##### *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: Mrs. Sharon M. Damaré

Official School Name: McKee Road Elementary School

School Mailing Address: 4101 McKee Road

Charlotte, North Carolina 28270-0238

County: Mecklenburg School Code Number\*: 451

Telephone [(980) 343-3970]{.underline} Fax [(980) 343-3976]{.underline}

Website/URL
[www.cms.k12.nc.us/allschools/mckee](http://www.cms.k12.nc.us/allschools/mckee)
E-mail [Sharon.Damare@cms.k12.nc.us]{.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\* Dr. James L. Pughsley

District Name [Charlotte-Mecklenburg]{.underline} Tel. [(980)
343-5139]{.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. Joe I. White, Jr.

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**

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**

1\. Number of schools in the district: 89 Elementary schools

31 Middle schools

\-- Junior high schools

17 High schools

11 Other

148 TOTAL

2\. District Per Pupil Expenditure: \$7,101

Average State Per Pupil Expenditure: \$8,566

**SCHOOL**

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\. [3]{.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, 2004 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**                                                  **7**       \-        \-          \-

  **K**       74        64                     **138**      **8**       \-        \-          \-

  **1**       75        76                     **151**      **9**       \-        \-          \-

  **2**       59        92                     **151**      **10**      \-        \-          \-

  **3**       83        70                     **153**      **11**      \-        \-          \-

  **4**       60        71                     **131**      **12**      \-        \-          \-

  **5**       86        61                     **147**      **Other**   \-        \-          \-

  **6**       \-        \-                     \-                                             

                                    **TOTAL                                                   871
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 86 % White

the students in the school: 6 % Black or African American

2 % Hispanic or Latino

6 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year
(2003-2004): 7 %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      37
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      27
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 64
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 900
                            the school as of October 1, 
                            2003                        

  **(5)**                   Subtotal in row (3) divided .071
                            by total in row (4)         

  **(6)**                   Amount in row (5)           7%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 4%

38 Total Number Limited English Proficient

Number of languages represented: 12

> Specify languages: Vietnamese, Spanish, Indonesian, Chinese, Russian,
> Mandarin, Arabic, Ghana, German, Korean, Farsi, and Ukrainian

9\. Students eligible for free/reduced-priced meals: 5%

Total number students who qualify: 48

10\. Students receiving special education services: 10 %

86 Total Number of Students Served

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

[\_13\_]{.underline}Autism [\_\_1\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness [\_\_2\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_33\_]{.underline}Specific Learning Disability

\_\_\_\_Hearing Impairment [\_35\_]{.underline}Speech or Language
Impairment

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

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[\_\_1\_]{.underline}Emotionally Handicapped
[\_\_1\_]{.underline}Developmentally Delayed

\_\_\_\_Emotional Disturbance

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) [\_\_\_3\_\_\_\_]{.underline}
[\_\_\_\_0\_\_\_\_]{.underline}

Classroom teachers [\_\_39\_\_\_\_]{.underline}
[\_\_\_\_0\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_6\_\_\_\_]{.underline}
[\_\_\_\_1\_\_\_\_]{.underline}

Paraprofessionals [\_\_21\_\_\_\_]{.underline}
[\_\_\_\_1\_\_\_\_]{.underline}

> Support staff [\_\_\_5\_\_\_\_]{.underline}
> [\_\_\_\_3\_\_\_\_]{.underline}
>
> Total number [\_\_74\_\_\_\_]{.underline}
> [\_\_\_\_5\_\_\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_\_23\_\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage.

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

  Daily student attendance  97%         96%         97%         97%         97%

  Daily teacher attendance  96%         95%         94%         \%          \%

  Teacher turnover rate     11%         33%         \*\*46%     11%         20%

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

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

\*\*Teacher turnover rate for 2001-02 reflects the loss of 20
instructional positions due to

the reassignment of approximately 500 children to a new elementary
school.

**PART III---SUMMARY**

McKee Road Elementary School opened in 1989 in the southern part of
Mecklenburg County, in Charlotte, North Carolina. The opening of a new
elementary school just a few miles away, in 2002, decreased enrollment
by approximately 500 students, eliminating the need for twenty-six
mobile units. Since then, enrollment has continued to increase. McKee
Road Elementary was one of the district's schools closed to transfers by
the superintendent, due to the overcrowding.

Built for 630 students, our facility houses approximately 880 students
who share the cafeteria, restrooms, gym, and playgrounds. At this point
we are bracing ourselves for the next growth spurt, as a new housing
development begins construction in our boundaries, bringing 1330 new
single-family homes to our area. A new elementary school is projected to
open for the 2007-2008 school year, which should provide our school with
some relief.

Our school's mission statement is to provide a framework that challenges
and motivates students to be lifelong learners and productive citizens.
Beliefs supporting this mission include: maximizing student potential is
our priority; assessment drives instruction; differentiation meets the
needs of all students; flexibility and understanding create a happy
school environment; high academic standards and high ethical standards
are inseparably connected; every child can learn to be a decision maker
and problem solver; and partnerships among the home, school, and
community are vital to providing a supportive learning environment.

McKee has continued its strong tradition of academic excellence as
evidenced by the 2003-2004 state ABC test data. For the eighth
consecutive year, McKee Road has been named a North Carolina School of
Excellence. This year a new category was introduced---North Carolina
Honor School of Excellence---for those schools having at least 90% of
students at or above grade level, meeting state growth standards, and
meeting all Adequate Yearly Progress (AYP) targeted goals as part of the
No Child Left Behind legislation. McKee was named an Honor School of
Excellence.

McKee Road has 93 staff members. Approximately 75% of staff has ten or
more years of teaching experience. Seven of our teachers hold National
Board Certification, with seven more working toward certification this
year. Thirty-three percent of staff has Master's or advanced degrees,
well above the district and state average. Losing 500 students to the
new elementary school in 2002 resulted in a reduction of nineteen
teaching positions. This tremendous change has only increased the
continual building of strong relationships among the staff, whereby
openness and a willingness to share ideas has truly benefited all
students.

Parent involvement is a strong presence in our school and one of our
important keys to success. The PTA provides funds for classroom
materials, technology, and playground equipment. Our parents volunteer
in the classrooms, assisting the teachers and working with small groups
of students. This year the PTA has created a new board position for our
character education program. They truly work on behalf of all children.

McKee Road has much to be proud of, and each year just gets better. The
success of the school is dependent upon strong relationships built among
students, staff, and parents. Many opportunities are provided for
volunteer activities, professional development, family curriculum
nights, and school clubs that will provide leadership training for our
students. The positive and professional environment created at McKee
Road supports student success at every level and promotes a collegial
atmosphere for staff.

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

**Meaning of assessment results:**

The North Carolina ABCs of Public Education is an accountability model
which sets growth and performance standards for students in grades three
through twelve. The North Carolina General Assembly passed this model
into state law in 1995. All public schools in North Carolina are held
accountable for meeting the standards set in reading and math on state
End-of-Grade tests (EOGs) administered each May. Each year growth
standards are set to measure the school's progress based on the previous
year's scores. The state uses a statistical formula using developmental
scale scores from the previous year. In addition, a statewide average
growth index is calculated to identify the school's "expected growth"
standard for the upcoming year. The same formula is used each year.
Schools that exceed "expected growth" by 10% are identified as having
achieved "high growth" status.

Achievement levels describe student performance. The state calculates
the cut off scores for these achievement levels each year, based upon
the entire state's performance. The developmental scale scores fall into
one of four achievement levels. Level I, the lowest achievement level,
indicates that a student has not mastered grade level material and has
insufficient knowledge that would allow movement to the next grade
level. Level II indicates that a student has inconsistent mastery of
skills. Level III indicates that a student is proficient in the skills
needed to move to the next grade successfully. Level IV indicates that a
student has superior mastery of grade level skills. Test data is
attached on pages 14-19. This data shows the percentage of students
proficient at levels III and IV. Schools that have 80-89.9% proficiency
are recognized as a North Carolina School of Distinction. Schools that
have 90-100% of students scoring at levels III and IV are recognized as
a North Carolina School of Excellence. With the addition of the Adequate
Yearly Progress (AYP) goals as established by the No Child Left Behind
Act of 2001, schools must now meet all targeted AYP goals in addition to
meeting the growth standards set by the state, in order to receive the
above recognition. A school making high growth and meeting all AYP
targeted goals is recognized as a North Carolina Honor School of
Excellence, a new recognition category this past year. McKee Road meets
all targeted AYP goals and is recognized as a North Carolina Honor
School of Excellence, a recognition it has received for two years.

McKee Road Elementary is home to two self-contained autistic classes.
The state has developed alternative assessments for children who are
considered to have a significant cognitive disability and are assessed
three years below grade level or more. Depending upon the severity of
the disability and the modifications written in each student's
Individual Education Plan (IEP), students are assessed using the North
Carolina Alternative Assessment Portfolios (NCAAP) or the Alternative
Assessment Academic Inventories (NCAAAI). Teachers are required to keep
portfolios of students' work samples. These are then scored using the
four achievement levels developed by the state. Last year every autistic
student assessed with the NCAAAI scored at achievement level III or IV.
This is then factored into the overall proficiency of the school.

Students with English as a second language (ESL) are also eligible to
take the NCAAAI assessments, based upon their performance on the
Individualized Proficiency Test (IPT). The ESL students at McKee Road
score in the intermediate high range. Our students all take the EOGs to
measure progress.

State assessment data can be accessed at
[www.dpi.state.nc.us/accountability](http://www.dpi.state.nc.us/accountability).

**Using data to Improve Student Performance:**

Inherent in our mission statement is the belief that assessment drives
instruction. The staff has been trained to utilize multiple assessment
strategies in measuring students' progress every step of the way.
Pre-assessment strategies are the first step in determining what
students know. As lessons are taught, staff utilizes mini-assessments to
check for understanding. The district's quarterly assessments in reading
and math also provide teachers with data for the monitoring of student
progress. Teachers are able to measure progress from one quarter to
another by individual student, by class, or by the entire grade level.
We also receive district averages for each school so that we can compare
our performance to other similarly populated schools. Flexible groups
are utilized for acceleration as well as for re-teaching. Adjustments in
daily instruction occur through the analysis of this data, as well as
through the mini assessments, teacher-made tests, unit tests, and
teacher observations. Students performing below grade level standards
are provided with a Personal Education Plan (PEP). This plan is
developed by the teacher and parent and reviewed quarterly.

What was once considered isolated data is now the property of the
collaborative teams. Teachers share their results with one another. When
one teacher demonstrates strengths in an area that another may not have,
this teacher shares her strategies and offers assistance to her
colleagues. Teachers have opportunities to observe one another in order
to enhance their own instruction. This allows us to examine our school's
program, tells us if we are appropriately pacing instruction, and gives
us insight for needed professional development activities.

**How School Communicates Assessment Results to Parents, Students, and
Community:**

Assessment results are communicated to parents through Open Houses,
curriculum nights, new parent

coffees, the school's website and through parent conferences. Teachers
are able to sit down one on one

with parents throughout the year to share quarterly assessment results.
Teachers offer strategies for use

at home to help develop higher level thinking skills. Mid-quarter
progress reports and quarterly report

cards also keep parents informed of progress.

Our weekly newsletter, the *McKee Mini News*, as well as the PTA's
quarterly newsletter, the *McKee*

*Messenger*, communicate assessment results and highlight student
achievement. Teachers send home

weekly folders giving parents information about their child's progress.
Newsletters are sent out at the

beginning of each month outlining the curriculum standards and
activities. Teachers meet with individual

students to share quarterly and EOG results, helping each student to set
goals for continuous improvement.

Grade level agendas, signed nightly by parents, keep students organized
and parents informed of upcoming

tests or projects. Frequent phone calls and emails between teachers and
parents provide for effective and

open communication. When EOG results are released in May, parents
receive individual student reports

detailing growth from one year to the next in reading and math.
*Character Counts* is a monthly communication

sent to parents, written by parents. The principal sends out
communications and writes columns for the above publications.

The community receives assessment results through media releases, the
district's website, special sections to

the daily newspaper, the district's cable channel, and through the
annual school report cards published by the

North Carolina Department of Public Instruction (NCDPI). These annual
school report cards are available

online at the DPI website. The community can also review other schools'
report cards from across the

state of North Carolina. Links are provided on the school's website and
published in newsletters. School

tours are available weekly for anyone wishing to learn more about our
school.

**How McKee Road Elementary Will Share Successes With Other Schools:**

McKee Road Elementary School has been a leader in academic achievement
and excellence since opening. Visitors to our school come from within
the district, as well as from other counties. We provide certified
mentors for staff in other schools when the need exists. Our staff also
networks with teachers in other schools to exchange ideas and gather new
strategies that will enhance their present level of performance. Our
principal has served as a mentor to new principals in the district.

Monthly principal meetings allow for the sharing of ideas among schools.
McKee Road's principal highlighted the mathematics program at the
January 18, 2005 meeting. Several teachers went with her to the meeting
to share effective practices that are impacting student achievement in
our school. Schools in our district also share assessment data each
quarter and principals share these successes with colleagues.

The principal and other staff have presented at local, state and
national conferences. In addition, teachers at our school are frequently
asked to present at central office in-service activities held throughout
the year on designated teacher workdays. McKee Road is being recognized
as a model school as we implement phase two of a pilot character
education grant. We have been asked to take our character education
program to a national level to share with other educators as a model.

We are proud to have the district's Gifted Teacher of the Year and the
district's Exceptional Children's

Teacher of the Year on our staff. Many of our teachers have earned
National Board Certification.

One staff member is now published in the *Journal of the North Carolina
Academy of Science*. These

teachers are called upon to assist other teachers in the district and
have received recognition in the

newspaper and in system publications. Our doors are always open, and our
staff is eager to share their

hard work and team spirit with others.

**PART V---CURRICULUM AND INSTRUCTION**

**The School's Curriculum:**

Our total curriculum is based upon the goals and objectives outlined in
the *North Carolina Standard Course of Study (NCSCOS)*. This document
provides the objectives students are expected to master as they move
through the grades, K-12 in the areas of literacy, math, social studies,
science, health, physical education, art, music, technology, and media.
The core subject areas of literacy, math, science, and social studies
have quarterly pacing guides. Assessments in reading and math are
aligned with the objectives in the NCSCOS.

Literacy skills form the foundation for learning in all other content
areas. The curriculum spirals from grade to grade and seeks to develop
comprehension skills through the areas of cognition, interpretation,
critical stance, and connections. Writing is an important component
within the literacy curriculum as students learn how to move through the
writing process successfully. Teachers utilize *Bloom's Taxonomy* in
developing higher level questioning strategies in literacy, as well as
in all other content areas.

Our state math curriculum was reorganized into five strands: numbers and
operations, measurement, geometry, data analysis and probability, and
algebra. Again, this is a spiraling curriculum with a strong emphasis on
problem solving. Our district adopted the Scott Foresman Series this
year. The program was chosen for its ability to address all learners
through a rich variety of materials. Technology is a major part of this
adoption, with many online applications for enrichment as well as
remediation. Parents are able to access the program online as well for
additional practice and reinforcement of concepts at home.

Science and social studies are integrated into literacy and mathematics.
Our science program is inquiry based. Teachers use manipulative kits and
connected expository literature to teach objectives. Science lends
itself nicely to math as students continue to develop skills in
measurement, data analysis, and probability. Fieldtrips supplement the
social studies curriculum as students visit neighborhoods, places of
business, historic places in our county as well as throughout our state.
Vocabulary development, reasoning skills, and decision-making are
incorporated into content areas. Poets, storytellers, dance troupes, and
singing groups weave curriculum standards through their presentations.
In addition, these cultural arts events encourage students to look at
diversity within our society.

Team planning, special programs and extra-curricular activities are the
cornerstones to this successful integration. The special area teachers
plan with the K-5 teachers to integrate objectives to support classroom
instruction. Art appreciation, a school chorus, and winning entries in
the national PTA's Reflection's Program enhance student's appreciation
for the arts. Physical education stresses living a healthy lifestyle and
being physically fit. Family Fun and Fitness Nights are always well
attended. The media specialist plans collaboratively with teachers in
order to maximize use of the school's resources. The school psychologist
offers test taking strategies groups, peer mediation, conflict
resolution, and social skills. Technology enhances all areas of our
curriculum. Recently upgraded with eighty-six new computers, students
have a variety of programs that will challenge them to reach the next
level of learning. Internet learning has become an important part of the
school's program, through the use of web quests, virtual fieldtrips, and
expanded research options. All classrooms have computers and are
networked.

Exceptional children are provided services in the classroom through the
collaborative practices of our talent development and learning
disabilities teachers. Our gifted students receive services through the
Talent Development Program (TD). The TD teacher attends weekly planning
sessions and provides a team teaching model as she collaborates with
teachers. The special education teacher utilizes inclusionary practices.
She team-teaches and models appropriate accommodations and modifications
for those students needing extra learning support. She provides support
as teachers develop instructional strategies based upon each child's
individual education plan.

**School's Reading Program:**

The district adopted the *Open Court Reading Program* in 1999. This
program was chosen for its strong emphasis on phonics and explicit
instruction in the lower grades, as well as for its focus on higher
level thinking skills and quality literature in the upper grades.
Ongoing visits with an Open Court consultant throughout the year helps
teachers to tailor the program to meet the needs of McKee Road's boys
and girls.

In every grade, there is a daily two-hour literacy block. Direct
instruction is focused on decoding skills and comprehension strategies.
The teacher then begins work with small groups to provide further
focused instruction on identified goals and objectives. Students are
engaged in activities such as literature circles, novel studies,
research projects, technology, Writer's Workshop, Reader's Theatre,
writing, Paideia Seminar, and independent reading. *WordMasters©* is a
program used in the upper grades to encourage vocabulary skills. The
spelling program is enhanced through the study of the 1020 most
frequently used words in the English language. Literacy classes are
flexibly grouped. The *William and Mary Curriculum*, developed by the
Center for Gifted Education at the College of William and Mary,
emphasizes strong development of thinking skills and reasoning
strategies for high achieving students in our accelerated classes. Many
of the structures within this program, such as the Literature Web and
Paul's Reasoning Model, have been utilized in our other classes as well.
The special education teacher uses *Corrective Reading* and *Reading
Mastery* programs. Inclusionary practices also support our reading
program.

*The Accelerated Reader* program supports Open Court and has fostered
the love of reading in grades 1-5, as students are able to choose books
to read independently. They then take a computerized test to measure
their level of comprehension. The *Paths to Achieving Literacy
SuccessProgram* (PALS) is offered to first grade students needing extra
support. School wide, all students are expected to read nightly and
complete reading logs.

**School's Character Education Program:**

McKee Road is one of twenty-five pilot schools participating in a
federally funded character education grant. The purpose of this grant is
to implement a character education program for students that is
integrated into classroom instruction and incorporates parental and
community involvement. The building of significant relationships among
staff, students, and parents enhance our level of academic achievement
and continuous growth. Character education is integrated in our reading
program. It supports the development of higher-level thinking and
reasoning skills, decision-making, and problem solving. Parents hold
"character chats" within classrooms each month. Our school cafeteria has
been renamed the "Character Café." Students' work reflecting character
education is displayed throughout the school.

A grade level team and our technology facilitator have developed a
project in conjunction with Habitat for Humanity. This project provides
for integration of character education throughout all content areas. The
children recently met the family who will be moving into the house.
Staff have rolled up their sleeves and provided labor on the weekends.
We have been asked to take this project to a national level. McKee
continues to partner with Berryhill Elementary, a school of extreme
poverty in our district. Our Student Council and PTA facilitate clothing
drives, book fairs, assistance at Christmastime, faculty snacks for
Berryhill's staff, and a tutoring program. We have been asked to discuss
our partnership at the Mayor's Mentoring Alliance luncheon as we help
other schools to develop a model. Our PTA Board has also created a
position for a character education parent liaison this year. Character
education brings together our students, parents, and community in a
collaborative and caring way. Character education in action can be seen
throughout our school.

**Instructional Methods Used to Improve Student Learning:**

In order to meet the variety of needs and the various learning styles of
students, our teachers differentiate instruction based upon ongoing
analysis of assessment data. Assessment drives all instruction. Teachers
utilize whole group instruction to introduce concepts, then move to
small groups in order to focus more closely on acceleration or
remediation. The literacy and talent development facilitators team teach
with teachers and model lessons within the classrooms as they coach
teachers to utilize best practices. One on one instruction is enhanced
through the use of volunteers and trained teacher assistants.

We believe that children must be actively engaged in learning, rather
than passively completing worksheets, which require only literal level
thinking. Teachers provide instruction using a variety of tools such as
graphic organizers, rubrics, manipulatives, a variety of genres,
technology, research projects, literature circles, Writers' Workshop,
Reader's Theater, and the Paideia Seminar. Through the
teach/assess/re-teach or enrich cycle, teachers make sure that students
are mastering the required curriculum at the highest level possible.

We are utilizing inclusionary practices in order to provide the least
restrictive environment for our students and to provide for a team
teaching approach through modeling and coaching by the resource teacher.
Collaborative planning has become the key to the delivery of instruction
that will help students reach their potential as they continue to work
alongside their non-disabled peers.

**Professional Development and Its Impact on Improving Student
Achievement:**

Much of our professional development is site-based. Through the use of
needs assessments, informal and formal observation data, staff surveys,
and an analysis of assessment data we are able to tailor our
professional development to meet the needs of McKee's staff and
students. All professional development is based upon providing teachers
with the skills and knowledge necessary to impact student achievement at
the highest level possible.

Professional development in the area of literacy is ongoing. Through the
analysis of assessment data,

teachers have received training in the use of questioning strategies,
vocabulary development, and the

Paideia Seminar. This year we are partnering with seven other elementary
schools to present Question,

Answer, Relationship (QAR) training with a national consultant.
Professional development occurs as

our literacy and talent development facilitators plan weekly with teams
to secure resources, model lessons,

and coach staff in delivering best practices. Our teachers continue to
upgrade their skills in technology.

The technology facilitator offers a menu of activities, taking place in
our lab on a weekly basis, from which

teachers may choose. These range from creating spreadsheets to
developing web pages. The use

technology can be seen as teachers use lesson planners and grade keepers
for data collection. Technology

is integrated into other subject areas as a result of professional
development.

The staff engaged in a book study using Todd Whitaker's book, ***What
Great Teachers Do Differently***. From this book study and through the
integration of ideas from our School Improvement Plan, teachers
developed their individual growth plans. We are also meeting in cross
grade level teams to discuss the standards at each grade level and to
develop ways to make the transition from one grade to the next
successful. With our professional development being led by our own staff
members, staff has been able to make connections between activities and
has reflected on how to revise and dialogue collegially among one
another. The impact is evident as our students continue to surpass
growth standards.

> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Reading
>
> Grade Level: [\_3\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 98              98              98              97              95
  level)                                                                                             

  \% At Level IV (above grade level) 76              78              83              73              69

  Number of students tested          127             153             217             216             209

  Number of Valid Scores             127             153             217             216             209

  Percent of total students tested   99              98              99              99              99

  Number of students excluded \*\*   1               4               2               2               1

  Percent of students excluded \*\*  1               3               1               1               1

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 89              78              100             91              70
  level)                                                                                             

  \% At Level IV (above grade level) 33              44              43              55              30

  Number of students tested          9               9               7               11              10

  2\. White                                                                                          

  \% At or Above Level III (on grade 98              99              98              98              96
  level)                                                                                             

  \% At Level IV (above grade level) 79              83              84              74              72

  Number of students tested          107             133             191             201             190

  3\. Other                                                                                          

  \% At or Above Level III (on grade 100             100             95              \*              89
  level)                                                                                             

  \% At Level IV (above grade level) 82              55              95              \*              56

  Number of students tested          11              11              19              \*              9

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade \*              71              \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) \*              43              \*              \*              \*

  Number of students tested          \*              7               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 98              99              98              97              95
  level)                                                                                             

  \% At Level IV (above grade level) 78              80              84              74              70

  Number of students tested          122             143             215             215             206

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 83              92              85              76              70
  level)                                                                                             

  \% At Level IV (above grade level) 25              50              55              29              10

  Number of students tested          12              12              20              21              20

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           83              83              80              76              74

  State Mean Score                   248             248             148             147             147
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.
>
> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Reading
>
> Grade Level: [\_4\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 97              97              97              97              95
  level)                                                                                             

  \% At Level IV (above grade level) 72              78              74              63              69

  Number of students tested          152             137             228             226             194

  Number of Valid Scores             152             137             228             226             194

  Percent of total students tested   99              99              99              98              98

  Number of students excluded \*\*   2               1               2               4               0

  Percent of students excluded \*\*  1               1               1               2               0

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 86              78              92              86              \*
  level)                                                                                             

  \% At Level IV (above grade level) 57              33              58              43              \*

  Number of students tested          7               9               12              7               \*

  2\. White                                                                                          

  \% At or Above Level III (on grade 99              98              97              97              97
  level)                                                                                             

  \% At Level IV (above grade level) 74              81              75              64              70

  Number of students tested          132             113             208             205             172

  3\. Other                                                                                          

  \% At or Above Level III (on grade 92              100             100             93              88
  level)                                                                                             

  \% At Level IV (above grade level) 54              80              75              57              71

  Number of students tested          13              15              8               14              17

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade 67              57              \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) 44              0               \*              \*              \*

  Number of students tested          9               7               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 99              99              97              96              96
  level)                                                                                             

  \% At Level IV (above grade level) 73              82              75              64              69

  Number of students tested          143             130             224             225             192

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 86              70              68              88              90
  level)                                                                                             

  \% At Level IV (above grade level) 43              50              46              31              45

  Number of students tested          14              10              22              16              20

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           84              84              77              75              72

  State Mean Score                   252             253             151             150             150
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.
>
> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Reading
>
> Grade Level: [\_5\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 99              98              99              99              97
  level)                                                                                             

  \% At Level IV (above grade level) 74              79              78              76              78

  Number of students tested          143             165             224             209             174

  Number of Valid Scores             143             165             224             209             174

  Percent of total students tested   99              100             99              99              99

  Number of students excluded \*\*   1               0               3               3               0

  Percent of students excluded \*\*  1               0               1               1               0

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 100             92              86              100             83
  level)                                                                                             

  \% At Level IV (above grade level) 44              46              71              50              67

  Number of students tested          9               13              7               6               6

  2\. White                                                                                          

  \% At or Above Level III (on grade 99              99              99              98              98
  level)                                                                                             

  \% At Level IV (above grade level) 76              82              78              78              79

  Number of students tested          114             142             203             183             154

  3\. Other                                                                                          

  \% At or Above Level III (on grade 100             100             100             100             93
  level)                                                                                             

  \% At Level IV (above grade level) 75              80              79              70              79

  Number of students tested          20              10              14              20              14

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade 86              100             \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) 14              33              \*              \*              \*

  Number of students tested          7               6               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 100             98              99              99              98
  level)                                                                                             

  \% At Level IV (above grade level) 77              81              78              77              79

  Number of students tested          136             159             222             207             172

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 88              88              93              100             86
  level)                                                                                             

  \% At Level IV (above grade level) 0               29              36              61              43

  Number of students tested          8               17              14              18              14

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           90              89              85              83              79

  State Mean Score                   257             257             156             156             155
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.
>
> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Mathematics
>
> Grade Level: [\_3\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 100             98              97              99              94
  level)                                                                                             

  \% At Level IV (above grade level) 80              86              81              81              65

  Number of students tested          127             154             218             216             210

  Number of Valid Scores             127             154             218             216             210

  Percent of total students tested   92              98              100             99              99

  Number of students excluded \*\*   1               3               1               2               0

  Percent of students excluded \*\*  1               2               1               1               0

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 100             78              100             100             70
  level)                                                                                             

  \% At Level IV (above grade level) 56              56              57              82              20

  Number of students tested          9               9               7               11              10

  2\. White                                                                                          

  \% At or Above Level III (on grade 100             99              97              99              95
  level)                                                                                             

  \% At Level IV (above grade level) 80              88              82              81              69

  Number of students tested          107             134             192             201             191

  3\. Other                                                                                          

  \% At or Above Level III (on grade 100             100             95              \*              100
  level)                                                                                             

  \% At Level IV (above grade level) 91              82              79              \*              44

  Number of students tested          11              11              19              \*              9

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade \*              63              \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) \*              25              \*              \*              \*

  Number of students tested          \*              8               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 100             100             98              99              95
  level)                                                                                             

  \% At Level IV (above grade level) 80              89              82              81              67

  Number of students tested          122             122             215             215             206

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 100             92              86              95              67
  level)                                                                                             

  \% At Level IV (above grade level) 33              54              52              52              24

  Number of students tested          12              13              21              21              21

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           89              89              77              74              72

  State Mean Score                   253             253             251             251             144
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.
>
> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Mathematics
>
> Grade Level: [\_4\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 99              100             99              100             99
  level)                                                                                             

  \% At Level IV (above grade level) 94              88              83              85              77

  Number of students tested          152             137             230             228             194

  Number of Valid Scores             152             137             230             228             194

  Percent of total students tested   99              99              100             99              99

  Number of students excluded \*\*   2               1               0               4               0

  Percent of students excluded \*\*  1               1               0               1               0

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 100             100             100             100             \*
  level)                                                                                             

  \% At Level IV (above grade level) 57              67              62              50              \*

  Number of students tested          7               9               13              8               \*

  2\. White                                                                                          

  \% At or Above Level III (on grade 100             100             99              100             100
  level)                                                                                             

  \% At Level IV (above grade level) 96              89              84              86              79

  Number of students tested          132             113             209             206             172

  3\. Other                                                                                          

  \% At or Above Level III (on grade 92              100             100             100             94
  level)                                                                                             

  \% At Level IV (above grade level) 92              93              88              93              88

  Number of students tested          13              15              8               14              17

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade 89              100             \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) 56              29              \*              \*              \*

  Number of students tested          9               7               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 100             100             100             100             100
  level)                                                                                             

  \% At Level IV (above grade level) 97              92              84              86              78

  Number of students tested          143             143             225             226             192

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 100             100             96              100             95
  level)                                                                                             

  \% At Level IV (above grade level) 79              70              42              61              55

  Number of students tested          14              10              24              18              20

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           95              95              90              87              84

  State Mean Score                   259             259             257             256             153
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.
>
> **MCKEE ROAD SCHOOL ASSESSMENT DATA**
>
> Mathematics
>
> Grade Level: [\_5\_]{.underline}

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

  Testing month                      May             May             May             May             May

  **SCHOOL SCORES**                                                                                  

  \% At or Above Level III (on grade 100             98              99              99              97
  level)                                                                                             

  \% At Level IV (above grade level) 94              87              94              95              79

  Number of students tested          143             165             225             211             174

  Number of Valid Scores             143             165             225             211             174

  Percent of total students tested   99              100             99              100             100

  Number of students excluded \*\*   1               0               2               3               0

  Percent of students excluded \*\*  1               0               1               1               0

                                                                                                     

  **SUBGROUP SCORES**                                                                                

  1\. African-American                                                                               

  \% At or Above Level III (on grade 100             100             100             100             100
  level)                                                                                             

  \% At Level IV (above grade level) 78              69              88              71              83

  Number of students tested          9               13              8               7               6

  2\. White                                                                                          

  \% At or Above Level III (on grade 100             99              99              99              98
  level)                                                                                             

  \% At Level IV (above grade level) 94              89              94              96              78

  Number of students tested          114             142             203             184             154

  3\. Other                                                                                          

  \% At or Above Level III (on grade 100             90              100             100             100
  level)                                                                                             

  \% At Level IV (above grade level) 100             80              100             100             86

  Number of students tested          20              10              14              20              14

  4\. Free/Reduced-price Lunch                                                                       

  \% At or Above Level III (on grade 100             83              \*              \*              \*
  level)                                                                                             

  \% At Level IV (above grade level) 86              67              \*              \*              \*

  Number of students tested          7               6               \*              \*              \*

  5\. Full Price Lunch                                                                               

  \% At or Above Level III (on grade 100             99              99              99              97
  level)                                                                                             

  \% At Level IV (above grade level) 94              88              94              95              79

  Number of students tested          136             136             222             208             172

  6\. Exceptional Students                                                                           
  (non-gifted)                                                                                       

  \% At or Above Level III (on grade 100             100             100             0               86
  level)                                                                                             

  \% At Level IV (above grade level) 63              59              87              100             43

  Number of students tested          8               17              15              20              14

                                                                                                     

  **STATE SCORES**                                                                                   

  \% At or Above Level III           93              93              88              87              83

  State Mean Score                   263             262             261             260             160
  ---------------------------------- --------------- --------------- --------------- --------------- ---------------

> \* Data is not reported for subgroups with student counts less than 6.
>
> \*\* For 2003-04, 2002-03, and 2001-02 school years, counts & percents
> represent students who were excluded from taking the EOG for one of
> the following reasons: LEP Status, student was accessed on AAAI, AAP,
> or NCCATS (2001-02 only)
>
> For 2000-01 & 1999-00 school years, counts & percents represent
> students who were exempt from taking the regular EOG.