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

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

**Cover Sheet**

Name of Principal [Ms. Sandra Denmark]{.underline}

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

Official School Name [Judson Fundamental Elementary Magnet
School]{.underline}

(As it should appear in the official records)

School Mailing Address [3809 Judson Street]{.underline}

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

[Shreveport Louisiana 71109-3294]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 318 ) 635-1132]{.underline} Fax [( 318 ) 635-1240]{.underline}

Website/URL [www.caddo.k12.la.us.com]{.underline} E-mail
<sdenmark@caddo.k12.la.us>

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

Date

(Principal's Signature)

Name of Superintendent\* [Mrs. Ollie Tyler]{.underline}

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

District Name [Caddo Parish]{.underline} Tel. [( 318 )
603-6300]{.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. Larry Ramsey]{.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.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [41]{.underline} Elementary
schools

[10]{.underline} Middle schools

[0]{.underline} Junior high schools

[11]{.underline} High schools

[12]{.underline} Other (Briefly explain)

[5]{.underline} Elementary/Middle Schools

[7]{.underline} Special and Alternative School

[74]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$2,862.00]{.underline}

Average State Per Pupil Expenditure: [\$3,680.00]{.underline}

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

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

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

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

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

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

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

  **K**       25        41                     66           **7**                             

  **1**       36        33                     69           **8**                             

  **2**       30        40                     70           **9**                             

  **3**       30        38                     68           **10**                            

  **4**       26        45                     71           **11**                            

  **5**       23        40                     63           **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   407
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [12]{.underline} % White

the students in the school: [86]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 8
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    404
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0198
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.980
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [.02]{.underline}
%

[1]{.underline} Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [52]{.underline} %

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

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

10\. Students receiving special education services: [4]{.underline} %

[19]{.underline} Total Number of Students Served

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

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

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

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

[0]{.underline} Hearing Impairment [19]{.underline} Speech or Language
Impairment

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

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline}

Classroom teachers [20]{.underline}

Special resource teachers/specialists [7]{.underline}

Paraprofessionals [4]{.underline}

> Support staff [2]{.underline}
>
> Total number [34]{.underline}

12\. Average school student-"classroom teacher" ratio:
[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 of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance 97.3        97.5        96.6        97.8        97.4

  Daily teacher attendance 95          91          96          95          93

  Teacher turnover rate    7           10          18          9           16

  Student dropout rate                                                     

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

**PART III ‑ SUMMARY**

Teachers, staff, students, parents and community embrace the mission
belief of providing and supporting a quality education for all students
in a safe and nurturing environment. With emphasis on a core curriculum,
Judson Fundamental Elementary Magnet provides a comprehensive academic
program to K-5 students.

Instructional strategies include a departmentalized setting for fourth
and fifth grade students. Third grade classes are conducted through team
teaching blocks. The K-2 classes are self-contained. High interest
enrichment classes provide opportunities to discover, to explore and to
create through art, music, physical education, library science and
technology training. Identified academically gifted students attend
Gateway instruction. Additional high-performing children are challenged
through an exploratory class in Discoveries. Artistic and musical
abilities are tapped through the string orchestra and the Talent
program.

Traditional American values are incorporated in all activities. Respect,
responsibility, pride and patriotism are part of the academic process.

Fostering a strong link between the school, home and community is a
focus of our School Improvement Plan. Activities and open invitations
that support our efforts in maintaining a positive learning environment
are extended throughout the year. Our PTA organization along with a
strong volunteer core acts as a catalyst in providing a special network
for events that take us beyond the classroom. Events include:
Back-To-School Night, holiday parent luncheons, Family Fun Fest,
Sci-port visits, parent "Brown Bag" testing information meetings,
community judges for student-of-the-year and Science/Social Studies
Fair, community readers during Read Across America, and Make-and-Take
Night.

Magnet status allows Judson to be a school of choice and to draw
children from all parts of Caddo Parish. Entering students comply with
magnet criteria for acceptance. Maintaining strong to average academic
performance with high attendance rate and positive conduct is expected.

Judson Fundamental Elementary Magnet has been recognized as a Four Star
School and a School of Academic Excellence. Received awards include Path
To Excellence, National Science Olympiad, Golden School United Way,
Presidential Physical Fitness, President's Award for Educational
Excellence, State and District Science Fair winners and District
Sweepstake String Orchestra trophy.

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

1\. Judson Fundamental Elementary Magnet third, fourth and fifth grade
students were tested in March, 2003. Third and fifth graders were tested
with the IOWA Test of Basic Skills. The IOWA Test is a standardized test
that shows how well Louisiana students perform compared to students of
the same grade across the nation.

The following results are given in percentiles. A percentile ranking of
50 indicates typical or average performance.

Our combined third grade children performed at the 65^th^ percentile in
reading (above average) and at the 72^nd^ percentile (above average) in
mathematics.

The combined fifth grade students performed at the 70^th^ percentile in
reading (above average) and at the 75^th^ percentile in mathematics.

Grade 4 - LEAP 21 test is a criterion-referenced test that measures
student learning in the main subject areas of language arts,
mathematics, social studies and science and shows how well students
learned the course work required by the state of Louisiana.

Each student is placed at one of five achievement levels, based on his
or her test results. Achievement levels from highest to lowest are
Advanced, Mastery, Basic, Approaching Basic and Unsatisfactory. The
following chart indicates the combined fourth grade group results of all
65 students tested. The number shown denotes the number of students that
performed at each level in each of the four areas tested.

+-----------------+-------------+------------+-----------+---+------------+
| **Grade 4 --    |             |            |           |   |            |
| LEAP 21 --      |             |            |           |   |            |
| Crite           |             |            |           |   |            |
| rion-Referenced |             |            |           |   |            |
| Test**          |             |            |           |   |            |
+-----------------+-------------+------------+-----------+---+------------+
| **Achievement   | **Language  | **Math**   | **        | * |            |
| Level**         | Art**       |            | Science** | * |            |
|                 |             |            |           | S |            |
|                 |             |            |           | o |            |
|                 |             |            |           | c |            |
|                 |             |            |           | i |            |
|                 |             |            |           | a |            |
|                 |             |            |           | l |            |
|                 |             |            |           | S |            |
|                 |             |            |           | t |            |
|                 |             |            |           | u |            |
|                 |             |            |           | d |            |
|                 |             |            |           | i |            |
|                 |             |            |           | e |            |
|                 |             |            |           | s |            |
|                 |             |            |           | * |            |
|                 |             |            |           | * |            |
+-----------------+-------------+------------+-----------+---+------------+
| **Advanced**    | 1           | 1          | 3         |   | 1          |
|                 |             |            |           |   |            |
| **Mastery**     | 27          | 19         | 22        |   | 21         |
|                 |             |            |           |   |            |
| **Basic**       | 34          | 40         | 36        |   | 43         |
|                 |             |            |           |   |            |
| **Approaching   | 3           | 5          | 4         |   | 0          |
| Basic**         |             |            |           |   |            |
|                 | 0           | 0          | 0         |   | 0          |
| **U             |             |            |           |   |            |
| nsatisfactory** |             |            |           |   |            |
+-----------------+-------------+------------+-----------+---+------------+

**2.** Test results are analyzed and a strategy action plan is
formulated.

**MAY - JUNE**

> -Review IOWA/LEAP testing results by principal, coordinator, counselor
> to identify
>
> strengths and weaknesses.

-Identify students with very (low and high) IOWA scores SBL review in
August.

**AUGUST - SEPTEMBER**

> -Chart IOWA/LEAP comparative scores for longitudinal tracking.
>
> -Devise a school wide plan for improving IOWA/LEAP scores.

**OCTOBER - DECEMBER**

-Inservice for all teachers to share testing results.

> -Teachers given charted IOWA student scores from previous year to
> identify group
>
> strengths and weaknesses.
>
> -Pre-test Grades 3-5 with published instrument- item analysis will be
> scored by company.

-Teachers review item analysis for targeted weak skills.

-Grade level meetings held to coordinate instruction.

-Teachers submit "Action Plan" to reinforce areas of concern.

-Teachers emphasize instruction toward identified skill weaknesses.

**JANUARY - MARCH**

-Teachers continue to review and practice testing skills and test-taking
techniques.

-Testing inservice given for all teachers and aides to review proper
test administration.

-State tests administered.

**MAY - JUNE**

> -Review of IOWA/LEAP testing results of March by principal to identify
> strengths and
>
> weaknesses.

3\. A yearly report card that contains the results of the Louisiana
School Accountability system is sent to all parents. This provides
information about how our school performed, what improvement was made,
and a comparison of our school's CRT and NRT scores to the district and
the state. We set a goal of 100% teacher-parent conferences to be met
during the first grading period. Teachers review expectations and
challenges for the year. Information about the curriculum is provided
with opportunities to discuss grading procedures, class work and
homework requirements. This initial meeting sets a positive tone for the
year and helps parents become acquainted with expected performance
goals. During annual Back -- To -- School Night meetings, the academic
growth and progress is shared with parents.

Flyers, a school brochure and general newspaper and TV advertising
provide the general public with information detailing the schools
academic standing. Opportunities to speak to groups such as pre-school
parents and day care providers help disburse how Judson is performing.
Students who receive awards and honors are highlighted in the local
paper's *School Notes* column.

Parents participate in informational meetings such as a Grade 4 Brown
Bag Testing Workshop and *ITBS* Parent Information Meetings to gain more
information about what is expected of their student. Data received from
testing results and from pre-testing in the classroom is given to each
parent. During conferences, teachers share results of student's tests,
discuss what the test results show about the student and develop with
the parent an action plan designed to help the child. Beginning in the
lower grades, teachers conduct parent make and take workshops to share
with parents strategies they can use to develop comprehension skills,
math understanding and test strategies.

**4.** After solving a problem that may be particular to your campus, it
is gratifying to be able to share the event or strategy with another
teacher. Judson teachers have presented workshops on the campus and at
our Staff Development Center. One of our successful ventures is the
manner in which we teach the scientific process and how we set up and
conduct a school science and social studies fair. We present these
techniques for interested schools beginning with the parent workshop on
criteria and requirements on doing a science project. Then we
demonstrate how to effectively teach the scientific process in the
classroom. Meetings where you are grouped with teachers in your content
area yield opportunities to talk about successes and how they were
attained. Sharing of materials that promote a positive outcome results
in building a network of who to call and where to go when help is
needed.

Our teachers are open and eager to have observers come to the classroom.
Students from local universities request the opportunity to complete
their observation hours with us and then to be able to talk with the
teacher about techniques they have seen demonstrated. Each spring an
area head start facility arranges for its instructors to spend a morning
in our kindergarten classes. The purpose is to provide their teachers
the opportunity to see what will be expected of their students in
kindergarten. We are able to share methods and activities that will
better prepare their students. Within our own school family, teachers
will team with a buddy who may or may not be in their grade level or
content area to ask for assistance and advice. We swap classes to teach
a specific concept for a peer or will teach a lesson for a peer's
observation.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** Judson Fundamental Elementary Magnet takes pride in providing the
best educational opportunities and learning experiences that develop the
whole child. Students are offered a comprehensive academic program which
includes a structural core curriculum with high interest enriched
courses. Every level of learning is important, with literacy being the
first and most essential goal.

A common thread of hands-on experiences lay a foundation that strengthen
basic concepts and enhance problem - solving skills across the K-5
curriculum. Content writing and research based projects offer
opportunities that extend higher level thinking skills. The challenge we
face is to ensure that every child will become a confident, resourceful
learner.

**Reading / Language:** A combination approach of phonics, whole
language and vocabulary building offer several methods of instruction
because not all students learn by one method. Learning phonemes and
developing a rich vocabulary compliment the actual reading process that
occurs when sounds and words take on real meaning. Poetry, great
literature and nonfiction are included with the basal text. It is a
process and not a single, one-step act.

**Mathematics**: Students learn the fundamentals of adding, subtracting,
multiplying and dividing. They also are involved in computing,
measuring, estimating, collecting and organizing data and exploring
geometric patterns. Higher -- order thinking skills such as analysis and
problem-solving are introduced as they learn to draw maps to scale,
weigh and measure objects, and chart results and bring real-life value
to what they are doing.

**Writing**: Penmanship and writing as a form of communication are both
emphasized. The act of writing, forming letters is valued at all grade
levels. Communicative writing is practiced throughout the curriculum.
When mandated state testing began to include a form of constructed
response writing questions for one grade level, we made the practice
inclusive of all grades. The procedure needs to be introduced and
practiced from the earliest level for a student to become comfortable
and proficient. Daily journal writing, creative narratives, poetry of
all types, writing to a prompt and researched-based writings are
promoted. Our literary team prepares a school-wide schedule for writing
that exposes students to many different genres.

**Science:** Reading, writing, and math can become real to students in
science. Opportunities to explore, develop investigative skills and
utilize hands-on inquiry help students become more responsible for their
learning. Skills such as hypothesizing, formulating models, classifying
and collecting data, and working in groups to promote discussions,
thinking and problem-solving abilities help students see that every
thing doesn't always work the first time.

**Social Studies/Geography**: Inquiry and problem-solving skills are
emphasized and integrated with other curriculum areas. Knowledge is
built on prior experiences. Becoming a responsible citizen, through
daily character thoughts, is developed. Less memorization of facts and
more awareness of being a part of a social group in the school and the
community are promoted.

**The Arts**: The goal is for students to participate more and be
exposed to different forms of the arts, through music and visual
exploration of other cultures and time periods. We stress the process of
a creation and the element of developing a talent.

**2.** The school's approach to reading is developed through a basal
reading anthology that includes trade books, a diverse genre of stories,
fictional and non-fictional, along with historical fiction,
multicultural stories, folk tales, poetry and tall tales. Skills are
aligned with state standards and provide for a wide range of reading
abilities. Reinforcement of language and spelling skills weave
throughout the program. Collaborative activities promote interaction and
discussion.

Grades K and 1 enhance their curriculum with a phonics-based program
that helps develop decoding skills and oral fluency. They include trade
books in a take home *Bag It Book* opportunity. Informational reading in
the areas of science and social studies help relate essential skills
across the curriculum. Upper grades use the Accelerated Reader programs
for development of reading and comprehension skills. Trade books are
given as prizes in the school's Perfect Attendance program (to both
students and teachers).

Individual differences are addressed by using books on tape, sequenced
vocabulary building by grade level, intervention readers and assessment
practices that parallel standardized testing formats. Process writing,
the development of story elements, and use of graphic organizers such as
story maps and four squares in all grades, K-5, make the transfer from
grade to grade easier and provide a continuous learning mode. These
methods are presented and practiced in enrichment classes as a regular
part of their curriculum. This links the skills being taught in reading
to all content areas.

Teachers read aloud to students and many parents volunteer to read to
classes. The reading process is emphasized in all grade levels -- prior
knowledge, predicting outcomes, application to real life.

**3.** After reviewing test results, Judson's faculty felt that
developing a stronger math program that will increase math achievement
and that is meaningful, interesting, rich in context and aligned to the
age of technology would be beneficial.

Common daily practices are coordinated from grade to grade with the use
of structured daily math boards such as *Every Day Math Counts Boards*
or *Mountain Math*. Daily math bites such as *ADD + 4* or *Math
Minutes*, *Accelerated Math*, and content computer software are used by
all instructors. Formal instruction emphasizes concept building with the
use of modeling, demonstration, and manipulatives. Problem-solving and
application skills are strengthened through "thinking and doing" tasks.
Utilizing math strategies such as graphing, developing number or time
lines, and writing responses to questions, in other curriculums
emphasize the across-the-curriculum concept.

Professional teacher training is directed toward increasing
instructional math delivery. Inservices that have been held include
*DEEP in Math*, *Box It Bag Math*, *Bridging the Math Gap*, and *Hands-
on Math Techniques*. Team teachers in grade 3 and the departmentalized
grade 4 and 5 teachers meet together to discuss common content strands
and ways to develop continuity. Teacher grants such as *Garden Math* and
*Math In the Lab* help add resources and support project ideas.

**4.** The basic core curriculum is supplemented by using daily oral
practice surveys, versa tiles, computer software, manipulatives, and
peer tutoring. Whole group teaching and one-on-one assistance ensures
learning is taking place with individual students. Cooperative groups
allow students to benefit from each other. Many classrooms are arranged
in this format to allow students to constantly observe and learn from
each other.

The Home Family Connections are a strong part of our program that help
foster communication and connect parents to skills and events at the
school. Tuesday Folders, the school's communication vehicle, go home
with pertinent study guides and class calendars and include weekly
progress reports, test papers, and school announcements. Students in
grades 3, 4, and 5 are required to use an assignment notebook and in
some cases both the teachers and the parent must sign this daily. Lower
grades have Homework Folders that are color-coded so parents can key in
quickly to daily expectations.

Center rotation, venn diagrams, story ladders, and graphic organizers,
specific comprehension questioning that stimulates higher order thinking
skills and constructed response writing help students learn to compare
and contrast information and to develop strong analytical thinking
skills. Enrichment teachers keep in contact with specific skills being
taught so that they can be reinforced during these lessons. For instance
when grades 4 and 5 are working on science project research papers, the
librarian is reviewing how to find information in the library and the
correct method of writing a bibliography. If grade 2 is working on time
concepts, the computer lab instructor follows up with extra practice in
the lab.

Common planning exists for all grade levels. Their bimonthly meetings
promote team- building concepts, provide encouragement and support.

**5.** The parish mandates 30 hours of professional development. To make
this relevant and meaningful for our school, we focus on activities that
will strengthen our mission of providing a strong, quality education.
Communication skills, time management, organizational methods and peer
--to --peer observations in the fall and the spring provide valuable
insight into the important part each teacher plays in making our program
a success. Our teachers request to observe peers in other grade levels
which helps them see the concepts they introduce come into application.
Enrichment teachers visit teachers in their content area in other
schools.

We also look for experiences that will create a spark of rejuvenation
such as visiting the LA State Exhibit Museum in connection with the
Louisiana Bicentennial Celebration so that a school wide Louisiana study
will be relevant to students. In the spring, the whole school will
promote a study of pioneers and the westward movement that will
culminate in a tour of an onsite museum being brought to the campus.
More teachers wanted to know how kindergarten and first grade teachers
trained their five and six year olds to move and work in centers. These
teachers demonstrated with actual role-playing.

Teachers trained in technology through InTech, a 56-hour, seven-day
workshop on technology and state standards share information in
inservices to the faculty. The books*, FISH* and *WHO MOVED MY CHEESE*
were presented to the faculty as personal motivators and as team
builders. Improvement means changing stale habits and embracing new
ideas. Through faculty directed book studies we keep abreast of new
methods and research ideas that are being used in higher achieving
schools.

**STATE CRITERION-REFERENCED TESTS**

> **LEAP 21 -- GRADE FOUR -- LANGUAGE ARTS**

  ------------------------------- ------------- ------------ ------------
  Year                            2002-2003     2001-2002    2000-2001

  Testing Month                   March         March        March

  Edition                         2002          2001         2000

  Publisher                       LA DEPT ED    LA DEPT ED   LA DEPT ED

  **SCHOOL SCORES**                                          

  \% At or Above Basic            96            98           94

  \% At or Above Proficient       44            46           40

  \% At Advanced                  2             1            5

  Number of students tested       65            71           79

  Percent of total students       100           100          100
  tested                                                     

  Number of students excluded     0             0            0

  Percent of students excluded    0             0            0

                                                             

  SUBGROUP SCORES                                            

  1\. [Ethnicity                                             
  (Black)]{.underline}                                       

  \% At or Above Basic            96            98           94

  \% At or Above Proficient       46            51           35

  \% At Advanced                  0             2            4

  Number of students tested       48            51           49

  2\. [Ethnicity                                             
  (White)]{.underline}                                       

  \% At or Above Basic            93            100          97

  \% At or Above Proficient       36            35           45

  \% At Advanced                  7             0            4

  Number of students tested       14            20           27

                                                             

  **STATE SCORES**                                           

  \% At or Above Basic            58            57           60

  State Mean Score                                           

  \% At or Above Proficient       14            19           16

  State Mean Score                                           

  \% At Advanced                  1             3            1

  State Mean Score                                           
  ------------------------------- ------------- ------------ ------------

**STATE CRITERION-REFERENCED TESTS**

> LEAP 21 -- GRADE FOUR -- MATHEMATICS

  ------------------------------- ------------- ------------- -------------
  Year                            2002-2003     2001-2002     2000-2001

  Testing Month                   March         March         March

  Edition                         2002          2001          2000

  Publisher                       LA DEPT ED    LA DEPT ED    LA DEPT ED

  **SCHOOL SCORES**                                           

  \% At or Above Basic            93            80            91

  \% At or Above Proficient       31            19            34

  \% At Advanced                  2             1             6

  Number of students tested       65            71            79

  Percent of total students       100           100           100
  tested                                                      

  Number of students excluded     0             0             0

  Percent of students excluded    0             0             0

                                                              

  SUBGROUP SCORES                                             

  1\. [Ethnicity                                              
  (Black)]{.underline}                                        

  \% At or Above Basic            89            81            91

  \% At or Above Proficient       31            18            28

  \% At Advanced                  0             0             4

  Number of students tested       48            51            49

  2\. [Ethnicity                                              
  (White)]{.underline}                                        

  \% At or Above Basic            100           80            89

  \% At or Above Proficient       36            25            37

  \% At Advanced                  7             5             11

  Number of students tested       14            20            27

                                                              

  **STATE SCORES**                                            

  \% At or Above Basic            57            50            54

  State Mean Score                                            

  \% At or Above Proficient       26            12            13

  State Mean Score                                            

  \% At Advanced                  3             2             2

  State Mean Score                                            
  ------------------------------- ------------- ------------- -------------

IOWA TEST OF BASIC SKILLS

A Standardized Test

\*\*SCORES REPORTED AS PERCENTILES\*\*

READING

  ---------------------- ----------- ----------- ----------- -- ----------- ----------- -----------
  Grade                  3           3           3              5           5           5

  Year Given             2002-2003   2001-2002   2000-2001      2002-2003   2001-2002   2000-2001

  Testing Month          March       March       March          March       March       March

  Edition                2001-2002   1996        1996           2001-2002   1996        1996

  Publisher              Riverside   Riverside   Riverside      Riverside   Riverside   Riverside

  **SCHOOL SCORES**                                                                     

  Total Score            65          61          58             70          68          69

  Number of students     86          73          97             66          76          74
  tested                                                                                

  Percent of total       100%        100%        100%           100%        100%        100%
  students tested                                                                       

  Number of students     0           0           0              0           0           0
  excluded                                                                              

  Percent of students    0           0           0              0           0           0
  excluded                                                                              

  SUBGROUP SCORES                                                                       

  1.[Ethnicity           61          58          56             68          64          68
  (Black)]{.underline}                                                                  

  Number of students     72          52          61             50          52          40
  tested                                                                                

  2 [Ethnicity           83          66          62             76          77          70
  (White)]{.underline}                                                                  

  Number of students     14          18          36             16          21          31
  tested                                                                                

  3.[Eligible for Free   62          56          59             66          63          56
  Lunch]{.underline}                                                                    

  Number of students     43          19          36             15          14          16
  tested                                                                                

  4.[Not Eligible for    68          61          58             71          69          72
  Free                                                                                  
  Lunch]{.underline}                                                                    

  Number of students     43          54          61             51          62          58
  tested                                                                                
  ---------------------- ----------- ----------- ----------- -- ----------- ----------- -----------

IOWA TEST OF BASIC SKILLS

A Standardized Test

\*\*SCORES REPORTED AS PERCENTILES\*\*

Mathematics

  ---------------------- ----------- ----------- ----------- -- ----------- ----------- -----------
  Grade                  3           3           3              5           5           5

  Year Given             2002-2003   2001-2002   2000-2001      2002-2003   2001-2002   2000-2001

  Testing Month          March       March       March          March       March       March

  Edition                2001-2002   1996        1996           2001-2002   1996        1996

  Publisher              Riverside   Riverside   Riverside      Riverside   Riverside   Riverside

  **SCHOOL SCORES**                                                                     

  Total Score            72          62          64             75          75          69

  Number of students     86          73          97             66          76          74
  tested                                                                                

  Percent of total       100%        100%        100%           100%        100%        100%
  students tested                                                                       

  Number of students     0           0           0              0           0           0
  excluded                                                                              

  Percent of students    0           0           0              0           0           0
  excluded                                                                              

  SUBGROUP SCORES                                                                       

  1.[Ethnicity           68          59          62             73          72          66
  (Black)]{.underline}                                                                  

  Number of students     72          52          61             50          52          40
  tested                                                                                

  2 [Ethnicity           85          69          67             81          81          72
  (White)]{.underline}                                                                  

  Number of students     14          18          36             16          21          31
  tested                                                                                

  3.[Eligible for Free   73          49          58             76          71          64
  Lunch]{.underline}                                                                    

  Number of students     43          19          36             15          14          16
  tested                                                                                

  4.[Not Eligible for    70          66          67             75          76          71
  Free                                                                                  
  Lunch]{.underline}                                                                    

  Number of students     43          54          61             51          62          58
  tested                                                                                
  ---------------------- ----------- ----------- ----------- -- ----------- ----------- -----------