##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X\] Elementary

Name of Principal [Mr. Rolando Toccafondi]{.underline}

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

Official School Name Etta J. Wilson Elementary School

(As it should appear in the official records)

School Mailing Address\_\_ [14 Forge
Road\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

\_\_Newark\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_DE\_\_\_\_\_\_\_\_\_\_\_\_\_\_19711-7619\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County *[New
Castle]{.underline}*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School
Code Number\*\_\_\_\_\_\_\_\_\_334\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 302 ) 454-2180 x 300]{.underline}Fax [( 302
)454-3489\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL [http://www.christina.k12.de.us/]{.underline} E-mail
[toccafondir@christina.k12.de.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. Lillian Lowery]{.underline}

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

District Name [Christina\_\_\_\_\_\_\_\_\_\_\_\_\_\_(302)
552-2600\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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

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

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_19\_ Elementary schools

\_\_\_3\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_3\_ High schools

\_\_\_4 Other

\_\_**29\_\_ TOTAL**

2\. District Per Pupil Expenditure: \_\_\_\_\$4,388\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\$9,959\_\_\_\_\_\_\_\_

**SCHOOL**

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

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

4\. [\_\_\_2]{.underline}\_\_ Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**                                                  **7**                             

  **K**       30        41                     **71**       **8**                             

  **1**       49        58                     **107**      **9**                             

  **2**       46        51                     **97**       **10**                            

  **3**       55        45                     **100**      **11**                            

  **4**       45        34                     **79**       **12**                            

  **5**       33        27                     **60**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   514
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of 43 % White

the school: 21 % Black or African American

[30]{.underline} % Hispanic or Latino

6 % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_20\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      46
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      59
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    105
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 514
                            the school as of October 1  

  **(5)**                   Total transferred students  .20
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_17\_\_%

\_\_\_88\_\_Total Number Limited English Proficient

Number of languages represented: \_10\_\_\_\_\_\_\_

Specify languages: Spanish, Korean, Chinese, Swahili, French, Yiddish,
Guirati, Vietnamese, Urdu, Kaucheee

9\. Students eligible for free/reduced-priced meals: \_\_47\_\_\_\_%

Total number students who qualify: \_241\_\_\_\_\_

Based on free and reduced and food stamp qualified students.

10\. Students receiving special education services: \_\_\_12\_\_\_\_\_%

\_\_\_61\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_1\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_46\_\_Specific Learning Disability

\_\_1\_\_Emotional Disturbance \_\_11\_\_Speech or Language Impairment

\_\_1\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_1_Mental Retardation \_\_\_\_Visual Impairment Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_\_1\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_28\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_ \_5\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_ 4\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_11\_\_\_ \_\_\_\_\_2\_\_\_
>
> Total number \_\_\_\_49\_\_\_ \_\_\_\_\_2\_\_

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_18:1\_\_\_\_\_

13\.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance   94%         96%         95%         96%         \%

  Daily teacher attendance   96%         95%         95%         97%         \%

  Teacher turnover rate      5%          9%          6%          11%         \%

                                                                             

                                                                             
  -------------------------- ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

Etta J. Wilson is a family school where our mission is to nourish the
development of creative, cooperative, and knowledgeable learners using a
variety of teaching strategies, learning components and community
partnerships. The diligent efforts of the Etta J. Wilson community
ensures that each child shows growth daily through the creation of a
rich learning environment by teachers who are empowered to bring out
their passion for learning to their students. The staff provides a sound
standards-based curriculum that is driven by formative and summative
data.

The Wilson School staff has several strategies to enhance student
interest and learning. A team approach to planning and implementation of
sound curricular practices is utilized. Resources are effectively used
to provide accommodations and interventions based on individualized
learning plans when necessary. Parent nights for bilingual families
promote effective parental engagement. The wireless labs for language
application using the Rosetta Stone Language programs and the literacy
lab to enhance literature and writing skills all contribute to higher
performing students. Professional development in the areas of writing
enhancement and in differentiating instruction has been used to create
flex groupings to meet special needs of students as identified in MAP
(Measures of Academic Progress) and (DSTP (Delaware State Testing
Program) assessments. All highly qualified teachers have played
significant roles in increasing student achievement by implementing
these strategies.

Currently, the Etta J. Wilson Elementary School is home to one-half of
the Christina School District's K-5 bilingual (Spanish speaking)
program. These students receive the same standards based curriculum, but
with the assistance of a Spanish speaking instructor. Each student is
held to the same standards as other students in the same grade. Classes
are taught in English and only English texts are supplied.

In addition to a comprehensive academic program, Wilson Elementary is a
Positive Behavior Support (PBS) school, completely immersed in the
application of social skills through a structured program that all staff
follows consistently. Students receive instruction in each of the
expectation areas (Be Respectful, Be Responsible, Follow Directions and
Manage Yourself) and are completely aware of positive and negative
consequences based on behavior. Each month, we celebrate positive
behavior at school and on the bus. Wilson is also a No Place for Hate
School, the first in the State of Delaware. Everyone works very hard to
ensure all have a pleasant, safe, and challenging learning experience.

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

1.  **Assessment Results: Reading**

Many (89%) of the 5^th^ grade students at Wilson met or exceeded the
standard in reading as measured by the DSTP. In a comparison of the
14[^1] schools in Christina that serve 5^th^ grade students, Wilson
students ranked seventh in terms of percentage of students meeting or
exceeding the standard as measured by the Delaware Student Testing
Program (DSTP). Second grade students at Wilson ranked 4^th^ out of the
Christina schools with 93% of the students meeting or exceeding the
standard in reading. Wilson is performing above the district in percent
of students meeting the standard for all grades.

At Wilson, students in all grades grew more than what is typically seen
across the U.S. as measured by the MAP Assessment. Furthermore, Wilson
Elementary School's growth index score at 4^th^ and 5^th^ grade met or
exceeded over 95% of schools nationally. In 2^nd^ and 3^rd^ grades,
Wilson Elementary School's growth index score met or exceeded over 90%
of schools nationally.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is an
assessment which uses short fluency measures used to monitor the
development of pre-reading and early reading skills. For students
starting the year on grade level, 75% made adequate progress, above the
district average of 66%. It is expected that in an effective program at
least 73% of these students would make adequate progress.

***Mathematics***

In a comparison of the schools in the Christina School District, that
serve elementary students, Wilson 3^rd^ and 5^th^ grade students ranked
first in terms of percentage of students (over 95%) meeting or exceeding
the standard and are performing well above the state overall as measured
by the Delaware Student Testing Program (DSTP). A similar pattern is
observed in 2^nd^ grade level.

At Wilson, students grew more than what is typically seen across the
U.S. as measured by MAP. Furthermore, Wilson Elementary School's growth
index scores in 2^nd^, 4^th^, and 5^th^ grades met or exceeded those of
about 95% of schools nationally. In addition, 3^rd^ grade students grew
more than what is typically seen across the U.S. compared to 3^rd^
graders with similar prior knowledge in math. The growth index scores in
3^rd^ grade met or exceeded those of about 90% of schools nationally.

State Web Site: <https://login.doe.k12.de.us/DDOESSO/>

2.  **Using Assessment Results:** The staff at the Etta J. Wilson
    Elementary School has always based their goals and objectives on
    summative and formative assessments. We involve ourselves in a
    comprehensive planning process annually, called Pathways to Success
    (PEP), and previously called a school improvement plan. Through this
    plan the staff identifies strengths and weaknesses based on a
    variety of assessments (kindergarten assessments, grade-level
    assessments, MAP, DSTP, DIBELS), and other documentation from the
    educational diagnostician, psychologist and the speech and language
    therapist as well as the gifted and talented teacher. Each team then
    identifies, from disaggregated data, those key areas that need
    attention. We determine what elements can be changed and design
    strategies for improvement. Parents are also part of this formal PEP
    process and have a significant amount of input. Data and school
    climate surveys are analyzed for accomplishments, gaps and
    direction, and a course is set for improvement and eventual
    accomplishment of new directional goals.

3.  **Communicating Assessment Results:** Individual reports of the
    Delaware State Testing Program results are mailed to the parents of
    each child. In addition, a parent night is held as part of a PTA
    night or as a separate night for explaining what the various scores
    mean. Individual conferences are also held by the teacher,
    administrator and/or counselor for those parents needing additional
    assistance in interpreting the data. MAP scores are provided for
    each parent during parent conferences and a completed information
    sheet, with scores in mathematics and reading is provided to each
    parent along with a goals sheet which explains what areas to work on
    during the summer months.

At the district level, school reports are provided on the district
website and individual school scores are printed in the Wilmington News
Journal and the Newark Weekly Post. In this way, the community can see
how each of the elementary schools compares among others in the
district, the county, the state and the nation.

4.  **Sharing Success**: The Curriculum and Instruction Office provides
    time for school administrators to meet and to share strategies. At
    the Christina District Leadership Academy, "Building Blocks for
    Tomorrow", administrators were given opportunities to broaden their
    knowledge base and to refine skills in many areas, including
    assessment interpretation, and use of assessment results. Personnel
    from Accountability and Assessment presented information in
    providing analysis and guidance in the use of data for informed
    decision making. This was presented in a small group situation so
    administrators from various schools could share data and strategies.
    This information is also shared in task force meetings and in
    strategic planning sessions. This assists individual schools and the
    district at large in sharing and comparing data results. In
    addition, the Community Assistance and Training Center (CTAC)
    Standard Bearer schools published a complete survey of all
    assessments and a culminating report, with charts, graphs and
    analyses, which was shared with other schools.

Staff members have opportunities to share Wilson's success through many
other venues. Sharing of Wilson School successes took place during the
State Chamber of Commerce Sharing Forum with all schools in the State of
Delaware present. Our teachers have provided all math instruction for
new staff coming into the district. Wilson teachers have participated in
state meetings to provide benchmark scoring for the DSTP. Wilson staff
assisted the state in developing science and math curriculum and
assessments. Our successes have been reported in newsletters and local
newspaper articles.

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

**1. Curriculum**: The Etta J. Wilson School curriculum reflects state
and district standards. Our Pathways to Excellence Plan is focused on
academic improvement for all students who attend this school. The staff
of Wilson School has aligned the school curriculum to district level and
state level standards in all curricular areas. Benchmarking and pacing
guides provide the structure, while MAP and the DSTP provide the
assessment. MAP further provides direction as it helps the individual
learning teams decide key instructional areas that need addressing in
reading and math.

Language Arts/Reading

The Christina School District expects "fidelity to the core curriculum,"
and teachers have become adept at differentiating instruction to reach
students of varying academic, socioeconomic and even linguistic
backgrounds in order to facilitate mastery of required material
(Houghton Mifflin 2001, 2005). Formative assessments such as DIBELS and
MAP help in creating such flexible instructional groupings. Our
reading/ELA curriculum is aligned with state grade-level expectations as
well as state and national standards. The five components of the
National Reading Panel Report are also specifically addressed.
Interventions for struggling students include an After School Program
and a morning mentoring program largely manned by Wilson's dedicated
parents!

Writing is especially valued at Wilson. In addition to daily classroom
writing for a variety of purposes and audiences, every student attends a
weekly class in the Literacy Lab. Here, literature is used to model
writing assignments. Students advance in technological literacy too, as
they complete assignments on computers. Teachers have received in
service training in 6+1 Writing Traits, and three are graduates of the
Delaware Writing Project. Rosetta Stone software is also available for
Hispanic bilingual students to learn English.

Mathematics

Our math curriculum is based on the National Council of Teachers of
Mathematics (NCTM) Standards and Principles. This focus provides a
vision of what school mathematics should be, and our curriculum provides
structure so that our committed faculty can turn that vision into
reality. The content standards include number and operations, algebra,
geometry, measurement and data analysis and probability. The content
areas are developmentally appropriate for grades kindergarten through
fifth grade. The process standards (problem solving, reasoning and
proof, communication, connections and representation) highlight ways of
acquiring and using content knowledge. Each of the process standards is
connected to the others. Moreover, the learning of mathematical
processes is deeply imbedded in the learning of content. The math
curriculum is coherent across the grades, conceptually oriented, focused
on active student involvement and developing students' mathematical
thinking and reasoning, emphasizes reasoning and includes a broad range
of content. Many explorations are integrated with language arts and
science understandings to demonstrate that mathematics is not an
isolated subject area. Assessment is ongoing and reflects the
mathematical content and goals.

Social Studies

The Social Studies Curriculum is linked with the national and state
standards. The core ideas are: Civics, Economics, Geography and History.
The standards are being met by offering children opportunities to learn
in differential intelligences through exposure to different genres.
Activities we select support the standards. A Social Studies initiative
is in the process of developing grade level Social Studies units of
instruction and providing these on line at the district web site. The
Wilson Social Studies team leader has been part of the district unit
revisions and was instrumental in bringing the Wilmington Trust Bank to
Wilson School as part of the economics study. Children now own their own
interest-bearing savings accounts and can do bank transactions at
school.

Science

The Etta J. Wilson science program is a prime example of how our mission
statement is reflected in the learning process. At each grade level,
students are engaged in thought-provoking, problem solving
investigations. Our standards based program integrates the various
disciplines in each unit allowing children to practice reading and math
skills as they are gaining scientific knowledge. In a typical unit of
study, students are exposed to an assortment of trade books used as
read-alouds or as independent study. The investigations require students
to predict, collect data and communicate results. Students maintain
science journals further promoting literacy skills. Mathematical
knowledge is integrated when students use measurement skills to find
mass, length and volume. Culminating projects allow students to display
their knowledge in various mediums. All science units espouse the
scientific inquiry approach. Creativity and cooperation are nourished as
students, working in pairs or teams, strive for scientific
understanding. Our science program encourages parent and community
connections. Experts are often called in to add their insights to a unit
of study. Parent volunteers assist in the many hands-on investigations
and science-related field trips. The grade level expectations, model
units and assessment framework guide teachers in their planning and
implementation and result in an exciting way to establish student
knowledge and skills.

Expressive Arts

All students receive weekly instruction in music, art, library skills,
literacy skills and physical education. These sessions are designed to
build skills in each area. In addition these classes enhance and support
the core curriculum while meeting state standards. Recognizing the need
of our large bilingual population, Wilson School uses technology to
provide instruction in Spanish for English speaking students and English
for the non-English speaking students through the Rosetta Stone foreign
language program.

2\. **Reading:** The core of the language arts curriculum addresses the
four state standards of: using written and oral English for various
purposes and audiences; construct, examine and extend the meaning of
literary, informative and technical texts through listening, reading and
viewing; access, organize and evaluate information gained through
listening, viewing and reading; and use literary knowledge accessed
through print and visual media to connect self to society and to
culture. Curriculum organized by Understanding by Design, focuses
student learning towards Enduring Understandings and Essential Questions
which are the same, yet appropriately defined for each level. Students
engage in activities designed to teach the five basic components of
reading: phonemic awareness, phonics, fluency, vocabulary and
comprehension on a daily basis. Teachers provide whole group, small
group and independent instruction to meet the needs of the students.
Differentiation is provided in flexible, small group settings. Students
may also be grouped according to interest for independent reading
activities. Other flexible groupings occur to accommodate particular
learning styles (listening centers or computer programs). Writing is an
integral part of the language arts instruction with multiple daily
experiences provided for students to write for a variety of purposes and
audiences. Reading and writing progress is monitored on a regular basis
through teacher, district state and national assessment tools.

3.  **Additional Curriculum Area SCIENCE:** The core of our science
    curriculum stems from the 1995 adoption of State Science Standards.
    Their goal was to prepare students to become productive citizens. In
    2006 these standards were revised to better reflect current
    research, best practices, national standards and expert opinion.
    Educators from each level, government, community and business
    leaders all took part in this process. The eight standards encompass
    understandings and knowledge of physical science (Standards 2, 3),
    earth science (Standards 4, 5), life science (Standards 6, 7, 8) and
    the nature and application of science and technology (Standard 1).
    Each content standard is subdivided into strands with concepts that
    spiral up through the grade level clusters (K-3, 4-5, 6-8, 9-12).

The 2006 standards together with enduring understandings, essential
question and grade level expectations form the basis of what students
are expected to know. Each grade level, except kindergarten, has 4 units
of instruction. The focus of each unit is for children to understand the
Big Ideas of science through an integrated approach that increases in
depth and rigor with each grade level. Teacher training and distribution
of science materials are important components to our science curriculum
success. As a member of the State Science Consortium, our teachers
receive extensive training on each unit and are provided the materials
to conduct the many, engaging, hands-on scientific investigations.
Having ample materials supplied is a huge advantage in our science
instruction. Children experience the scientific process investigating
the properties of matter, the life cycles of various animal species, the
flow of energy (air, water, electrical), and observe and explore the
materials that make up our Earth and Earth's immediate neighbors.
Investigations may be implemented by teams, pairs or individuals whose
sole purpose is to use their observations and data collection to gain
knowledge and understanding that will lead to scientific literacy.

4.  **Instructional Methods:** A variety of instructional methods are
    used at Wilson to improve student learning. Instruction may be
    delivered to a whole class, teams or to small groups of students.
    The intervention groupings are flexible and may be based on MAP
    data, student interest or learning style. Many students receive
    Direct Instruction, according to their individual needs. Technology
    is heavily utilized in our Rosetta Stone language lab, our
    reading/writing Literacy Lab, and our Fast Forward language
    acquisition program. Two to three computers are available in each
    classroom. Teachers use these for writing instruction, access to the
    internet for research projects and other creative endeavors (film
    making). Seventeen computers are available in the library. Our
    library is fully automated. Our instructor of gifted students meets
    in small groups with our highly performing students. For students
    needing additional academic support, our school offers a reading
    specialist, after school instruction, the HOST mentoring program,
    and summer school.

Wilson draws on a wide variety of community resources in enhancing
instruction to improve learning. Field trips are planned to address the
standards and to supplement classroom instruction. Many community
resources are brought into the school, such as fire safety programs,
Junior Achievement, and for career days. Parent nights are extremely
important, because it gives our staff an opportunity to work with
parents. During these sessions materials are provided and instruction
given to show parents how to work with their children at home.

**5. Professional Development:** The professional development program at
Wilson has focused on two areas: writing improvement and differentiated
instruction. The Wilson School writing initiative deals with developing
a program of writing instruction that is consistent throughout the
students' stay here at Wilson Elementary School. An associate of Marcia
Freeman's was brought in for an all day workshop to kick off this
initiative. Most instructors had been exposed to Writing Across the
Curriculum, and two staff members, along with the building principal,
attended a regional workshop in order to bring back additional ideas and
direction to the staff. Monthly meetings are held on the team level to
discuss that level's writing instruction and additional guidance is
provided from a series of instructional and philosophical tapes that are
a continuation of the Marcia Freeman presentation.

Differentiated instruction is a district initiative. In addition to a
five day workshop headed up by Cindy Strickland from the University of
Virginia, the Wilson core team of 8 teachers provided training for the
Wilson staff. District staff was also brought in to provide additional
instruction in flexible grouping resulting in an additional six hours of
instruction during the 2005-2006 school year. Breakout sessions held
four times during the past school year also provided each staff member
additional assistance in planning for differentiated instruction in
mathematics and English/language arts. The impact on student learning
was shown in the Delaware State Testing Program (DSTP) results with our
culminating grade five scoring second in writing and math and sixth in
reading when compared to all schools in the state of Delaware with fifth
grade classes (81 schools).

In addition to these staff-wide initiatives, the dedicated teachers at
Wilson participate in countless professional development opportunities
on their own time. Currently Wilson has six National Board Certified
Teachers, including the first ELL teacher to earn this certification in
the state of Delaware.

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

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Reading - Wilson Elementary*\]

Subject_Reading\_\_\_\_\_\_\_ Grade\_\_3\_\_\_
Test\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year_2006\_\_\_
Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      91          81          76          90          82

  \% Exceeds the Standard plus         51          27          29          49          37
  Distinguished                                                                        

  Number of students tested            69          83          121         82          91

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      77          57          58          76          68

  \% Exceeds the Standard plus         23          3           8           25          12
  Distinguished                                                                        

  Number of students tested            22          35          48          25          34

  2\. African American                                                                 

  \% Meets the Standard or better      85          85          82          87          69

  \% Exceeds the Standard plus         23          15          6           27          12
  Distinguished                                                                        

  Number of students tested            13          20          17          15          26

  3\. Title I                                                                          

  % Meets the Standard or better       91          81          76          86          71

  \% Exceeds the Standard plus         51          27          29          43          10
  Distinguished                                                                        

  Number of students tested            69          83          121         21          21

  4\. Hispanic\*                                                                       

  \% Meets the Standard or better      \-          45          44          \-          \-

  \% Exceeds the Standard plus         \-          0           7           \-          \-
  Distinguished                                                                        

  Number of students tested            \-          22          45          \-          \-

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroup had fewer than ten students per grade in most years.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Mathematics -- Wilson Elementary*\]

Subject_Mathematics\_\_\_\_ Grade\_\_3\_\_\_
Test\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year_2006\_\_\_
Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  % Meets the Standard or better       97          89          81          91          85

  \% Exceeds the Standard plus         51          48          50          51          28
  Distinguished                                                                        

  Number of students tested            76          89          134         93          97

  Percent of total students tested     100         100         100         100         \-

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% Meets the Standard or better      96          74          71          90          68

  \% Exceeds the Standard plus         44          13          27          23          16
  Distinguished                                                                        

  Number of students tested            25          39          51          31          38

  2\. African American                                                                 

  \% Meets the Standard or better      85          86          94          88          58

  \% Exceeds the Standard plus         38          25          24          31          8
  Distinguished                                                                        

  Number of students tested            14          21          17          16          26

  3\. Title I                                                                          

  \% Meets the Standard or better      97          89          81          90          59

  \% Exceeds the Standard plus         51          48          50          43          39
  Distinguished                                                                        

  Number of students tested            76          89          134         21          22

  4\. Hispanic\*                                                                       

  \% Meets the Standard or better      \-          72          58          \-          \-

  \% Exceeds the Standard plus         \-          8           18          \-          \-
  Distinguished                                                                        

  Number of students tested            \-          25          57          \-          \-

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\*Subgroup had fewer than ten students per grade in most years.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Reading -- Wilson Elementary*\]

Subject_Mathematics\_\_\_\_ Grade\_\_5\_\_\_
Test\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year_2006\_\_\_
Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      89                                              

  \% Exceeds the Standard plus         53                                              
  Distinguished                                                                        

  Number of students tested            47                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income\*                                                                     

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

  2\. African American\*                                                               

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

  3\. Title I                                                                          

  \% Meets the Standard or better      89                                              

  \% Exceeds the Standard plus         53                                              
  Distinguished                                                                        

  Number of students tested            47                                              

  4\. Hispanic\*                                                                       

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

The 2005-2006 school year was the first year that Wilson Elementary had
5^th^ grade students.

\*Subgroup had fewer than ten students per grade in most years.

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

\[*Data Display Table for Mathematics -- Wilson Elementary*\]

Subject_Mathematics\_\_\_\_ Grade\_\_5\_\_\_
Test\_\_\_\_DSTP\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year_2006\_\_\_
Publisher\_\_Harcourt\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% Meets the Standard or better      96                                              

  \% Exceeds the Standard plus         46                                              
  Distinguished                                                                        

  Number of students tested            48                                              

  Percent of total students tested     100                                             

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income\*                                                                     

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

  2\. African American\*                                                               

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

  3\. Title I                                                                          

  \% Meets the Standard or better      96                                              

  \% Exceeds the Standard plus         46                                              
  Distinguished                                                                        

  Number of students tested            48                                              

  4\. Hispanic\*                                                                       

  \% Meets the Standard or better      \-                                              

  \% Exceeds the Standard plus         \-                                              
  Distinguished                                                                        

  Number of students tested            \-                                              

                                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

The 2005-2006 school year was the first year that Wilson Elementary had
5^th^ grade students.

At Wilson Elementary school, summative assessments are administered in
both reading and mathematics. The summative assessment we use is the
state test, the Delaware Student Testing Program (DSTP), which is
administered in the spring of each year.

The Delaware Student Testing Program (DSTP) has five levels of
performance standards for tested grades 3 through 10 in Reading,
Mathematics and Writing: Well Below the Standard, Below the Standard,
Meets the Standard, Exceeds the Standard and Distinguished. For the
grade 2 DSTP, there are only three possible performance levels: Below
the Standard, Meets the Standard, and Exceeds the Standard. The
performance level that demonstrates meeting the standard is PL3 and is
determined by a different cut-off score at each grade level. For more
information about the Delaware Student Testing Program, click
[www.doe.k12.de.us/AAB](http://www.doe.k12.de.us/AAB).

Many of the students at Wilson met or exceeded the standard in reading
and math. For example, 93% of the 2^nd^ grade, 91% of the 3^rd^ grade,
82% of the 4^th^ grade, and 89% of the 5^th^ grade students met or
exceeded the standard in reading. In math, 98% of the 2^nd^ grade, 97%
of the 3^rd^ grade, 84% of the 4^th^ grade, and 96% of the 5^th^ grade
students met or exceeded the standard. In both reading and math across
all grade levels, Wilson exceeds the district and the state in percent
of students meeting the standard. In addition, our MAP data indicates
that not only do our students make substantial progress in math and
reading from fall to spring, they end the school year above the national
average.

In terms of the percent of low-income students meeting or exceeding the
standard, 2^nd^ grade Wilson students showed little or no performance
gap between low-income students and not low-income students in
mathematics.

[^1]: Only schools with at least 15 students in a given grade with
    aggregatable scores on the DSTP are included.