##### REVISED -- APRIL 19, 2005

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: \_[X]{.underline} Elementary
\_[\_\_]{.underline} Middle \_\_ High \_\_ K-12

Name of Principal [Dr. Yvonne S. Butler]{.underline}

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

Official School Name [Browns Mill Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4863 Browns Mill
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Lithonia\_\_\_\_\_\_\_\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Georgia]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[30038-2606]{.underline}\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Dekalb]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_\_[138]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 678 ) 676-8302]{.underline} Fax [( 678 )
676-8310\_\_\_\_\_\_]{.underline}

Website/URL [www.dekalb.k12.ga.us\~brownsmill]{.underline}

E-mail Hazel_A_Lucas@dekalb.k12.ga.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.

[Dr. Yvonne S. Butler]{.underline}
Date\_[4/8/05]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Crawford Lewis]{.underline}

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

District Name [Dekalb County Schools System]{.underline} Tel. [( 678
)676-1200\_\_\_\_\_\_\_\_\_]{.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.

[Dr. Crawford Lewis, Ph.D.]{.underline}
Date\_\_[4/11/05]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Mrs. Frances Edwards

President/Chairperson

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

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

[Frances Edwards]{.underline}
Date\_\_[4/11/05]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[84]{.underline}\_\_ Elementary
schools

\_[19]{.underline}\_\_ Middle schools

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

\_[21]{.underline}\_\_ High schools

\_[18]{.underline}\_\_ Other

\_[142]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$ 4,241.15]{.underline}\_\_\_

Average State Per Pupil Expenditure: [\_\$ 7,261.37]{.underline} \_\_\_

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

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

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

4\. [6]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 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**    10        10                     **20**       **7**                             

  **K**       54        55                     **109**      **8**                             

  **1**       58        52                     **110**      **9**                             

  **2**       70        69                     **136**      **10**                            

  **3**       90        65                     **154**      **11**                            

  **4**       108       89                     **197**      **12**                            

  **5**       91        102                    **191**      **Other**                         

  **6**       39        38                     **77**                                         

                                    **TOTAL                                                   **994**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of % White

the students in the school: [97]{.underline} % Black or African American

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

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

[2]{.underline} % American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_[15]{.underline} %

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

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

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

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

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

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

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

8\. Limited English Proficient students in the school:
[\_\_\_\<1%]{.underline}

\_\_\_[4]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: \_[44
%]{.underline}

Total number students who qualify: \_\_[548]{.underline}\_\_\_

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

10\. Students receiving special education services:
\_\_[3]{.underline}\_\_\_%

\_\_\_[34]{.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.

\_\_[3]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[13]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[14]{.underline}\_Specific Learning Disability

\_\_[7]{.underline}\_Emotional Disturbance \_[30]{.underline}\_Speech or
Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness

\_\_[3]{.underline}\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Classroom teachers \_\_\_[44]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[12]{.underline}\_\_
\_\_\_\_[7]{.underline}\_\_\_

Paraprofessionals \_\_\_[12]{.underline}\_\_
\_\_\_\_[0]{.underline}\_\_\_

> Support staff \_\_\_[18]{.underline}\_\_ \_\_\_\_[0]{.underline}\_\_\_
>
> Total number \_\_\_[89]{.underline}\_\_ \_\_\_\_[7]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[1:20]{.underline}\_\_

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

  Daily student attendance  96%         98%         95%         97%         97%

  Daily teacher attendance  95%         97%         95%         97%         98%

  Teacher turnover rate     15%         6%          18%         23%         28%

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

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

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.)

Browns Mill Elementary

A School Transformed

Since opening in 1990, Browns Mill has metamorphosed into a School of
Excellence. We never lost sight of our mission: to educate, cultivate,
and inspire the whole child through academics, arts, technology, and
nutrition. A dedicated faculty serves as the conduit implementing the
tools and strategies necessary to master concepts and skills.
Instruction is concrete and sequential, modes of inquiry are
comprehensive in scope, and students make deep and meaningful
connections across all disciplines. Standardized test data support this
premise. A \$220,000 five-year Getty/Annenberg Challenge Grant
substantiates the importance of the arts in the core curriculum to
promote, encourage, and stimulate the learning environment where
increases in student achievement are both measurable and sustainable.

Students of all abilities and talents are encouraged to participate in
various local and state competitions ranging from the arts to academic
bowls and state fairs. "Keeping an eye on the prize" promotes healthy
competition, raises self-esteem, and sometimes encourages the timid to
participate; a class spelling bee could launch a state winner. We
advocate for students by helping them believe in themselves, and giving
them the tools, strategies, and support they need. Empowerment through
success correlates with the goals of the faculty to establish and
maintain an environment which fosters the desired results for student
leaning at a competitive level.

Increased parental communication through the vehicles of the school
marquee, newsletter, school website, individual staff websites, parent
e-mail messages from the staff, automated parent contact telephone
system, Parent Teacher Association (PTA), School Council, and
parent-community liaisons all facilitate various school initiatives.
From the fall carnival to the black tie *Dinner for the Arts,* family
involvement is crucial to the success of our students and their ability
to become life long learners.

Another example of Browns Mill meeting the developmental needs of its
students is the decision in 1999 to become the nation's only Sugar-Free
school. We experienced sharp decreases in the number of discipline
referrals and accompanying increases in student focus plus a steady rise
in test scores. This data points to the positive impact it has had on
the learning environment for *all* our students, not just for the 44%
who qualify for free and reduced lunch.

Currently, our mantra is "Lead by example." Browns Mill is continually
in the spot-light, not only locally but also nationally as a school
promoting a healthier lifestyle for the students and faculty. Encouraged
by our principal, Dr. Yvonne Butler, the faculty is wearing pedometers,
divided into support teams, and undertaking the Surgeon General's advice
to walk 10,000 steps a day. Treadmills and aerobic classes are available
for the faculty before and after school. Our efforts have generated a
tremendous curiosity among the student body. This affords us the
opportunity to explain the importance of healthy food choices and
exercise as an integral part of learning, which is continually on-going,
no matter the age or the profession.

Browns Mill's faculty and staff, parents, and supportive community are
in unison in the endless and rewarding preparation to engage students to
excel in academics, self-worth, and health.

Assessment Results

The ***Georgia** **Criterion Referenced Competency Test (GCRCT) ***is
administered to all students attending Browns Mill Elementary. The
scores below are representative of grades four and six. Students in
these grades consistently took the GCRCT and have comparable mean scores
in the areas of reading, language arts, and math from the 2000-2001,
2001-2002, 2002-2003, and the 2003-2004 school years.
Criterion-referenced tests, such as the GCRCT, are designed to measure
how well students acquire, learn, and accomplish the knowledge and
skills set forth in a specific curriculum or unit of instruction. The
GCRCT, therefore, is specifically intended only to test Georgia's
content standards outlined in the QCC (Quality Core Curriculum.) The
assessments yield information on academic achievement at the student,
class, school, school system, and state levels. This information is then
used to diagnose individual student strengths and weaknesses as related
to the instruction of the QCC, and to gauge the quality of education
throughout Georgia.

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced). Browns
Mill's test scores are within the system and state expectations for our
student population. The mean scores for fourth grade in reading,
language arts, and math are 346, 329, and 319 respectively. The mean
scores for sixth grade in reading, language arts, and math are as
follows: 381, 356, and 349, respectively. Compared with the system and
the State, Browns Mill students meet/or exceed the projected academic
achievement set by state standards. These scores have consistently
improved since the first GCRCT assessment in 2000.

The Browns Mill subgroup falling under the category of economically
disadvantaged are the students on free and reduced lunch. They
constitute 44% of the student body. We are able to obtain data for
school years 2002-2004. For the previous school years, federal law did
not require this data, but under the No Child Left Behind Act, this
information is now required. In addition, Browns Mill has several
subgroups which fall under the category of special education, (EBD, SLD,
MID, speech and language), and an ESOL (English as a Second Language)
subgroup. There are no ethnic subgroups as 99 percent of our students
are African American/non-Hispanic. The aforementioned subgroups do not
meet the requirements of the State, 40 or more students; therefore,
these scores are not compared with the general population of the DeKalb
School System or the State.

Parents wishing to compare and evaluate Browns Mill's results with other
school districts within the State may go the following Online Assessment
web site: [www.gadoe.org](http://www.gadoe.org/)

Assessment Data and School Performance

Assessment data is further disseminated into several viable domains to
understand and improve student and school performance: application of
subject content across the curriculum, a knowledge base built from prior
experiences, and a variety of strategies.

Application of CRCT objectives needing reinforcement are developed and
reintroduced across the curriculum. This insures a deeper understanding
and/or mastery. An example is the ability to read graphs. Each content
area teacher includes some form of this specific skill in his/her
discipline. For example, reading a graph in social studies to determine
demographics, labeling the percentage of students who are 11 at Browns
Mill in math, and creating a coordinate design in art. We use grade
level meetings to identify skills to be strengthened, then create and
implement lessons which strengthen this GCRCT objective throughout
instruction while accommodating different learning styles.

School performance is based on interpreting scores and implementing
remediation. Student performance can be enhanced through assessment
portfolios which are opportune for the development of flexible group
instruction. Within these groups, students work with peer tutors while
receiving guided instruction from the teachers. Symmetry advances
through cumulative tests reinforcing prior skills, rubrics with
expanding levels of difficulty, and other brain based activities.

Naturally, a variety of strategies are necessary to motivate the
students and keep them stimulated. This can be done through the
students' zone of proximal development. The tasks are simple enough to
sustain motivation, yet challenging enough to apply the strategy. This
domain is used successfully through activities such as role playing,
timed computational math tests, peer tutoring, the Accelerated Reading
Program, and authentic real-world instruction.

Communication of Student Performance

Student performance is communicated to parents, students, and the
community through a variety of methods***.*** The most immediate tools
are Parent Information Night and parent in-services to interpret
assessment data. These meetings offer hands-on information with an open
floor to ask questions coupled with the opportunity to view similar data
with an overhead projector as a visual aid. This method teaches the
parents how to read their child's test results and interpret their
strengths and weaknesses. Parents also receive a letter of preparation
for each test to be administered and a follow-up letter reporting the
results. Parents may call the school for additional clarification.
Homeroom teachers review the assessment results with their students
showing them their strengths and what they need to address during the
year to improve their scores. Student performance is also addressed
through monthly newsletters, PTA meetings, progress reports, and the
local newspapers ***Crossroads and On Common Grounds.*** Foremost, are
the parent conferences for all students, particularly, the Level 1
students, where interpretation of all sections of an assessment, formal
and informal, can be privately addressed, and the best plan of action
for a parent's child can be developed.

Sharing Success

At Browns Mill Elementary we have been privileged to share our successes
not only with other schools within the DeKalb County School System but
also with other school districts throughout the state and country. The
Discipline-Based Arts Education Program and Nutrition and Excellence
Program bring frequent visits from groups of administrators, teachers,
and parents. They come to observe our school from locations as far away
as Germany, Panama, Louisiana, California and New York City, citing us
as a model upon which they would like to implement similar programs. Our
principal, Dr. Yvonne S. Butler, works diligently to ensure the
nutritional and exercise program at Browns Mill School improves our
standardized test scores. This program has been featured on *ABC World
News*, *FOX News* and in various national and local publications such as
*Essence*, *Upscale* and *Sister to Sister* magazines and the *Atlanta
Journal Constitution* newspaper. We continually receive calls from local
universities and colleges requesting that we host student teachers
finishing their practicum. As a 2005 School of Excellence, our faculty
and staff have received numerous honors, awards and grants. Our students
have earned achievement awards and honors at various local, state and
national academic competitions. At Browns Mill we are proud to share our
successes with others and look forward to continuing to share. To
rephrase President Bush, "No child should ever be left behind."

Curriculum and Instruction

At the core of each curriculum area, strategies are embedded to ensure
content based on the highest of standards. The purpose of the Dekalb
County curriculum is to make sure that the content core at specific
instructional levels is consistent among teachers and schools
county-wide. All county objectives are consistent with National
Standards and state-mandated assessments. In line with these standards,
the core curriculum at Browns Mill provides students with the ability to
become mindful, motivated strategy users across the curriculum through
systematically orchestrated instruction found in a classroom atmosphere
supporting "mindfulness," where they are able to apply strategies as
critical thinkers. Proficiency as critical thinkers is essential to our
students' literacy future which transfers to different disciplines as
they progress up the educational ladder. The foundation is laid in the
elementary years.

Browns Mill's students are taught in settings emphasizing
interdisciplinary instruction and cooperative, flexible grouping.
Students are taught to integrate what they learn in each content area
with their personal experiences to actively construct their own meanings
and ideas and use them in flexible ways. This is accomplished through
different learning environments available throughout our curriculum.
Gifted and remedial classes develop strong basic skills through
diagnostic and prescriptive teaching. Teachers model the strategies they
are teaching and provide practice using authentic, real-world tasks.
Strategy instruction meets the needs of the students' zone of proximal
development, challenging, and at the students' instructional level. The
***Magnet Program for High Achievers*** offers advanced in-depth
interdisciplinary instructional units with integrated instruction. The
educational environment is rigorous, stimulating, and rich with
activities aimed at developing the whole child. Research indicates
***all*** students benefit from strategy instruction; no matter the
level, high standards are consistently implemented.

On any given day, instruction and daily planning challenge all levels of
learning. The social studies curriculum enables students to view
concepts, issues, events, and themes from the perspective of diverse
ethnic and cultural groups. A unit on the American Revolution can
describe the meaning of the revolution from the perspective of Anglo
revolutionaries, Anglo loyalists, African-Americans, American Indians,
Mexican Americans, and the British. Each team is assigned a group.
Within each team is an example of one of the four (4) "True Colors." The
lesson is developed and presented from the view of each ethnic/cultural
group using researchers/writers, project/prop designers, technicians,
and demonstrations. In the lower grades, a random visit to a social
studies classroom might reveal the following: cooperative groups
exploring the life of Native Americans, a reenactment of the Boston Tea
Party, or moving west activities as pioneers. For example, fourth grade
students, as pioneers, travel to Oregon via wagon train. They must make
a supply list, keep a journal, cope and solve unfortunate or disastrous
events encountered along the trail (in the form of *fate cards*), and
describe the day's events around the campfire. This journey uses
resources beyond the textbook: analysis, models, research,
presentations, student-written scripts, and songs.

Instructional methods incorporate distinct media formats, computer
technology, and numerous resources from the media center, public
libraries, and the community. Field trips and guest speakers reinforce
the real world experience.

As previously stated, we have found the best way to master objectives is
to implement strategies across the curriculum. To increase and sustain
motivation, students need to realize the importance of a strategy and
how useful it can be when attempting to learn something new. Students
are diversely engaged, through each discipline, with opportunities to
experience success. Browns Mill's teachers help students understand the
content studied, make instructional goals clear, and display high
expectations for the amount and quality of work. Additionally,
technology, Spanish, art, music, band and strings are complement to the
core content. The instructional program at Browns Mill Elementary is
based on the Quality Core Curriculum established by the Georgia
Department of Education.

Reading Curriculum

In 2002, DeKalb County implemented ***DeKalb R.E.A.D.S***, a conceptual
framework that is researched-based. This reading program incorporates
six components:

1.  **Phonological Awareness**: the use of sounds in listening,
    reproducing, and manipulating language orally;

2.  **Print Awareness**: the ability to attend to the conventions and
    formats of print; relates closely to spelling and writing;

3.  **Alphabetic Awareness**: the systematic use of alphabet letters to
    represent speech sounds in a language;

4.  **Orthographic Awareness:** the knowledge of sound-symbol
    associations enabling students to rapidly identify a large number of
    words based on their structure and spelling;

5.  **Comprehension Strategies:** meaning is assigned to text based on
    prior knowledge and context clues;

6.  **Reading Practice:** emphasizes fluency, vocabulary development,
    and writing.

Browns Mill's reading program consists of the Balanced Literary
Approach. The combination of rich literature coupled with R.E.A.D.S
assists each student in achieving literacy success. Teachers in each
grade level create a timeline to identify and prioritize a student's
progress. The timeline includes specific goals each student, including
the struggling-reluctant student, must attain during the year. In order
to evaluate our students' literacy abilities, assessment tests, such as
the *Spotlight on Literacy Unit Tests* and *Basic Literacy Tests* are
given providing teachers with information to present additional help
where needed. Superintendent Crawford Lewis and the Board of Education
require every student in DeKalb County to receive daily a minimum of 90
minutes of literacy instruction.

Discipline-Based Arts Education

Our mission to educate, cultivate, and inspire the whole child through a
balanced approach of educational practices is infused into the school
wide core curriculum through the arts. Capitalizing on multiple
intelligences, Browns Mill reinforces QCC objectives and strategies by
showcasing the genius of our students through visual arts, music,
theatre and dance. Teachers implement the theory and practice of
disciplined-based arts education through school-wide programs and
projects. As one enters our school, on each and every hall there is
evidence of creativity via the arts. QCC objectives are reinforced on
the way to lunch, the bathroom, the library, and out the door at the end
of the day to go home. Teachers often give interdisciplinary arts
lessons as well. Math inspires tessellation designs; a lesson on
scientific elements leads to metal sculptures. From kindergarten to
sixth grade magnet classes, literature lessons inspire elaborate
illustrations. One can enjoy an all inclusive bulletin board
illustration of "It's a Butterfly's Life" of cotton clouds and segmented
caterpillars to kinetic foil sculptures motivated by the Periodic Table
of Elements.

Instructional Methods

Browns Mill meets the challenge to create learning experiences allowing
the integrity of every learner to be sustained while each student
attains relevant educational success. Instructional methods must
initiate thought and behavior and make meaning from experience. At this
young age, personal relevance develops a positive attitude toward
learning. A responsive teacher can open a number of doors on the same
concept. Word webs, word walls, graphic organizers, cooperative groups,
puzzles, centers inclusive of poetry, writing, independent reading,
Reader's Theatre, and hands on activities complement the diverse
learning. The capacity to access critical concepts through a variety of
instructional methods insures a student has the opportunity for mastery.
These methods, not withstanding, must be in an environment which allows
and encourages students to be expressive. Disciplined-Based Arts
Education enhances all instruction.

Coupled with instructional methods are learning techniques using
diagrams, charts, reference materials, student demonstrations, open
discussions, team playing and competitions. Through these informal
evaluations teachers can assess and analyze knowledge and performance.
When students see what they are learning makes sense and is important,
their motivation to learn emerges. Using these instructional methods and
learning techniques, diverse learners with different ways of learning
and differing intelligences have found a relevant and engaging way to
mastery.

Professional Development

Professional development is mandatory throughout the DeKalb County
School System with teachers required to take a minimum of 20 hours.
Throughout the school year, four (4) early release days and one full day
are devoted to staff development. These take place either on site or at
specific locations in the system. Staff development and summer workshops
are offered to improve standardized test scores, which is a goal of
Browns Mill Elementary and DeKalb County School System. Professional
development is in direct correlation to the needs of the Browns Mill
student. Several professional development workshops are offered each
session on a rotating basis, and teachers choose the most pertinent to
them with at least one being mandatory. We have focused our professional
development upon the following:

-   Georgia Performance Standards (GPS)

-   Techniques to motivate the underachieving student

-   Brain based strategies

-   Reading and math in-services

-   Health and nutrition workshops

-   Discipline-based arts training sessions for mentors (two (2) days)

An integral part of each professional development course is how to
implement specific strategies and techniques to increase student
achievement. Grade level meetings discuss the impact they perceive
taking place within their group of children.

Browns Mill Elementary School

The following tables depict the pattern of student performance on the
GCRCT for 2001, 2002, 2003, and 2004. We are unable to provide
performance information for all grade levels because of inconsistencies
in achievement tests taken over the last four years.

**Table 1**

**No Child Left Behind -- Blue Ribbon School**

**Grade 4/Language Arts**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **16**      **19**      **16**      **20**      

  %At Level 2                       **54**      **63**      **62**      **54**      

  %At Level 3                       **30**      **17**      **22**      **26**      

  **% that meets and exceeds        **84**      **80**      **84**      **80**      
  standards**                                                                       

                                                                                    

  Number of students tested         **175**     **191**     **181**     **148**     

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **67**      **83**      **0**       

  %At Level 2                       **0**       **33**      **17**      **0**       

  %At Level 3                       **0**       **0**       **0**       **0**       

  **% that meets and exceeds        **0**       **33**      **17**      **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **6**       **12**      **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **16**      **15**      **8**       **20**      

  %At Level 2                       **46**      **69**      **67**      **51**      

  %At Level 3                       **38**      **16**      **25**      **29**      

  **% that meets and exceeds        **84**      **85**      **92**      **80**      
  standards**                                                                       

                                                                                    

  Number of students tested         **99**      **89**      **101**     **77**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **17**      **22**      **26**      **18**      

  %At Level 2                       **63**      **59**      **55**      **57**      

  %At Level 3                       **20**      **19**      **19**      **25**      

  **% that meets and exceeds        **83**      **78**      **74**      **82**      
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **102**     **80**      **67**      

                                                                                    

                                                                                    

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

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 2**

**No Child Left Behind -- Blue Ribbon School**

**Grade 4/Math**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **30**      **27**      **30**      **31**      

  %At Level 2                       **53**      **63**      **52**      **48**      

  %At Level 3                       **17**      **10**      **18**      **21**      

  **% that meets and exceeds        **70**      **73**      **70**      **69**      
  standards**                                                                       

                                                                                    

  Number of students tested         **175**     **191**     **181**     **148**     

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **100**     **100**     **0**       

  %At Level 2                       **0**       **0**       **0**       **0**       

  %At Level 3                       **0**       **0**       **0**       **0**       

  **% that meets and exceeds        **0**       **0**       **0**       **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **6**       **12**      **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **27**      **30**      **20**      **35**      

  %At Level 2                       **54**      **58**      **63**      **44**      

  %At Level 3                       **19**      **12**      **17**      **21**      

  **% that meets and exceeds        **73**      **70**      **80**      **65**      
  standards**                                                                       

                                                                                    

  Number of students tested         **99**      **89**      **101**     **77**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **34**      **23**      **42**      **26**      

  %At Level 2                       **53**      **68**      **39**      **51**      

  %At Level 3                       **13**      **9**       **19**      **48**      

  **% that meets and exceeds        **66**      **77**      **58**      **99**      
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **102**     **80**      **68**      
  --------------------------------- ----------- ----------- ----------- ----------- -----------

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 3**

**No Child Left Behind -- Blue Ribbon School**

**Grade 4/Reading**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **19**      **14**      **14**      **18**      

  %At Level 2                       **26**      **38**      **38**      **33**      

  %At Level 3                       **54**      **48**      **48**      **49**      

  **% that meets and exceeds        **80**      **86**      **86**      **82**      
  standards**                                                                       

                                                                                    

  Number of students tested         **175**     **191**     **181**     **146**     

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **67**      **84**      **0**       

  %At Level 2                       **0**       **33**      **8**       **0**       

  %At Level 3                       **0**       **0**       **8**       **0**       

  **% that meets and exceeds        **0**       **33**      **16**      **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **6**       **12**      **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **15**      **15**      **8**       **18**      

  %At Level 2                       **24**      **36**      **39**      **34**      

  %At Level 3                       **61**      **49**      **53**      **47**      

  **% that meets and exceeds        **85**      **85**      **92**      **81**      
  standards**                                                                       

                                                                                    

  Number of students tested         **99**      **89**      **101**     **76**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **25**      **15**      **24**      **16**      

  %At Level 2                       **29**      **39**      **36**      **32**      

  %At Level 3                       **46**      **46**      **40**      **52**      

  **% that meets and exceeds        **75**      **85**      **76**      **84**      
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **102**     **80**      **66**      
  --------------------------------- ----------- ----------- ----------- ----------- -----------

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 4**

**No Child Left Behind -- Blue Ribbon School**

**Grade 6/Language Arts**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **0**       **18**      **0**       **0**       

  %At Level 2                       **18**      **44**      **20**      **44**      

  %At Level 3                       **82**      **38**      **80**      **56**      

  **% that meets and exceeds        **100**     **82**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **186**     **66**      **66**      

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **100**     **0**       **0**       

  %At Level 2                       **0**       **0**       **0**       **0**       

  %At Level 3                       **0**       **0**       **0**       **0**       

  **% that meets and exceeds        **0**       **0**       **0**       **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **11**      **0**       **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **0**       **16**      **0**       **0**       

  %At Level 2                       **17**      **39**      **26**      **27**      

  %At Level 3                       **83**      **45**      **74**      **73**      

  **% that meets and exceeds        **100**     **84**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **54**      **95**      **34**      **30**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **0**       **22**      **0**       **0**       

  %At Level 2                       **23**      **48**      **12**      **58**      

  %At Level 3                       **77**      **30**      **88**      **42**      

  **% that meets and exceeds        **100**     **78**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **22**      **91**      **32**      **36**      
  --------------------------------- ----------- ----------- ----------- ----------- -----------

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 5**

**No Child Left Behind -- Blue Ribbon School**

**Grade 6/Math**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **1**       **29**      **0**       **0**       

  %At Level 2                       **37**      **41**      **38**      **48**      

  %At Level 3                       **62**      **30**      **62**      **52**      

  **% that meets and exceeds        **99**      **71**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **185**     **66**      **67**      

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **100**     **0**       **0**       

  %At Level 2                       **0**       **0**       **0**       **0**       

  %At Level 3                       **0**       **0**       **0**       **0**       

  **% that meets and exceeds        **0**       **0**       **0**       **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **11**      **0**       **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **2**       **28**      **0**       **0**       

  %At Level 2                       **37**      **42**      **47**      **37**      

  %At Level 3                       **61**      **30**      **53**      **63**      

  **% that meets and exceeds        **98**      **72**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **54**      **94**      **34**      **30**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **0**       **31**      **0**       **0**       

  %At Level 2                       **36**      **39**      **28**      **58**      

  %At Level 3                       **64**      **30**      **72**      **42**      

  **% that meets and exceeds        **100**     **69**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **22**      **91**      **32**      **36**      
  --------------------------------- ----------- ----------- ----------- ----------- -----------

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 6**

**No Child Left Behind -- Blue Ribbon School**

**Grade 6/Reading**

**State Tests**

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

  Testing month                     **April**   **April**   **April**   **April**   

  **SCHOOL SCORES**                                                                 

  %At Level 1                       **0**       **9**       **0**       **0**       

  %At Level 2                       **1**       **29**      **6**       **15**      

  %At Level 3                       **99**      **62**      **94**      **85**      

  **% that meets and exceeds        **100**     **91**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **76**      **186**     **66**      **65**      

  Percent of total students tested  **100**     **100**     **100**     **100**     

  Number of students alternatively  **0**       **0**       **0**       **0**       
  assessed                                                                          

  Percent of students alternatively **0**       **0**       **0**       **0**       
  assessed                                                                          

                                                                                    

  **SUBGROUP SCORES**                                                               

                                                                                    

  1\. Special Education                                                             

  %At Level 1                       **0**       **55**      **0**       **0**       

  %At Level 2                       **0**       **36**      **0**       **0**       

  %At Level 3                       **0**       **9**       **0**       **0**       

  **% that meets and exceeds        **0**       **45**      **0**       **0**       
  standards**                                                                       

                                                                                    

  Number of students tested         **0**       **11**      **0**       **0**       

                                                                                    

  2\. Gender -- Female                                                              

  %At Level 1                       **0**       **8**       **0**       **0**       

  %At Level 2                       **2**       **25**      **6**       **7**       

  %At Level 3                       **98**      **67**      **94**      **93**      

  **% that meets and exceeds        **100**     **92**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **54**      **95**      **34**      **29**      

                                                                                    

  3\. Gender -- Male                                                                

  %At Level 1                       **0**       **9**       **0**       **0**       

  %At Level 2                       **0**       **33**      **6**       **22**      

  %At Level 3                       **100**     **58**      **94**      **78**      

  **% that meets and exceeds        **100**     **91**      **100**     **100**     
  standards**                                                                       

                                                                                    

  Number of students tested         **22**      **91**      **32**      **36**      
  --------------------------------- ----------- ----------- ----------- ----------- -----------

The state scores performance according to three (3) categories: **Level
1** below 300 (basic); **Level 2** at or above 300 but below 350
(proficient); **Level 3** at or above 350 to 450 (advanced).

**Table 7**

**No Child Left Behind -- Blue Ribbon School**

**Scores for Economically Disadvantaged**

  ------------------------------------------------ ----------- -----------
                                                   2003-2004   2002-2003

                                                               

  **Subgroup Scores for Mathematics**                          

                                                               

  Economically Disadvantaged                                   

  \% at basic / does not meet standards            **25**      **38**

  \% at proficient / meets standards               **59**      **51**

  \% at advanced / exceeds standards               **16**      **11**

  **%** **that meets and exceeds standards**       **75**      **62**

                                                               

  Number of students tested                        **270**     **148**

                                                               

                                                               

  **Subgroup Scores for Reading, English, and                  
  Language Arts**                                              

                                                               

  Economically Disadvantaged                                   

  \% at basic / does not meet standards            **19**      **23**

  \% at proficient / meets standards               **46**      **47**

  \% at advanced / exceeds standards               **35**      **30**

  **% that meets and exceeds standards**           **81**      **77**

                                                               

  Number of students tested                        **270**     **148**

                                                               

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

> The state scores performance according to three (3) categories:
> **Level 1** below 300 (basic); **Level 2** at or above 300 but below
> 350 (proficient); **Level 3** at or above 350 to 450 (advanced).
>
> Because the GA DOE website's did not break down the data by grade
> levels for the economically disadvantaged subgroup as we have
> indicated on Tables 1-6, we have included an additional table (Table
> 7) that shows the total number of students tested for 2002-2004
> instead of the grade levels.

Please refer to the : [www.gadoe.org](http://www.gadoe.org/)