***[2005-2006 No Child Left Behind -- Blue Ribbon Schools
Program]{.underline}***

# U. S. Department of Education

**Cover Sheet** Type of School: (check all that apply) [X\_]{.underline}
Elementary \_\_Middle \_\_High \_\_K-12 \_\_Charter

Name of Principal[\_\_\_\_\_\_\_\_\_\_Mrs. Becky
Jackson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name[\_\_\_\_\_\_\_Leslie R. Fisher Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records

School Mailing Address[\_\_\_\_\_\_\_11800 Southwood
Drive\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_\_\_\_\_\_\_\_\_Oklahoma
City\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Oklahoma\_\_\_\_\_\_\_\_\_\_73170-2600\_\_\_\_\_\_\_\_\_\_]{.underline}

City State ZipCode+4 (9 digits total)

County[\_\_\_\_\_Cleveland\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
State School Code Number \* [\_\_\_\_14-I 155\_\_\_\_\_\_\_]{.underline}

Telephone [(405)
692-5670\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Fax [(405)
692-5673\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL[\_\_www.mooreschools.com/fisher/site\_\_\_]{.underline}
E-mail[\_\_\_beckyjackson@mooreschools.com\_\_\_]{.underline}

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

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

(Principal's Signature)

Name of Superintendent [\_\_Mrs. Deborah
Arato\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [\_\_Moore Public Schools I-002
\_\_\_\_\_\_]{.underline}Telephone [\_\_ (405)
\_735-4200\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson\_\_[Mr. Walt
Larsen]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

*[\*Private Schools: If the information requested is not applicable,
write N/A in the
space.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}*

## PART I -- ELIGIBILITY CERTIFICATION

**(Include this page in the school's application as page 2.)**

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

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

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

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

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

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

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

7.  The U. S. Department of Justice does not have a pending suite
    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: [\_\_\_21]{.underline} Elementary
Schools

[\_\_\_\_0]{.underline} Middle Schools

[\_\_\_\_5]{.underline} Junior High Schools

[\_\_\_\_2]{.underline} High Schools

[\_\_\_\_1]{.underline} Other

[\_\_\_29]{.underline} TOTAL

2\. District Per Pupil Expenditure [\_\$5208.00\_\_\_\_]{.underline}

Average State Per Pupil Expenditure [\_\$6577.00\_\_\_\_]{.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
>
> (X ) Suburban
>
> ( ) Small city or town in a rural area
>
> ( ) Rural

4.  [\_\_0\_\_]{.underline} Number of years the principal has been in
    her/his position at this school.

> [\_\_7\_\_]{.underline} If fewer than three years, how long was the
> previous principal at this school?

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

<table style="width:100%;">
<colgroup>
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 0%" />
<col style="width: 10%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade</td>
<td># of Males</td>
<td># of Females</td>
<td>Grade Total</td>
<td></td>
<td>Grade</td>
<td># of Males</td>
<td colspan="2"># of Females</td>
<td colspan="2">Grade Total</td>
</tr>
<tr class="even">
<td>PreK</td>
<td>-----</td>
<td>-----</td>
<td>-----</td>
<td></td>
<td>7</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="odd">
<td>K</td>
<td>16</td>
<td>24</td>
<td>40</td>
<td></td>
<td>8</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="even">
<td>1</td>
<td>30</td>
<td>30</td>
<td>60</td>
<td></td>
<td>9</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="odd">
<td>2</td>
<td>31</td>
<td>27</td>
<td>58</td>
<td></td>
<td>10</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="even">
<td>3</td>
<td>37</td>
<td>22</td>
<td>59</td>
<td></td>
<td>11</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="odd">
<td>4</td>
<td>48</td>
<td>26</td>
<td>74</td>
<td></td>
<td>12</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>----</td>
</tr>
<tr class="even">
<td>5</td>
<td>26</td>
<td>26</td>
<td>52</td>
<td></td>
<td>Other</td>
<td colspan="2">-----</td>
<td colspan="2">-----</td>
<td>-----</td>
</tr>
<tr class="odd">
<td>6</td>
<td>39</td>
<td><strong>34</strong></td>
<td>73</td>
<td></td>
<td></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="2"></td>
<td colspan="6"><h5 id="total-students-in-the-applying-school">TOTAL
STUDENTS IN THE APPLYING SCHOOL </h5></td>
<td colspan="3">416</td>
</tr>
</tbody>
</table>

*(Throughout the document, round numbers to avoid decimals.)*

6\. Racial/ethnic composition of [\_\_ 67]{.underline} % White

the students in the school. [\_\_\_\_3]{.underline} % Black or African
American

[\_\_\_\_6]{.underline} % Hispanic or Latino

[\_\_\_15]{.underline} % Asian/Pacific Islander

[\_\_\_\_9]{.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:
    [\_\_5\_\_]{.underline} %

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

  ----------- --------------------------------------- -------------------
  \(1\)       Number of students who transferred      13
              ***to*** the school after October 1     
              until the end of the year.              

  \(2\)       Number of students who transferred      14
              ***from*** the school after October 1   
              until the end of the year               

  \(3\)       Total of all transferred students (sum  27
              of rows (1) and (2)                     

  \(4\)       Total number of students in the school  512
              as of October 1                         

  \(5\)       Total transferred students in row (3)   .05
              divided by total students in row (4)    

  \(6\)       Amount in row (5) multiplied by 100     5
  ----------- --------------------------------------- -------------------

8.  Limited English Proficient students in the school:
    [\_\_\_\_9]{.underline} %

> [\_\_\_39]{.underline} Total Number Limited English
>
> Proficient

Number of languages represented: [\_\_\_13]{.underline}

Specify languages: Arabic, Bengali, Chinese, Farsi, Filipino, Ga,
Gujarathi, Korean, Laotian,

> Persian, Portuguese, Spanish, Vietnamese

9\. Students eligible for free/reduced-priced meals:
[\_\_\_12]{.underline} %

Total number students who quality: [\_\_\_51]{.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:
[\_\_\_\_4]{.underline} %

[\_\_\_18]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with disabilities Education
> Act. Do not add additional categories.
>
> \_\_\_\_0 Autism \_\_\_\_\_ Orthopedic Impairment
>
> \_\_\_\_[0]{.underline} Deafness \_\_\_\_[8]{.underline} Other Health
> Impaired
>
> \_\_\_\_[0]{.underline} Deaf-Blindness \_\_\_\_[7]{.underline}
> Specific Learning Disability
>
> \_\_\_\_[0]{.underline} Emotional Disturbance \_\_\_[18]{.underline}
> Speech or Language Impairment
>
> \_\_\_\_[0]{.underline} Hearing Impairment \_\_\_\_\_ Traumatic Brain
> Injury
>
> \_\_\_\_[0]{.underline} Mental Retardation \_\_\_\_\_ Visual
> Impairment Including Blindness
>
> \_\_\_\_[0]{.underline} Multiple Disabilities

11. Indicate number of full-time and part-time staff members in each of
    the categories below:

#### Number of Staff

> **Full-time Part-time**
>
> Adminisrator(s) [\_\_\_1\_]{.underline} [\_\_\_0\_]{.underline}
>
> Classroom Teachers [\_\_21\_]{.underline} [\_\_\_0\_]{.underline}
>
> Special resource teachers/specialists [\_\_\_4\_]{.underline}
> [\_\_\_2\_]{.underline}
>
> Paraprofessionals [\_\_\_1\_]{.underline} [\_\_\_0\_]{.underline}
>
> Support staff [\_\_ 3\_]{.underline} [\_\_\_0\_]{.underline}
>
> Total [30­\_]{.underline} [2\_]{.underline}

12\. Average school student -- "classroom teacher" ratio, that is, the
number of students in the school divided by the FTE of classroom
teachers [\_\_20:1\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number is 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           97 %        97 %        97 %        97 %        97 %
  attendance                                                              

  Daily teacher           92 %        91 %        94 %        96 %        94 %
  attendance                                                              

  Teacher turnover rate   11 %        12 %        13 %        7 %         8 %

  Student dropout rate    \%          \%          \%          \%          \%
  (mid/hi)                                                                

  Student drop-off rate   \%          \%          \%          \%          \%
  (high)                                                                  
  ----------------------- ----------- ----------- ----------- ----------- -----------

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

Located in a rapidly growing upper middle class suburb of Oklahoma City,
Oklahoma, Leslie R. Fisher Elementary School is the namesake of a former
state school superintendent. Dr. Fisher was praised as a man who had
many friends, loved people and who touched the lives of others. This
depiction provides a foundation for our faculty, staff and students as
we strive to perpetuate that characterization in our daily school
activities.

Our kindergarten through sixth grade school opened in the fall of 1990
with nearly 450 students. In the subsequent years our student population
grew to more than 515 children. Currently we serve approximately 420
students. Our enrollment decreased this year following the opening of an
additional elementary school nearby, built to accommodate community
growth.

Our students are culturally diverse. Of our student body 67% are White,
15% Asian or Pacific Islander, 9% American Indian, 6% Hispanic and 3%
Black. Additionally, 39% of our children come from homes in which
English is a second language. Thirteen languages represented by these
students include Arabic, Bengali, Chinese, Farsi, Filipino, Ga,
Gujarathi, Korean, Laotian, Persian, Portuguese, Spanish and Vietnamese.
Nearly 12% of our students are eligible for free or reduced-price meals.
We serve the special needs of 4% of our population, students who receive
educational services relative to learning disabilities, health problems
or speech and language impairments.

Leslie R. Fisher Elementary has a caring, enthusiastic staff which is
committed to providing a quality educational foundation for our
students. The group is composed of teachers with a wide range of
experience and expertise. Classroom instruction is centered on
integrating math, reading, writing and thinking skills with social
studies and science curriculums. We provide various educational
interventions which range from remedial instruction to enrichment
programs. As a faculty we are committed to and model lifelong learning.
Many of our teachers hold postgraduate degrees and multiple state
certifications. A large number have participated in various
curriculum-oriented and methodological workshops including *Great
Expectations* and *A+*.

In addition to our regular and special education classrooms we have
music, art and physical education classes in a separate facility
dedicated to these programs. Fisher also has classes for our gifted and
talented students. Our computer lab houses 26 stations with access to
many acclaimed computer programs that support our educational goals,
including *SuccessMaker*, *Accelerated Reader* and *STAR Early Literacy*
*Assessment*. These programs are also available throughout the building
via a school-wide network. Our classrooms are also equipped with
computers.

Fisher's PTA organization plays a major role in our school's success.
Our partnership with this supportive and generous group has made it
possible for us to acquire resources and to fund programs otherwise
unavailable to our students. A large number of regularly volunteering
parents contribute to our success as well. They assist us in many ways,
tutoring, monitoring, substituting and performing other functions as the
needs arise. We maintain close relationships with several community
businesses that play a role in our success by contributing funds and
supplies to help us reach our goals.

At Fisher we believe every student can and will succeed. Our aim is to
impact and enhance every student's educational experience in a safe and
enriched environment. We embrace the mission set forth in our school
motto: to prepare all students for the challenges, choices, and
opportunities of the future. Since our school is highly successful it is
our belief that these goals continue to be met.

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

**1. School Assessment Results in Reading and Mathematics**

The federal government, in an attempt to improve our nation's
educational performance, has enacted Public Law 107-110 entitled *No
Child Left Behind.* Under this law states are required to make
consistent progress and to measure accountability by an Academic
Performance Index (API). Adequate yearly progress focuses on academic
achievement in reading and math scores. The Oklahoma School
Accountability Report includes the API score for each school in
Oklahoma. This score is based on components of attendance, academic
excellence, and Oklahoma School testing Program (OSTP) results. The API
scale ranges from 1 -1500; the state average API is 1000. Fisher's API
for 2003 was 1306 and rose to 1474 in 2005. Information regarding state
assessments can be obtained at
**title3.sde.state.ok.us/studentassessment** on the Oklahoma State
Department of Education Office of Accountability and Assessment website.

Our students participate in the OSTP in third, fourth, fifth and sixth
grade by taking the *Criterion Referenced Tests* (CRT). The CRT measures
mastery of the Oklahoma *Priority Academic Student Skills* (P.A.S.S.)
which were determined by Oklahoma teachers, parents, community and
legislative leaders. These P.A. S. S. objectives are to be mastered by
the end of each grade. Our Blue Ribbon report focuses on scores from our
fifth grade, our building's oldest student group tested. The fifth grade
test represents accumulated skill knowledge from the previous grade
levels. The assessment for grades three, four, and six has recently
changed from a nationally normed achievement test to the CRT. Therefore,
consistent results in one test type are not available for these grades
as they are available for fifth grade.

Student test performances are reported according to one of four scaled
categories indicated by percentage as Advanced, Satisfactory, Limited
Knowledge or Unsatisfactory. Every Fisher student, including those on an
Individual Educational Plan (IEP) was tested in both reading and math.
Fisher special education students reflected an increase in reading with
5% of students performing at the Advanced or Satisfactory levels from
2003 to 2005. Our economically disadvantaged population at Fisher is a
relatively small group to include for test data reporting purposes. The
two students in this category increased their reading performance by 33%
from 2003 to 2005. Our regular education student body increased in
reading by 8% in the Advanced level and 4% in the Satisfactory level.
The Limited Knowledge score decreased as a result of students performing
at higher levels.

In math only one student is served in a special education program; the
math score reflects a decline in the area for this student. Of our
economically disadvantaged students, 50% scored at the Advanced level,
and 50% scored at the Satisfactory level. Regular education students
showed a 15% increase in the Advanced level. Our percentage of students
scoring at the Satisfactory level declined as a result of the increased
number of students scoring at the Advanced level.

**2. Using Assessment Results**

Fisher uses assessment data to understand and improve student and school
performance in various ways. We disaggregate data from the third and
fifth grade CRT scores and prioritize the objectives from weakest to
strongest. Objectives with the three lowest scores become our goals for
the next year. We meet in horizontal and vertical teams to collaborate
our efforts and resources. Throughout the year we evaluate our progress
using teacher-made and district-wide assessment tools.

Teachers assess, teach and reassess using a variety of assessment tools
in the classroom including DIBELS, *Gates-MacGinitie Reading Tests* and
district assessments. We use test preparation materials as well, such as
*CARS, STARS*, and *Buckle Down*. These resources provide data which
allow us to identify additional specific areas of concentration.

We utilize several technological applications throughout the year to
allow us to meet the individual needs of our students. The *STAR Early
Literacy* and *Star Reading* programs assist us in determining reading
levels and individual students' strengths and weaknesses. *Accelerated
Reader* tracks students' progress as they read independently. The
*SuccessMaker* application offers immediate analysis of student skills
and *Star Math* provides insight into student competencies in math.

Teachers attend professional development opportunities throughout the
district in order to share strategies and concerns. We regularly apply
for teacher grants which enable us to further meet the needs of our
students. Parents and community leaders readily donate their time and
expertise which benefit many areas of improvement in our school.
Volunteers read with students and quiz children over math facts. Our
*Reading Sufficiency* program targets students before they are labeled
"at risk" and provides additional instruction for those in need. These
various methods are implemented at Fisher to ensure success in all
areas.

**3. Communicating Assessment Results**

Leslie R. Fisher Elementary School is committed to providing clear and
constant communication with our school community; we believe it is a
foundation for academic success. Parents desire the best for their
children and are a valuable resource. Our PTA has robust support,
including 100% membership of our teachers.

Our administration and teachers collect and organize assessment data in
order to analyze the school's overall performance. Vertical and
horizontal team meetings are held to develop a curriculum that meets the
needs of students. Targeted objectives are discussed and strategies are
determined. Staff development meetings assist teachers in mastering
these objectives.

Student achievement is communicated to parents regularly. Beginning in
third grade each student records assignments in an agenda, a tool used
to inform parents on a daily basis. Students are recognized for their
achievements during weekly assemblies. Progress reports and report cards
are sent home regularly. Formal parent-teacher conferences are held
twice a year to inform parents of their children's successes and
concerns. Parents have access to daily grades through the parent portal
of a web-based district-wide grade book. Other important information is
sent home weekly in a student folder designated for this purpose.
*Accelerated Reader*, *Star Reading* and *Star Math* assessments are
conducted frequently to keep parents abreast of their children's
progress. State report cards giving the school's overall Academic
Performance Index are sent home to all parents yearly.

**4. Sharing Successes with Other Schools**

The staff at Fisher is committed to sharing its accomplishments with
other educators across the district and state. A majority of our staff
belong to several state and national professional organizations. We are
proud of our "progressive" school status with *Great Expectations.*
Several teachers instruct or attend summer institutes so they may
enhance student learning. Some participate in Colonial Day at the state
capitol. One educator presents annually at the Colonial Williamsburg
Teacher Institute and is an *A+* faculty member. Our staff presents
workshops within the building and with other district educators. In the
past we piloted new curriculum programs aimed at improving student
achievement.

Our school maintains an Internet site designed to involve parents in the
community. The site includes our mission statement and links to the
faculty and staff. We have a weekly assembly to celebrate the successes
of our students. The children also participate in the science fair,
annual track meet and student council. Many take part in the Geo Bee,
geography bowl, spelling bee, Reflections, various art and writing
contests and honor choir. We recognize our students' performance in all
disciplines with academic awards.

We welcome several local university teacher education interns. Our
experienced teachers share their knowledge and skills with numerous
student teachers. Grade level representatives serve as mentors for entry
year teachers in the district. As a Blue Ribbon school we would welcome
the opportunity to work with educators across the nation in a mutual
exchange of ideas.

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

**1. Curriculum**

Fisher's reading curriculum utilizes a variety of programs to assure
success. In addition to the Houghton-Mifflin reading series, teachers
use guided reading, Mary Legan, and the *Tampa Reads* programs. Guided
reading uses small group instruction which enables students to be
successful at their own reading ability levels. The *Tampa Reads*
program integrates spelling, writing and phonics. In addition, the
*Accelerated Reader* program is used to increase comprehension. A
computerized lab program called *SuccessMaker* focuses on individualized
reading and math skills. The program levels instruction as students
master concepts. Book buddies meet once a week to foster a love for
reading. Currently our sixth grade classes use the Prentice-Hall series
to prepare them for the more difficult junior high curriculum.

Many different approaches are used in language arts instruction at
Fisher. Each grade level concentrates on specific objectives and adjusts
instruction to ensure success. The adopted textbooks include
Macmillan/McGraw-Hill and McDougal Littel. A variety of supplemental
programs is used to support the adoptions. Students receive instruction
in spelling, grammar and mechanics, listening, speaking and writing.

Fisher's mathematics program provides experiences which enable all
students to learn, gain confidence, become problem solvers, communicate
and reason. Harcourt mathematics is the adopted curriculum for
kindergarten through fifth grade. Instructional time for teaching
mathematics is sixty minutes daily. Curriculum integration occurs across
grade levels. There are several supplemental programs that support the
adoption including *SuccessMaker, STARS, CARS, Rhymes N Times, Blast
Off* and *Buckle Down.*

The Harcourt Brace social studies program is used at all grade levels.
We prepare students to use knowledge about their community, nation and
world. Visitors from community resources such as Junior Achievement of
Oklahoma and the Oklahoma Bar Association enrich our social studies
instruction. Colonial Day activities at the state capitol provide an
opportunity for students to experience history first hand.

Our science curriculum uses the Harcourt series. Teachers in grade one
through six use hands-on activities and experiments throughout the year
to help connect the students with science concepts. We utilize the
science fair as a vehicle for students to demonstrate their knowledge of
the scientific method. Throughout the year activities from AIMS, TOPS
and GEMS are used to reinforce math and science concepts that are
crucial to the success of our students.

Our students receive 225 minutes of instruction each week in art, music
and physical education. Time is divided equally among the three classes.
Spanish is taught in grades four through six for one nine weeks period.

All Fisher programs follow curriculum guidelines developed by the
district and P. A. S. S. objectives set forth by the state.

**2. Our School's Reading Curriculum and Why This Approach Was Chosen**

Leslie R. Fisher Elementary School provides balanced instruction in
reading, listening, speaking, writing and thinking. The goal of
instruction is to help students develop skills and strategies that will
enable them to use reading in a wide range of purposes and activities.
Teachers meet students' needs with whole and small group instruction.
Each student is assessed using *STAR* testing, DIBELS in kindergarten
through third grade and *Gates-MacGinitie Reading Tests* in grades four
through six. Individualized instruction provides all learners with a
rich and challenging reading experience. Moore Public Schools' textbook
committee researches and makes recommendations for series which meet our
Oklahoma P. A. S. S. skills. Comprehension strategies and vocabulary
skills are developed with basal readers and trade books.

Reading instruction is the responsibility of every teacher. Using an
interdisciplinary approach teachers provide reading experiences with
materials in all subjects. *Accelerated Reader* is used to motivate and
challenge students to excel. Guided reading and literature circles are
used to increase comprehension and critical thinking skills. Tutoring by
students from Mid-American Christian University, *Reading Sufficiency*
tutoring and book buddies help students make connections and develop
skills. The *SuccessMaker* computer program tests and individually
places students at appropriate levels and challenges them with various
skill activities. All students receive regular structured instruction in
the use of the library and its resources throughout the year. The media
center is the source of *Accelerated Reader* materials for the school in
that the entire collection is coded with information that allows
students to select materials on their particular levels. Our faculty has
sponsored Family Reading Night to offer parents and students a variety
of activities that promote reading. All of these instructional methods
encourage our students to develop a lifelong love of reading.

**3. Other Curriculum Area of Choice and its Relationship to Essential
Skills**

Our mathematics curriculum is designed to cultivate critical thinking.
Integration of mathematics across the disciplines is essential. Teaching
strategies include whole group, small group and individualized
instruction. In science, social studies and reading classes students
collect data from graphs and charts and then interpret it. Manipulatives
are used to connect concrete thinking to abstract concepts. We utilize
technological resources such as *SuccessMaker* and *STAR Math*. Our
adopted math programs are accessible online in both the classroom and
from home. We implement strategies from the Oklahoma Education
Association Mathematics Professional Development Institute. These
resources guarantee our students' proficiencies in problem solving,
logical reasoning, higher order thinking and effective communication.

We meet in horizontal and vertical teams to examine areas that are in
need of improvement and to look for new instructional techniques. Our
CRT scores identify areas of weakness; we set our improvement goals
based on these needs. We frequently evaluate our progress with various
assessments ranging from immediate feedback during lessons to results on
district tests. Remediation is provided to students in a variety of
ways. Qualifying students also get the assistance of our Indian tutor.
The school district offers a math homework helpline for parents and
students. Free tutoring from the National Honor Society high school
students is offered at a junior high setting. We are able to meet our
students' individual needs and to make certain they succeed.

**4. Instructional Methods Utilized by the School to Improve Student
Learning**

Leslie R. Fisher Elementary School uses research-based instructional
methods. District curriculum guides give us a timeline for presenting
information. Monthly district curriculum inservices provide teacher with
valuable teaching tools as well as collaboration time.

*Great Expectations* examines brain-based learning to provide direction
for teaching to meet the individual needs of students. Teachers follow
the state P. A. S. S. objectives, collaborate with each other and design
interdisciplinary themes that encourage cross-curricular integration.
Computers are used for direct instruction, remediation and enrichment.
All classrooms have two computers and each class has access to a
computer lab with a variety of learning programs.

Students are encouraged to set personal reading goals and are evaluated
throughout the year to guarantee these goals are met. The library
encourages readers by promoting activities such as Oklahoma's Sequoyah
Children's Book Award Program. Teachers incorporate a manipulative
approach to teaching. Students who experience this type of instruction
have shown significantly higher scores on achievement tests than those
taught with a more traditional approach. Upper grade students
participate in literature circles.

A hands-on learning approach is promoted throughout the school. Students
have access to math manipulatives, spelling centers, storytelling props
and learning games, among others. Teachers recognize that children learn
by doing.

**5. Professional Development Program and its Impact on Student
Achievement**

Leslie R. Fisher Elementary School's professional development plan was
devised to provide for activities, which facilitate the professional
growth of the instructional staff and support our site improvement
objectives. In September we met to disaggregate our test scores and
determine our goals. After setting these goals we attended workshops
which presented ideas and techniques useful in meeting our skills
objectives and in strengthening our programs. These workshops provided
us with hands-on activities which we could take to our classrooms. Our
media specialist met with us to show us how to utilize technology in our
instruction. We also met in horizontal and vertical committees to
coordinate our novel units in reading, brainstorm and discuss strategies
and activities and receive assistance in individual areas where we felt
we needed extra support. These workshops are called YANTA, an acronym
for "You Are Not Teaching Alone." We realize that we are dependent upon
each other for success. Communication among the different grade levels
is essential for our students to be successful. These sessions are a
time for us as a faculty to plan, analyze and encourage each other in a
common goal: the success of our students. Teachers are encouraged to
attend workshops, college classes, summer institutes and fall retreats
that reflect and support our goals. They are asked to share what they
learn with the staff. The professional development committee provides
registration money and substitute pay from our site budget to support
our instructional endeavors.

Our professional development committee has a positive impact on Fisher's
student achievement. It helps us focus on common goals. Working on those
common goals, we have seen consistent high achievement from our
students. It is to this that we are committed.

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

  ----------------------------------------- ------------- ----------- -----------
  **Table 1**                                                         

  **Oklahoma State Criterion Referenced                               
  Test Results**                                                      

                                                                      

  Subject: Reading Grade: 5                 Test:                     
                                            Oklahoma Core             
                                            Curriculum                
                                            Test                      

  Publisher: Harcourt Educational           Publication               
  Measurement                               Years:                    
                                            2003-2005                 

                                                                      

                                            2004-2005     2003-2004   2002-2003

  Testing Month                             April         April       March

  **SCHOOL SCORES**                                                    

  Percent At or Above Unsatisfactory        100%          100%        100%

  Percent At or Above Limited Knowledge     98%           98%         99%

  Percent At or Above Satisfactory          92%           82%         88%

  Percent At or Above Advanced              15%           13%         7%

  Number of Students Tested                 66            61          76

  Percent of Total Students Tested          100%          100%        100%

  Number of Students Alternatively Assessed 0             1           0

  Percent of Students Alternatively         0%            1.6%        0%
  Assessed                                                            

  Number of Students ELL Exempt             0             3           2

  Percent of Students ELL Exempt            0%            4.9%        2.6%
  ----------------------------------------- ------------- ----------- -----------

  ----------------------------------------- ------------- ----------- -----------
  **Table 2**                                                         

  **Oklahoma State Criterion Referenced                               
  Test Results**                                                      

                                                                      

  Subject: Math Grade: 5                    Test:                     
                                            Oklahoma Core             
                                            Curriculum                
                                            Test                      

  Publisher: Harcourt Educational           Publication               
  Measurement                               Years:                    
                                            2003-2005                 

                                                                      

                                            2004-2005     2003-2004   2002-2003

  Testing Month                             April         April       March

  **SCHOOL SCORES**                                                    

  Percent At or Above Unsatisfactory        100%          100%        100%

  Percent At or Above Limited Knowledge     98%           97%         99%

  Percent At or Above Satisfactory          90%           81%         92%

  Percent At or Above Advanced              37%           26%         22%

  Number of Students Tested                 65            61          76

  Percent of Total Students Tested          100%          100%        100%

  Number of Students Alternatively Assessed 0             1           0

  Percent of Students Alternatively         0%            1.6%        0%
  Assessed                                                            

  Number of Students ELL Exempt             0             3           2

  Percent of Students ELL Exempt            0%            4.9%        2.6%
  ----------------------------------------- ------------- ----------- -----------