

Within the area of Arts and Humanities, students create movement through
dance, apply appropriate terminology, identify and discuss dramatic
elements in literature, films and plays. They describe works of art
using the elements of art and the appropriate terminology. In the area
of Music, students apply musical notation, distinguish among families of
the instruments and identify various styles of music.

In Mathematics, students make connections between concepts and skills,
perform operations and procedures, and efficiently explain how they work
in real world and mathematical situations. Students work both
individually and in groups to explore and develop an understanding of
processes, then, write to explain and demonstrate their understanding.

In Science, students use simple equipment, design and conduct simple
investigations and they examine the role that Science will play in
everyday life. Students study all areas of Science, which are life,
earth and physical by using text, technology, group and individual
exploration.

Social Studies is an area in which the students are introduced to
different cultures, social institutions, basic economic problems,
different types of maps, responsibilities of citizenship and the history
of the United States and the establishment of Government. Students are
actively engaged through the use of text, group studies, field trips,
current events, hands on models, and guest speakers.

Practical Living is a combination of consumerism, physical education,
health, and vocational studies. Through group activities, students learn
resolution of conflict, safety procedures, budgeting, careers,
nutrition, and the benefits of an active lifestyle. Community and
Parental support are a critical component necessary for the students to
apply what they have learned in the area of Practical Living.

Goals and objectives from the core content are continuously overlapping
in order for all students to achieve mastery. Our school takes this
further, by making sure that all grade levels are assessed in writing by
the use of internal portfolios, which represent their reflection on all
content areas. Internal portfolios are scored twice yearly in order to
analyze students' growth in each core content area.

Our school has already met the state goal of 100% proficiency by the
year 2014. We as educators must maintain the strict adherence to Core
Content alignment that has contributed to our schools current success.

# *PART V NUMBER 2 READING CURRICULUM*

Central Elementary's Reading curriculum is based on Kentucky Core
Content. Our district adopted the Scott Foresman Reading Program. The
school adoption committee selected this series due to the fact that it
is so well aligned with Kentucky Core Content. In addition to this
program, we use school wide Title One reading services. We also
implement school wide Brigance testing on basic reading skills. Brigance
is a test designed to assess basic skills. Students are required to read
and spell 400 functional words by the time that they exit third grade.

Our school also has adopted the Accelerated Reading Program. This tests
students' comprehension skills through the use of technology. This
program was chosen through research that showed reading comprehension
growth.

Our school also received the Early Reading Incentive Grant that was
initiated by the General Assembly in 1988. We used this money to
implement the Breakthrough to Literacy program. We chose this program
due to the high impact on the reading skills of primary students reading
at low levels. Breakthrough to Literacy is implemented in grades
kindergarten through second grade.

In addition to Brigance, Accelerated Reader, and Breakthrough to
Literacy, our school does an individualized reading computer test for
each student known as S.T.A.R. It tells each student's reading level and
the level of which they should be reading for maximal growth.

All of these programs together make a well rounded, successful, reading
program.

# *PART V NUMBER 3*

Our Mission statement at Central Elementary is to create a positive
learning environment that involves students, staff, administrators,
parents and resources in the community. This community involvement will
enable us to reach our goal of increased student achievement. By
allowing everyone to have input in this process, and keeping student
learning as our first priority, we feel our students will reach their
maximum potential in both education and character.

One curriculum area that addresses this is Practical Living. Practical
Living promotes individual well-being and healthy family relationships,
consumer awareness, community resources, physical activity, successful
work habits, and strategies for choosing and preparing for a future
career.

Our school feels that in order for students' performance to be at a
maximum level, their basic needs must be addressed physically,
emotionally, and socially. Children must also prepare for their future
workplace. In order to achieve their goals for the future, they must be
exposed to different facets of the career world. Our Practical Living
program exposes the students to community resources through guest
speakers, field trips and individualized instruction of the Kentucky
Core Content.

Through these various ways of learning about "self" the children create
successful lifelong habits. This enables them to be successful students
as well as becoming a successful component of society.

***PART V NUMBER 4 INSTRUCTIONAL METHODS***

Central Elementary is a school that utilizes an open classroom
environment. This enables our students to work on their individual
level. Our school practices full inclusion for special needs students.
We use team teaching and collaboration of Title I and Resource teachers
to instruct students on every level. All instruction is aligned with
Kentucky Core Content across the curriculum.

We use various teaching strategies to address multiple learning
intelligences. For instance, students can receive instruction in a
computer lab setting. This enables students to practice keyboarding
skills, collect, organize and communicate information and ideas.

Hands-on and group activities also take place in all areas of the Core
Content. This strategy allows students to practice team skills,
reinforce concepts in the curriculum, and learn from each other.

Our school takes the initiative to do an informal writing portfolio
audit twice each year. This allows teachers to have a clear
understanding of student writing abilities and future goals. With this
knowledge teachers can offer the instruction to improve the writing
needs for each individual student.

A variety of instructional methods are in place every day in each
classroom of our school. These include hands-on activities, field trips,
guest speakers, the use of technology, long-term projects, and the daily
practice of basic skills. All of these combined strategies enable our
students to reach success.

**PART V NUMBER 5**

Student achievement is directly impacted by the school's professional
development program. One facet of our professional development is data
analysis. Through this process, teachers become aware of the strengths
and weaknesses within the content areas. Each teacher then creates an
individual growth plan, which is addressed through future professional
development. The weaknesses are then addressed through regular
instruction in the classroom, which improves student learning.

Each teacher in our school is required to complete six hours of
professional development training in technology. This enables our
teachers to be proficient in the use of computers and other technology
in their core content area.

Another important aspect of professional development for our school is
our school retreat, which takes place during summer vacation. This
retreat consists of two days of intense training, scheduling, planning,
and testing analysis. We often have guest speakers at our retreat, based
on our professional development needs assessment. The information
gathered and completed at this retreat, allows teachers to return to the
classroom with a new focus and innovative ideas for the school year.

To recognize each teachers needs for professional development, we have a
professional development representative on the teaching staff. This
person conducts surveys of teacher interest based on teacher needs. This
information is then forwarded to our district professional development
coordinator. Professional development is then aligned to meet the
teachers' needs. This knowledge then has a positive effect on student
learning.

**PART VII - ASSESSMENT RESULTS**

> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_3-6\_\_\_\_\_
>
> Test Commonwealth Accountability Test (grades4&5) CTBS (grades 3&6)
>
> Edition/publication year 1998(CATS) 1997(CTBS-5) Publisher of both
> tests is CTB McGraw Hill (contractor)
>
> What groups were excluded from testing? Why, and how were they
> assessed? No students are excluded from testing.
>
> Number excluded 0 Percent excluded 0
>
> **READING SCORES- GRADE 4**
>
> **KENTUCKY CORE CONTENT TEST**

+-----------------------+--------+--------+--------+--------+--------+
| # Testing Month: May  | 200    | 200    | 200    | 199    | 199    |
|                       | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-----------------------+--------+--------+--------+--------+--------+
| # STATE SCORES        |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 98%    | 98%    | 98%    |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 100%   | 98%    | 98%    | 98%    |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 96%    | 100%   | 87%    | 75%    | 88%    |
| Proficient            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 39%    | 42%    | 22%    | 18%    | 17%    |
| Distinguished         |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 49     | 33     | 51     | 44     | 42     |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Percent of Students   | 100%   | 100%   | 100%   | 100%   | 100%   |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 0      | 0      | 0      | 0      | 0      |
| Excluded              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Percent of Students   | 0      | 0      | 0      | 0      | 0      |
| Excluded              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
|                       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| SUBGROUP SCORES       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| 1.Free/Reduced Lunch  |        |        |        |        |        |
| Subgroup              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 97%    | 100%   | 100%   |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 100%   | 97%    | 55%    | 100%   |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 95%    | 100%   | \      | \      | \      |
| Proficient            |        |        | *\*80% | *\*55% | *\*55% |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 42%    | 42%    | \      | \      | \      |
| Distinguished         |        |        | *\*80% | *\*55% | *\*55% |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 36     | 26     | 30     | 40     | 31     |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| 2.Extended School     |        |        |        |        |        |
| Service Subgroup      |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 100%   | 100%   | 100%   |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 100%   | 97%    | 100%   | 100%   |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 94%    | 100%   | \      | \      | \      |
| Proficient            |        |        | *\*82% | *\*67% | *\*58% |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 35%    | 15%    | \      | \      | \      |
| Distinguished         |        |        | *\*82% | *\*67% | *\*58% |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 17     | 13     | 39     | 12     | 19     |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
|                       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| ## STATE SCORES       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| State Mean Score      | 83     | 82     | 81     | 80     | 79     |
|                       | index  | index  | index  | index  | index  |
+-----------------------+--------+--------+--------+--------+--------+
| Central Elementary    | 115    | 117    | 103    | 98     | 102    |
|                       | index  | index  | index  | index  | index  |
+-----------------------+--------+--------+--------+--------+--------+
| [^1]                  |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+

> **MATH SCORES -- GRADE 5**
>
> **KENTUCKY CORE CONTENT TEST**

+-----------------------+--------+--------+--------+--------+--------+
| # Testing Month: May  | 200    | 200    | 200    | 199    | 199    |
|                       | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-----------------------+--------+--------+--------+--------+--------+
| # STATE SCORES        |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 100%   | 100%   | 100%   |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 100%   | 100%   | 67%    | 64%    |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 94%    | 93%    | 81%    | 33%    | 33%    |
| Proficient            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 38%    | 16%    | 20%    | 0%     | 5%     |
| Distinguished         |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 32     | 44     | 46     | 39     | 57     |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Percent of Students   | 100%   | 100%   | 100%   | 100%   | 100%   |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 0      | 0      | 0      | 0      | 0      |
| Excluded              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Percent of Students   | 0      | 0      | 0      | 0      | 0      |
| Excluded              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
|                       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| SUBGROUP SCORES       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| 1.Free/Reduced Lunch  |        |        |        |        |        |
| Subgroup              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 97%    | 100%   | 100%   |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 85%    | 100%   | 85%    | 81%    |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 96%    | 99%    | \      | \      | \      |
| Proficient            |        |        | *\*79% | *\*23% | *\*27% |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 38%    | 26%    | \      | \      | \      |
| Distinguished         |        |        | *\*79% | *\*23% | *\*27% |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 24     | 26     | 34     | 26     | 56     |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| 2\. Gifted/Talented   |        |        |        |        |        |
| Subgroup              |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above Novice | 100%   | 100%   | 100%   | 100%   | 100%   |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 100%   | 100%   | 100%   | 100%   |
| Apprentice            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 100%   | 94%    | 100%   | 43%    | 55%    |
| Proficient            |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| \% At or Above        | 35%    | 15%    | 50%    | 14     | 0      |
| Distinguished         |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| Number of Students    | 12     | 18     | 8      | 7      | 9      |
| Tested                |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
|                       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| ## STATE SCORES       |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+
| State Mean Score      | 68     | 67     | 64     | 61     | 58     |
|                       | index  | index  | index  | index  | index  |
+-----------------------+--------+--------+--------+--------+--------+
| Central Elementary    | 113    | 104    | 100    | 63     | 63     |
|                       | index  | index  | index  | index  | index  |
+-----------------------+--------+--------+--------+--------+--------+
| [^2]                  |        |        |        |        |        |
+-----------------------+--------+--------+--------+--------+--------+

[^1]: \*\* State did not separate proficient and distinguished scores
    until 2001-2002

[^2]: \*\* State did not separate proficient and distinguished scores
    until 2001-2002