#####  *REVISED March 21, 2005*

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

*U.S. Department of Education*

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

Name of Principal [MR. IRWIN E. STUKINS]{.underline}

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

Official School Name [WEIRTON HEIGHTS ELEMENTARY SCHOOL]{.underline}

(As it should appear in the official records)

School Mailing Address [160 SOUTH 12^th^ STREET]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[WEIRTON WEST VIRGINIA 26062-3396]{.underline}

City State Zip Code+4 (9 digits total)

County \_[HANCOCK]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_\_[209]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 304 ) 748-1950]{.underline} Fax [(304 )
748-4102]{.underline}

Website/URL [www.hancockschools.org]{.underline} E-mail
[istukins@access.k12.wv.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\* [MR. DANNY KASER]{.underline}

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

District Name [HANCOCK]{.underline} Tel. [(304 ) 564-3411]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson MR. JOSEPH BARNABEI

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

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 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: \_[\_5]{.underline}\_\_
Elementary schools

\_\_[2]{.underline}\_\_\_Middle schools

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

\_\_[2]{.underline}\_\_\_High schools

\_\_[1]{.underline}\_\_\_Other Career Center

\_\_[10]{.underline}\_\_TOTAL

2\. District Per Pupil Expenditure: [\_\$7,711.16]{.underline} \_\_\_\_

Average State Per Pupil Expenditure: [\_\$7,690.98]{.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
>
> \[ \] Suburban
>
> \[X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.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**    22        9                      **31**       **7**                             

  **K**       40        27                     **67**       **8**                             

  **1**       48        24                     **72**       **9**                             

  **2**       20        27                     **47**       **10**                            

  **3**       33        25                     **58**       **11**                            

  **4**       32        27                     **59**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   334 \*
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

\* October 2004 data

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

6\. Racial/ethnic composition of [89]{.underline} % White

the students in the school: [9]{.underline} % Black or African American

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

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

[\<1]{.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:
\_\_\_[25]{.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***  45
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           33
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   78
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 313
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.25
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          25
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: \_[0]{.underline}
\_\_\_\_ %

\_[0]{.underline}\_\_\_\_\_\_Total Number Limited English Proficient

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

Specify languages: ENGLISH

9\. Students eligible for free/reduced-priced meals:
\_[51]{.underline}\_\_\_\_\_%

Total number students who qualify: \_[172]{.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:
\_\_\_[24\_\_%]{.underline}

\_\_\_80[\_]{.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.

\_[2]{.underline}\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance \_[40]{.underline}\_Speech or Language
Impairment

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

> \_[10]{.underline} Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_Multiple Disabilities \_[8]{.underline}\_ Behavior Disorders

\_[27]{.underline} Pre-K Handicapped

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

    **Number of Staff**

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

Administrator(s) \_\_[1]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_[22]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_[6]{.underline}\_\_\_\_
\_[2]{.underline}\_\_\_\_\_\_

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

> Support staff \_[14]{.underline}\_\_\_\_ \_[3]{.underline}\_\_\_\_\_\_
>
> Total number \_[43]{.underline}\_\_\_\_ \_[5]{.underline}\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[15:1]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance  95 %        97 %        95 %        95 %        95 %

  Daily teacher attendance  5 %         4 %         3 %         3 %         N/A

  Teacher turnover rate     10 %        5 %         0 %         0 %         N/A

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

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

# Part III 

**Provide a brief, coherent narrative snapshot of the school in one
page. Include at least a summary of the school's mission or vision in
the statement.**

Weirton Heights Elementary, a three-story building, is located in a
residential area in the city of Weirton in the northern panhandle of
West Virginia. Built in 1925, this school flourishes in a struggling
steel town of approximately 20,000 people. The school services 334
students in Pre-Kindergarten through fourth grade. The school has an
after school day care program staffed with the school nurse and a
Kindergarten aide. The staff currently consists of 30 experienced
teachers, 17 support personnel, a nurse, a counselor, and a principal.
Included in this school are two moderately, mentally impaired classes, a
pre-school handicapped class, a behavior disorders class, a
pre-kindergarten autistic class, and Title I Reading and Math, along
with occupational and physical therapists and a teacher of the gifted.
Every classroom is equipped with computers; in addition students spend
at least ninety minutes a week in the computer lab. Due to the economic
depression in the Ohio Valley, fifty-one percent of the students receive
free or reduced meals. The school's primary responsibility is to provide
a quality, sound, basic, and appropriate education for all students.
Instruction is to be taught not presented. The school's vision is to
stimulate learning, develop thinking skills and model intellectual and
behavioral development techniques for all children.

In response to the needs of the students, Weirton Heights School's
mission is committed to cooperative experiences between parents,
faculty, staff, and community. The school is dedicated to exposing the
students to lifetime learning, career awareness, and community service.
Weirton Heights prompts high educational performance, and development of
community services of the whole student body.

The school provides Westest tutoring, Title I tutoring in reading and
math, before and after school day care, a summer school program for
students with special needs, and Camp Readamatha, a Title I summer
program. To enrich the curriculum the school offers a Spelling Bee,
Cultural Arts contests, numerous patriotic, safety, science, cultural,
and career education, career awareness programs, and field trips. The
PTA provides Read Aloud, award programs, along with financing renovation
of the playground, providing air conditioned classrooms, and the
proposed renovation of the physical education area. Parents are also
involved in Title I Parental Involvement activities. Last year
telephones were placed in each room to ensure safety of the students.
This year a security system was added to the school. Everyone works
together to provide a well-rounded education.

This year the school has been awarded the **West Virginia** **Title I
Distinguished School Award** (as in the past nine years) and **the
National Title I Distinguished School Award for Closing the Gap.** For
the past three years, Weirton Heights has been named a **West**
**Virginia Exemplary School**, the only school in the county and one of
twenty-nine in the state. The state has recognized the school for
**Average Yearly Progress, Achieving Above Mastery and Beyond, Best
Among Peers, and Best in Closing the Gap in Reading and Math.** Ten of
our students have received perfect scores of four on the **West
Virginia** **Fourth Grade Writing Assessment** and no student received a
score below two on a scale of zero to four.

Our faculty, staff, parents, students, and community have supported and
strengthened our school. As you walk into Weirton Heights you will see
our motto -- Weirton Heights is a **GREAT PLACE TO LEARN**!

# Part IV 

**1. Describe in one page the meaning of the school's assessment results
in reading (language arts or English) and mathematics in such a way that
someone not intimately familiar with the tests can easily understand
them. Explain disparities among subgroups. Explain the state performance
levels and the performance level that demonstrates meeting the standard.
Provide the website where information on the state assessment system
maybe found.**

**Westest**

The 2003 -- 2004 school year was the first year for the special West
Virginia Standards Test called the **Westest**. This test was
specifically developed for the curriculum based on the Content Standards
suggested by the West Virginia Department of Education. Content
Standards are the ideas that the teachers need to teach each student.
Students in third and fourth grades take the **Westest**. Weirton
Heights scored 92.85% in total math compared to the state's score 63.72%
in total math. The school scored 91.07% in total reading compared to the
state's score of 69.76% in total reading. These results were the highest
in the county and indicate mastery. Alternate assessments were completed
successfully by all students whose Individual Education Plan indicated a
need for specialized testing. Compared to other schools with the same
economic and community backgrounds, Weirton Heights test results are
extremely high. Prior to the **Westest,** the **SAT 9** was used and the
test results were similar.

The school has just received the National Title I Distinguished Award
for Closing the Gap. The **Westest** shows very little difference among
subgroups between the total scores in math and reading. Little variation
is found between male and female in both reading and math. Scores based
on gender, race/ethnicity, and students with disabilities are above
expectation level. Specialized **Westest** tutoring is provided prior to
testing.

Students' strengths and weaknesses are detailed in a report sent home to
the parents.

The five state performance levels are novice, or beginning, partial
mastery, mastery, above mastery, and distinguished. Students performing
at the mastery levels, above mastery or distinguished are considered
meeting the standards. Novice and partial mastery are below the
standards levels.

Test results are available online at
<http://wvde.state.wv.us/wvachieves/> and results are sent home with
each child.

# The West Virginia Fourth Grade Writing Assessment

The **West Virginia Fourth Grade Writing Assessment** is an essay test
given to students to indicate writing ability. This test is based on a
rubric scale from zero to four, with four being the highest score and
two being the average score. Weirton Heights Writing Assessment for
2002-2003 indicated four students received a perfect score of 4 and 96%
percent scored above the expected score of 2.0. During the 2003-2004
school year, ten students received a perfect score of 4.0 and a 100% of
the students scored a 2.0 or above.

**Part IV**

**2. Show in one-half page how the school uses assessment data to
understand and improve student and school performance.**

The Title I Reading and Math Specialists review all test results as soon
as they are available to determine which students need reinforcement of
skills. All teachers also review the results of the children in their
current class. They confer with the previous teacher to see where
deficiencies occurred the year before and to verify what standards may
need more attention. Students are identified that need more help as well
as each content standard that needs reinforced. The students are given a
packet of skills to take home that are to be practiced with the parents.
Title I also provides after-school tutoring along with Westest tutoring.

The **West Virginia Fourth Grade Writing Assessment** is reviewed to
find weak areas where the teachers need to make adjustments to ensure
that the students will improve in the future. Every classroom from
kindergarten to fourth grade dedicates time daily to writing and
improving the students' skills. The students are required to write
complete sentences in every subject using correct punctuation and
spelling.

An informal assessment is completed for each student in reading and math
according to the state standards in each subject. Each student is
assessed and determined to be distinguished, above mastery, mastery,
partial mastery, and novice. If a student shows partial mastery or
novice status, the teachers refer the student for special help by Title
I and tutoring. A team of specialists, teachers, and parents work to
benefit both student and school performance. Improvement has continued
to progress yearly.

# Part IV

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

Good communication is vital to student success. When school begins in
the fall, students receive a handbook explaining school rules and
procedures. Students in grades three and four receive an agenda book
that is sent home nightly with assignments. Parents sign the book
indicating they have read the assignments and any communication from the
teacher. Students in grades K-3 receive a weekly home guide that
includes spelling lists, test dates and upcoming events. Progress
reports are sent home every four and one-half weeks to inform parents of
student progress. Report cards are sent home every nine weeks. Parents
can access their child's grades through the computer by signing up for
**Edline**, a computer grade book. Parent conferences are scheduled as
needed. A School Assistance Team is in place to discuss student problems
and recommended intervention.

**Westest** and the **West Virginia Writing Assessment** results are
analyzed and shared among staff, parents, and students. Each year
parents receive the **West Virginia Report Card** that is issued by the
West Virginia State Department of Education. This report card compares
the school to other schools in the county and state.

Events, activities, and test results are published in the local
newspaper. The Parent Teacher Association recognizes student achievement
with an awards ceremony every nine weeks. A school sign communicates the
school's major accomplishments. The sign also proudly displays the
school's motto, "Weirton Heights Elementary is a **GREAT PLACE TO
LEARN**".

# Part IV

**4. Describe in one-half page how the school has shared and will
continue to share its successes with other schools.**

Weirton Heights enjoys sharing their knowledge and accomplishments with
other schools. After being named a **National Title 1 Distinguished
School** and a **West Virginia Exemplary School**, staff members gave a
presentation on the school's successes at the West Virginia
Superintendent's Winter Conference. Various staff members have shared
their ideas and instructional strategies at workshops on the regional,
state and national levels. Staff members have presented technology
workshops on **Compass Learning, GradeQuick** and **Edline**. Many
teachers have had articles, pictures, and instructional practices
published in professional magazines.

Teachers serve on committees to choose textbooks and help develop county
programs. Teachers are currently involved in the State Math Initiative
to change the way teachers teach math. Staff members are realigning and
prioritizing the state content standards on the school and county level.

Weirton Heights has partnered with two other elementary schools to
present parental involvement workshops on family literacy and child
rearing. Education students from the local colleges and universities
come into the school to observe and learn classroom management
techniques and effective instructional strategies for working with young
children.

The staff knows the importance of collaboration and sharing ideas with
other professionals. It is believed that by sharing and collaborating
with others that teachers increase their own knowledge and expertise.
This will ultimately lead to making teaching strategies better and
students better learners.

# Part V 

# 1. Describe in one page the school's curriculum. Outline in several sentences the core of each curriculum area and show how all students are engaged with significant content based on high standards. Include art and foreign languages in the descriptions.

The school's curriculum is built around the West Virginia Content
Standards Objectives for each grade level. The CSO's are the standard
benchmark for everything that is taught in the school. The staff is
constantly changing, updating, modifying, and revising methods of
teaching to meet the needs of the changing population. Lesson plans
reflect the standards and textbooks refer to the West Virginia
standards. The students are engaged in all subjects orally, visually,
and kinesthetically. Each teacher recognizes the responsibility to all
students. If a student begins to fall behind, the classroom teacher
refers them immediately to the School Assistance Team for intervention
and/or after-school tutoring.

Phonemic Awareness is used in kindergarten and first grades in
conjunction with the Title I teacher and the speech pathologist. A Title
I Reading teacher is available whenever necessary. English and Writing
Skills are enhanced with the **Four-Square Writing** and **Step-Up to
Writing**. Writing Skills are used across the entire curriculum.
Spelling is integrated with reading at all grade levels and includes
supplemental words from other content areas.

Through integration of a new standard based math textbook, instruction
includes manipulatives and small group instruction. A Title I Math
teacher services student at all grade levels. Social Studies classes are
using a new textbook in all grades which follow state standards. Science
classes integrate the adopted text with **Hands-on Science Kits**,
provided through a grant received by a local college.

Art, physical education, and music are a vital part of the curriculum
and are incorporated in core subjects. The art program stimulates
creativity and the thinking process. Correlation between art and the
core subjects are incorporated throughout the instructional day. A local
service organization supplements the art program. The school works with
partners in education to provide visual displays of students' work
throughout the community.

Special education students are integrated with the regular classroom to
allow the students to develop in the least restrictive environment as
possible. To reach their greatest potential, assistive technology is
used to help facilitate their learning across all settings. At risk
students are identified and serviced by Title I.

Both the students and teachers use technology. The teachers use
computerized grade books, generate progress reports, and report cards.
Grades are currently being posted **EdLine** for parents to access
information about their child. The **Compass Learning System** is
correlated to the state curriculum and used by each student for ninety
minutes a week. Weirton Heights has two computers in each classroom, in
addition to a computer lab. All are connected to the Internet. A
surveillance system and phones in each classroom, has been installed to
provide protection for all students.

Linking technology to all parts of the school helps to coordinate every
aspect of learning by following the state guidelines and maintaining
high standards of learning.

# 

**Part V**

**2. Describe in one-half page the school's reading curriculum,
including a description of why the school chose this particular approach
to reading.**

Weirton Heights Elementary School believes that a good reading program
is essential to the success of all students. The power of a good reading
program will make students grow and think, as a result enabling them to
be lifelong learners.

**Scott Foresman Reading** (2000) is the basal reading series that is
currently being used. Reading success is built with each lesson.
Teachers like the award-winning literature and decodable text that
fosters fluency and comprehension. They also liked the direct,
systematic phonics instruction included at every grade. Writing,
spelling and oral language are also incorporated in this series. This
program has been successful because it enables teachers to provide
instruction in the essential components of reading. **Compass Learning**
in our computer lab provides additional lessons on vocabulary and
comprehension strategies. Early identification and intervention of
children at risk are provided by the Title 1 reading teacher to help
ensure reading success.

The school believes that a strong writing program supports successful
reading. **Houghton Mifflin English** (2001) supplies the grammar
component. **Four-Square Writing** is used to aid the writer in the
primary grades and **Step-Up to Writing** encourages the older writer.

Beginning readers need extra instruction in phonics. First grade
teachers chose **Signs for Sounds** as a supplemental phonics program.
It provides a systematic daily phonics drill.

Before children learn to read, they need to be aware of how sounds work
in words. Kindergarten and first grade teachers received training in the
**West Virginia** **Phonological Awareness Program.** This program
provides additional classroom instruction in phonemic awareness. Intense
small group instruction is given to at-risk students. Weirton Heights
Elementary strives to make every student a successful reader.

# 

# Part V 

**3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.**

Based on the school's mission to provide a quality, sound, basic, and
appropriate education for all students, the staff is currently in the
process of selecting a standards based math text. To enable the children
to compete in the world, Weirton Heights challenges teachers to
implement new methods of teaching that are based on the National Council
of Teachers of Mathematics Standards. Teachers are implementing these
new strategies through the use of manipulatives and small group work
sessions. In addition, to create long lasting knowledge, students are
taught to express their thoughts orally and to write answers numerically
and with words. The school is trying to connect every day math
situations with the knowledge being presented in the classroom. Students
are not only exposed to traditional ways of thinking about math but also
are exposed to the reasoning skills that are necessary to determine the
answers. It is no longer acceptable to be able to say that 9 plus 5
equals 14, the student must be able to prove and support their answer.

The students of today must be able to work together in groups to solve
problems and understand that there may be more than one answer. Research
shows that the meaning behind the process will stay in the students'
minds enabling them to solve more complex problems later on. This does
not mean that the old ways are tossed away. Students are expected to
memorize facts and rules.

These teaching methods will provide students with better experiences and
more confidence going out into the world.

# 

# Part V

**4. Describe in one-half page the different instructional methods the
school uses to improve learning.**

The staff of Weirton Heights Elementary School utilizes a variety of
instructional methods and techniques to improve student learning.
Research based instructional strategies drive all classrooms
instruction. To improve learning the latest techniques are used to
enhance the learning process. The faculty tries to remain aware of the
different modalities of every student and teacher.

**Four-Square Writing** and **Step-Up to Writing** are instructed daily
to improve writing skills. **Word Walls** are evident in all classrooms.
**Making Words** instructs students to manipulate and create new words.
**Calendar Math** reinforces math skills daily. Small group instruction
is used in both reading and math to develop the students' sense of
cooperation. In these groups **Reading Rods** and board games are used.
Instructional methods are not limited to the textbooks. Teachers use
varied methods to instruct students including computer resources. The
Preschool uses the **Creative Curriculum** based on the state standards
to prepare the students for Kindergarten. Specialized autism curriculum
approved by the Autism Training Center at Marshall University is also
used.

Title I Reading and the speech therapists are combining efforts to
increase the phonological awareness of kindergarten and first grade
children. Small groups meet three times a week for intense instruction.
Pre-kindergarten and speech use **Earobics Literacy** to develop
phonemic awareness, letters and sounds, beginning writing and reading,
and language enrichment. The children with special needs use **Wilson
Reading** and **Edmark** to help facilitate learning styles.

All these methods combine to improve student learning.

# 

# Part V

**5. Describe in one-half page the school's professional development
program and its impact on improving student achievement**.

Professional development is an integral part of the continuing education
of the school staff. A needs assessment is complied to determine the
professional development activities for each school year. These needs
are then prioritized and selected with student needs in mind.
Professional development provides all staff members the opportunity to
improve their knowledge and teaching skills in areas where improvement
is needed.

Programs on Phonemic Awareness, Content Standards, Informal Assessments,
and technology have been presented. Hancock County Schools places a high
priority on the use of technology; therefore all teachers have been
trained in **Grade Quick, Compass Learning System**, **EdLine**, and **I
Know**. The counselor has also provided information on issues such as
how to prevent bullying and developing character education. The gifted
teacher provides ways to identify students who exceed standards.
Professional development in the areas of autism, **TEEACH**, **Picture
Exchange Communication System**, visual strategies, assistive
technology, and sensory integration keep our special education staff, as
well as the regular education teachers, abreast of new programs and
techniques to help service the students.

All this combines to improve the teachers' skills and to keep them
abreast of the newest developments in the field of education. By doing
this, the teachers guarantee that all students will have the opportunity
to achieve the highest standards.

**Westest**

**(Westest-West Virginia Educational Standards Test)**

**Publisher\--McGraw-Hill, 2003**

**2003-2004**

**[Reading]{.underline}**

This is the first year for this test.

+------------------------------+--------+--------+-------+-----------+
| **Testing Month**            | **W    | *      | **We  | **State   |
|                              | eirton | *State | irton | of West   |
|                              | Hei    | of**   | Heig  | V         |
|                              | ghts** |        | hts** | irginia** |
|                              |        | **West |       |           |
|                              | *      | Virg   | **    |           |
|                              | *3rd** | inia** | 4th** |           |
+------------------------------+--------+--------+-------+-----------+
| \% At or Above Basic         | 45     | 44     | 39    | 44        |
| (Mastery)                    |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| %At or Above Proficient      | 36     | 28     | 36    | 23        |
| (Above Mastery)              |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| \% At Advanced (Proficient)  | 89     | 88     | 88    | 73        |
+------------------------------+--------+--------+-------+-----------+
| Number of Students Tested    | 54     | \-     | 68    | \-        |
+------------------------------+--------+--------+-------+-----------+
| Percent of total students    | 100    | \-     | 100   | \-        |
| tested                       |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| Number of students           | 3      | \-     | 3     | \-        |
| alternatively assessed       |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| Percent of students          | 100    | \-     | 100   | \-        |
| alternatively assessed       |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
|                              |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| **Subgroup\-- Ethnicity**    |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| %At or Above Basic (Mastery) | 29     | 44     | 37    | 44        |
+------------------------------+--------+--------+-------+-----------+
| %At or Above Proficient      | 44     | 28     | 38    | 24        |
| (Above Mastery)              |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| \% At Advanced (Proficient)  | 90     | 78     | 89    | 74        |
+------------------------------+--------+--------+-------+-----------+
| **Socioeconomic Status**     |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| %At or Above Basic (Mastery  | 63     | 46     | 55    | 45        |
+------------------------------+--------+--------+-------+-----------+
| %At or Above Proficient      | \-     | 21     | \-    | 16        |
| (Above Mastery)              |        |        |       |           |
+------------------------------+--------+--------+-------+-----------+
| \% At Advanced (Proficient)  | 88     | 69     | 91    | 64        |
+------------------------------+--------+--------+-------+-----------+

**Westest**

**(Westest-West Virginia Educational Standards Test)**

**Publisher\--McGraw-Hill, 2003**

**2003-2004**

**[Math]{.underline}**

This is the first year for this test.

+----------------------------+--------+--------+-------+---------------+
| Testing Month              | 3^rd^  | State  | 4^th^ | State West    |
|                            |        |        | We    | Virginia      |
|                            | W      | West   | irton |               |
|                            | eirton | Vi     | He    |               |
|                            | Height | rginia | ights |               |
+----------------------------+--------+--------+-------+---------------+
| \% At or Above Basic       | 47     | 47     | 38    | 45            |
| (Mastery)                  |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| %At or Above Proficient    | 38     | 21     | 29    | 18            |
| (Above Mastery)            |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| \% At Advanced             | 87     | 72     | 93    | 69            |
| (Proficient)               |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| Number of Students Tested  | 54     | \-     | 68    | \-            |
+----------------------------+--------+--------+-------+---------------+
| Percent of total students  | 100    | \-     | 100   | \-            |
| tested                     |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| Number of students         | 3      | \-     | 3     | \-            |
| alternatively assessed (WV |        |        |       |               |
| Alternative Test)          |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| Percent of students        | 100    | \-     | 100   | \-            |
| alternatively assessed     |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| **Subgroup\-- Ethnicity**  |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| %At or Above Basic         | 46     | 47     | 37    | 45            |
| (Mastery)                  |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| %At or Above Proficient    | 41     | 22     | 29    | 19            |
| (Above Mastery)            |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| 90                         | 90     | 73     | 94    | 70            |
+----------------------------+--------+--------+-------+---------------+
| **Socioeconomic Status**   |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| %At or Above Basic         | 54     | 47     | 45    | 45            |
| (Mastery)                  |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| %At or Above Proficient    | \-     | 15     | \-    | 13            |
| (Above Mastery)            |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+
| \% At Advanced             | 79     | 64     | 91    | 61            |
| (Proficient)               |        |        |       |               |
+----------------------------+--------+--------+-------+---------------+

######### 

**SAT 9 TESTING RESULTS**

**2002-2003**

*Disaggreation of results for 3^rd^ and 4^th^ Grades*

*During the transition years of 2002-2003, the method of NCLB
accountability reporting changed to address the sub groups listed
below.*

*Additional information can be viewed on the West Virginias Department
of Education website under WV Achieves.*

**Subject** [Reading and Math]{.underline} **Test** [Standford
Achievement Test, Ninth Edition]{.underline}

**Grade** [3^rd^ and 4^t^]{.underline}^h^ **Publisher** [Harcourt Brace
and Company, 1996]{.underline}

  --------------- ------------ ------------- ------------- ------------- ---------------
  **Groupings**   **QUARTILE   ***QUARTILE   ***QUARTILE   ***QUARTILE   ***%
                  I**          2***          3***          4***          PROFICIENT***

  **Reading       **2**        **24**        **29**        **46**        **90%**
  3^rd^**                                                                

  **Reading       **4**        **15**        **33**        **48**        **81%**
  4^th^**                                                                

  **Math 3rd**    **0**        **10**        **19**        **71**        **90%**

  **Math 4^th^**  **0**        **4**         **22**        **74**        **96%**

  **Weirton       **\>5%**     **10%**       **31%**       **58%**       **89%**
  Heights All                                                            
  Students**                                                             

  **WV State      **17**       **25**        **30**        **28**        **58%**
  Assessment**                                                           

  **WHITE**       **0**        **11**        **30**        **59**        **89%**

  **BLACK**       **U**        **U**         **U**         **U**         **U**

  **HISPANIC**    **U**        **U**         **U**         **U**         **U**

  **ASIAN**       **U**        **U**         **U**         **U**         **U**

  **NATIVE AM.**  **U**        **U**         **U**         **U**         **U**

  **LOW SES**     **U**        **U**         **U**         **U**         **U**

  **SPEC. ED.**   **U**        **U**         **U**         **U**         **U**

  **LOW LEP**     **U**        **U**         **U**         **U**         **U**
  --------------- ------------ ------------- ------------- ------------- ---------------

**Total student tested in both 3^rd^ and 4^th^ Grade\-\-- 106**

**U = Cell size under 50 -- Not part of NCLB accountability.**

> **SAT 9 TESTING RESULTS**

**2001-2002**

*Disaggreation of results for 3^rd^ and 4^th^ Grades*

**Subject** [Reading and Math]{.underline} **Test** [Standford
Achievement Test, Ninth Edition]{.underline}

*[**Grade** 3^rd^ and 4^th^ **Publisher** Harcourt Brace and Company,
1996]{.underline}*

  -------------- ------------ ------------ ------------ ------------ --------------
  **READING**    **QUARTILE   **QUARTILE   **QUARTILE   **QUARTILE   **%
                 1**          2**          3**          4**          PROFICIENT**

  **3^rd^        5            18           36           41           **77%**
  Grade**                                                            

  **4^th^        5            9            40           46           **86%**
  Grade**                                                            

  **Male**       01           24           30           36           **66%**

  **FEMALE**     4            8            45           43           **88%**

  **WHITE**      5            14           38           43           **81%**

  **BLACK**      20           20           47           13           **60%**

  **HISPANIC**   100          0            0            0            **0% \***

  **INDIAN**     0            100          0            0            **0% \***

  **ASIAN**      0            100          0            0            **0% \***

  **LOW SES**    8            20           47           25           **72%**

  **SPEC. ED.**  17           0            50           33           **88%**

  **LEP**        100          0            0            0            **0% \***

  **MIGRANT**    NA           NA           NA           NA           **NA**

  **504**        NA           NA           NA           NA           **NA**

  **Total        96                                                  
  Tested**                                                           
  -------------- ------------ ------------ ------------ ------------ --------------

  -------------- ------------ ------------ ------------ ------------ --------------
  **MATH**       **QUARTILE   **QUARTILE   **QUARTILE   **QUARTILE   **%
                 1**          2**          3**          4**          PROFICIENT**

  **3^rd^        5            15           15           64           **79%**
  Grade**                                                            

  **4^th^        0            7            25           68           **93%**
  Grade**                                                            

  **MALE**       3            18           27           52           **79%**

  **FEMALE**     1            11           18           70           **88%**

  **WHITE**      1            12           23           64           **87%**

  **BLACK**      7            33           13           47           **60**

  **HISPANIC**   0            0            0            100          **100 \***

  **INDIAN**     100          0            0            0            **0% \***

  **ASIAN**      NA           NA           NA           NA           **NA**

  **LOW SES**    0            16           27           57           **84%**

  **SPEC. ED.**  17           17           0            66           **66%**

  **LEP**        0            0            0            100          **100% \***

  **MIGRANT**    NA           NA           NA           NA           **NA**

  **504**        NA           NA           NA           NA           **NA**

  **Total        96                                                  
  Tested**                                                           
  -------------- ------------ ------------ ------------ ------------ --------------

*\* Note: There was only one student in the subgroups of Hispanic,
Indian, and LEP.*