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

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

**Cover Sheet**

Name of Principal Mrs. JoAnne Jensen

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

Official School Name Keystone Elementary

(As it should appear in the official records)

School Mailing Address 4301 Old Allen Road (If address is P.O. Box, also
include street address)

Memphis Tennessee 38128-1729

City State Zip Code+4 (9 digits total)

Tel. [( 901 ) 416-3924]{.underline} Fax [( 901 ) 357-3947]{.underline}

Website/URL [www.mcsk12.net]{.underline} E-mail
[jensenj1@mcsk12.net]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Carol Johnson]{.underline}

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

District Name [Memphis City Schools]{.underline} Tel. [( 901 )
325-5444]{.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 [President Patrice Robinson]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

23 Middle schools

4 Junior high schools

29 High schools

30 Other (Briefly explain)

199 TOTAL

2\. District Per Pupil Expenditure: \$7865

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

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

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

4\. [13]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       40        47                     **87**       **7**                             

  **1**       32        39                     **71**       **8**                             

  **2**       48        37                     **85**       **9**                             

  **3**       35        35                     **70**       **10**                            

  **4**       32        38                     **70**       **11**                            

  **5**       25        42                     **67**       **12**                            

  **6**       24        22                     **46**       **Other**                         

                                    **TOTAL                                                   496
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [21.17]{.underline} % White

the students in the school: [78.23]{.underline} % Black or African
American

[.40]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 9
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 36
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        45
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    535
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.084
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    8.4
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: [N/A]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [46.6]{.underline}
%

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

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

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

[16]{.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.

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

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

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

[1]{.underline} Hearing Impairment [9]{.underline} Speech or Language
Impairment

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

[6]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) 1

Classroom teachers 24

Special resource teachers/specialists 1 3

Paraprofessionals 2 7

> Support staff 5
>
> Total number 33 10

12\. Average school student-"classroom teacher" ratio: 21:1

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

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

  Daily student attendance 97          97          97.83       97.74       97.54

  Daily teacher attendance 94.52       94.44       97.12       96.53       96.03

  Teacher turnover rate    20.5        21.6        11.1        08.6        13.8

  Student dropout rate                                                     

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

**PART III ‑ SUMMARY**

Keystone Elementary School in Memphis, Tennessee, serving approximately
500 students from kindergarten through sixth grade, has adopted as its
mission a commitment to the development and implementation of a
challenging academic program where parents, staff, and the community
work collaboratively inspiring all students to achieve at their maximum
potentials and to become life-long learners. Keystone provides evidence
that students from disadvantaged backgrounds can achieve at high levels
when the public school they attend sets high expectations, structures
curriculum and teaching practices to meet the increasingly diverse needs
of students, and makes parents partners in motivating and enabling each
student to learn.

Established in 1991 as a magnet school, eighty percent of the school's
current students live in the working-class neighborhoods that surround
Keystone. Parents who seek the best in educational opportunities for
their children are attracted to Keystone's highly structured learning
environment, emphasis on enriched academics, and reputation for
attracting quality teachers (42% of whom have master's or higher
degrees).

In the past five years, the number of disadvantaged students enrolling
in Keystone has increased. Currently, 47% of Keystone students qualify
for free and reduced-priced meals. In keeping with the school's mission
of providing a strong academic program that inspires students to achieve
at their maximum potentials, Keystone has met the challenges of the
increased number of disadvantaged students by using assessments to
identify each student's needs; adapting proven practices and adopting
new strategies to deliver quality instruction; and maintaining a safe,
orderly school environment that celebrates diversity and honors
achievement.

Greater emphasis is now placed on using data from state and district
standardized tests, as well as classroom work, to assess the needs of
each student and to individualize instruction. Weekly grade-level
meetings have been instituted where teachers share ideas and plan
lessons and activities. Modifications that individual teachers have made
in their teaching strategies include breaking lessons into smaller
parts, pacing appropriately, re-teaching, directing small group lessons,
providing more one-on-one instruction, encouraging peer tutoring, and
using teacher assistants to provide extra practice. An additional
after-school tutoring program is offered. Structured parent meetings are
held during which test scores are explained in terms that parents can
understand. Instruction on how parents can better assist their children
is also given during the meetings. Keystone enjoys exceptional parental
and community support as demonstrated by having the largest PTA
membership in Memphis for the past three years.

Despite the challenges of serving more disadvantaged students, Keystone
consistently posts standardized test scores significantly higher than
state and national averages in all content areas. On Tennessee's
accountability model using NCLB requirements for 2002-2003, over 99.5%
of the school's economically disadvantaged students were rated as
proficient or advanced in reading/language/writing and 96.4% scored
proficient or advanced in math.

Because Keystone Elementary delivers on the promise of American public
education to give students of different races, cultures, and economic
statuses the opportunity to learn, excel and become all they can be, it
is worthy of designation as a 2003-2004 "No Child Left Behind Blue
Ribbon School."

**PART IV, #1 - INDICATORS OF ACADEMIC SUCCESS**

##### General Information - One component of the Tennessee Comprehensive Assessment Program (TCAP) is an instrument consisting of a norm-referenced (NRT) achievement test and a customized criterion referenced (CRT) test. CTB/McGraw-Hill's *TerraNova* has been used as the norm-referenced part of the TCAP from 1998 to the present and is administered to Tennessee students in grades 3-8 in five core areas. NRT data included in this section are based on four years of results (spring 2000, spring 2001, spring 2002, and spring 2003) from the Reading Composite and Mathematics Composite subtests and are reported for students in grades 3 through 6 at Keystone Elementary. Results were disaggregated into four subgroups (all students, African-American students, white students, and economically disadvantaged students) and are reported on Tables 1-8 as mean NCEs and four-year average mean NCEs.

The Reading Composite scores reported are a combination of results from
the Reading (comprehension) and Vocabulary subtests. Scores on the
Reading subtest measure performance on up to 33 subskills related to
four objectives: understanding basic concepts, analyzing text,
evaluating and extending meaning, and identifying reading strategies. On
the Vocabulary subtest, three objectives related to word meaning,
multi-meaning words, and words in context are assessed using five
subskills per grade level.

The Mathematics Composite scores reflect a combination of results from
the Mathematics (concepts and application) and Mathematics Computation
subtests. Mathematics scores were measured on eight objectives including
number and number relations; computation and estimation; operation
concepts; measurement; geometry and spatial sense; data analysis,
statistics, and probability; patterns, functions, and algebra; as well
as problem-solving and reasoning. Depending on the grade level, these
eight objectives were measured by a minimum of 79 subskills per grade.
Eight objectives of math computation skills were assessed using
subskills assessing computation using whole numbers, decimals, and
fractions, as well as percentages and order of operations.

The CRT part of the TCAP is customized and aligned with the state
curriculum in reading and mathematics. These CRT items were first
administered in spring 2003 to Tennessee students in grades 3, 5, and 8
to meet NCLB requirements. CRT data included in this section are based
on spring 2003 results in reading and mathematics for Keystone
Elementary students in grades 3 and 5. Results were disaggregated into
four subgroups (all students, African-American students, white students,
and economically disadvantaged students) by grade and are reported on
Tables 9-12 as the percent of students scoring proficient, advanced, or
below proficient. Note that district and state results are reported for
all students for comparison. CRT results were not disaggregated by
subgroup for the district or state on the State Report Card and were not
provided after numerous requests. Therefore, state and district results
are not displayed on Tables 9-12.

##### Analysis of Reading Results

-   The analysis indicates that students in grades 3 - 6 in a11 four
    subgroups have maintained mean NCEs of 55 or greater for each of the
    four years examined.

-   Four-year average mean NCEs of 61 or higher were posted across all
    grades and across all subgroups.

-   An analysis of subgroup data reveals that students in two subgroups
    (all students and white students) have maintained performance above
    a mean NCE of 60 for four consecutive years.

-   Two subgroups (African-American students and economically
    disadvantaged students) have produced mean NCEs of 60 or higher 75%
    of the time.

-   Scores for African-American sixth graders have risen steadily each
    year of the four-year period from a mean NCE of 58.52 in April 2000
    to a mean NCE of 71.55 in April 2003.

-   Educationally disadvantaged sixth graders have maintained mean NCEs
    of 61 or higher for all four years examined.

-   Based on CRT results, 100% of Keystone Elementary's students in each
    of the four subgroups in grades 3 and 5 scored proficient or higher.

##### Analysis of Math Results

-   The review indicates that students in all four subgroups in all four
    grades have maintained mean NCEs of 55 or greater for each year of
    the four years included.

-   Four-year average mean NCEs were above 63 for all four subgroups in
    all four grades.

-   Two subgroups (African-American students and all students) have
    maintained mean NCEs of 63 or higher for three of the four years
    reported.

-   Mean NCEs for sixth graders in three subgroups (all students,
    African-American students, and economically disadvantaged students)
    have risen steadily for each of the four years.

-   The four-year average mean NCE was 63 or higher for all grade
    levels.

-   Based on CRT results, 98% to 100% of Keystone's third graders in all
    four subgroups scored proficient or higher while 89% to 100% of
    Keystone's fifth graders scored proficient or higher.

    **PART IV, #2 - INDICATORS OF ACADEMIC SUCCESS**

Keystone analyzes available test data from local- and state-mandated
assessments to determine the academic needs and strengths of students in
grades 1-6 in all core subject areas. In kindergarten, the *Developing
Skills Checklist* is used at the beginning of the year, and a
criterion-referenced test is administered at the end of the year to
determine readiness for school and for first grade. In the first grade,
the *California Achievement Test* (CAT) is given at the end of the year
as another way to look at student performance. Continuous assessment
occurs in grades 2-6 through the use of multiple assessments including
unit tests from the basal reader, a computerized reading test, district
tests in math for grades 3-6, and science tests in grades three, five
and six.

After analyzing results of the various assessments, weekly grade level
meetings are held during which lessons and activities to improve student
achievement are planned. Teachers also assess students' classroom work
and test results to determine baselines, patterns of deficiency and
areas for remediation or reteaching in order to incorporate higher order
skills into instruction and to integrate skills across curriculum areas.
Instructional strategies and/or the curricula are adjusted to meet the
newly determined needs. Plans for tutoring are developed as needed.
Enrichment activities are planned for gifted students as well as for
students mastering required objectives or skills. In order to ensure
that all skills for grade level mastery are covered, a comparison of the
content of Memphis City Schools textbooks and the Tennessee Curriculum
Standards and Accomplishments has been completed. Thorough analyses
resulting in measurable progress at each grade level are the keys to
high student performance.

**PART IV, #3 - INDICATORS OF ACADEMIC SUCCESS**

Open and informative communication is a key factor in the success of
Keystone Elementary. Communication is provided in a variety of ways in
terms easily understood by different audiences. These forms of
communication include news media, parent conferences, newsletters, open
houses, private tours and the Internet. Data generated from
state-mandated and other assessment tools are made available to parents
printed in an individual student profile, which enables parents and
teachers to better understand how to provide the greatest assistance to
meet students' diverse needs. No Child Left Behind and the Tennessee
State Report Card results are published by the local newspaper and
posted on the school's website. Keystone also publishes its own "School
Report Card" which provides parents an opportunity to analyze student
performance.

At the beginning of the school year, each teacher hosts a parent
orientation session at which the teacher stresses high expectations and
explains the methods used to assess and report student progress weekly.
Parents are also invited and urged to attend two individual school
conferences annually. Additionally, progress notification,
parent-teacher conferences and action plans address the needs of any
student experiencing significant deficiencies in any areas.

A newsletter, "Keystone Klips," is published monthly spotlighting
various students' accomplishments and informing parents of critical
dates and important activities. A school website has been developed and
is constantly updated. Many Keystone teachers have designed personal web
pages to relate general information and specific classroom information.
Administration has an "open door" policy for students, parents,
teachers, and the community.

Using these multiple approaches, Keystone maintains open lines of
communication, which are vital to the success of its educational
program.

**PART IV, #4 - INDICATORS OF ACADEMIC SUCCESS**

Keystone Elementary embraces the opportunity to share its successes with
other schools and uses multiple methods in demonstrating this
collaborative spirit. The school provides staff development for other
faculties; displays student work at other schools, community centers and
the MCS Board of Education building; gives PowerPoint presentations at
various meetings; and uses its website to share teaching and learning
information and ideas with others. Members of the Keystone faculty have
moderated sessions at local, state, and national workshops, sharing
their skills in such areas as teaching higher-level thinking skills and
creative writing. A partnership with three local universities has been
established to further the development of future teachers through
student teaching and through classroom observation and participation
opportunities. Keystone administrators use many networking opportunities
to share experiences and learn from others. The school plans to host an
open house this year that will provide an opportunity for Keystone
teachers and administrators to meet and work with other educators,
sharing successes and ideas for enhancing student performance and
parental involvement.

**PART V, #1 -- CURRICULUM AND INSTRUCTION**

The district's curricula follow the Tennessee State guidelines.
Curricula guides were developed for all subject areas meeting state
standards and emulating the content and skills by grade. A curriculum
map, the scope and sequence, an instructional guide with suggested
resources and relationship to state-mandated tests, and the Memphis City
Schools standards and performance indicators are parts of this document.

Teachers have found this document to be a useful tool in developing
instructional plans correlated with the adopted textbooks in the content
areas. Each classroom addresses the five academic areas (reading,
language arts, math, science, social studies) related to state-mandated
tests. The academic program focuses on the communication skills
involving reading with comprehension, language skills, creative writing,
and speaking to an audience. The math program not only addresses
calculating and problem solving but also involves reasoning skills and
drawing conclusions. Science is closely related to math in the
development of these skills but includes content knowledge for expanded
use of research skills and making judgments. The social studies program
provides information about other cultures and the influence of
environmental situations on these cultures while encouraging good
interpersonal skills through cooperative learning groups. Social studies
instruction includes developing a sense of personal and social
responsibility to become a contributing citizen. Other courses include
physical education, library study skills, computer education, music,
visual arts, character education, and an anti-violence program. Students
with learning disabilities on the preschool level and in speech/language
receive a specialized oral language program. An after-school tutoring
program for grades 2-5 has been instituted for at-risk students. During
the regular school day, parents and teacher assistants tutor students in
grades K-2. Academically talented students are provided five hours of
enrichment weekly. Reading and math instruction are the major focus of
the academic program using motivational techniques, such as rewards to
encourage reading and hands-on activities to develop math skills.

The basic instructional program following the MCS curricula is enriched
through special projects, such as research projects, the Accelerated
Reader program, creative writing, musical presentations and classroom
PowerPoint presentations. The character education program is
well-developed and addresses different desirable character traits.

Throughout the year, student progress is closely monitored in order to
adjust the instructional program, to obtain needed resources, and to
address individual student needs. The kindergarten and first grade are
closely monitored, correlating student work to outcomes and involving
parents before serious problems develop. Kindergartners use the "READ,
WRITE, AND LISTEN" (Letterbooks) by Macmillan/McGraw-Hill to develop
alphabet skills, phonics and beginning vocabulary. "Support Teams"

involving various staff members and the student's parent(s) develop
corrective action plans for students demonstrating below level progress.

**PART V, #2 -- CURRICULUM AND INSTRUCTION**

Keystone's reading curriculum was developed by Memphis City Schools and
is designed to correlate reading requirements with state-mandated
assessments. Writing, grammar, spelling and penmanship are included. In
the first and second grades, a phonics program is an integral part of
the reading curriculum. Intermediate grades employ various activities,
such as creative writing, speaking, role-playing, storytelling, literary
responses, and oral book reports to apply skills outlined in the
textbook. Students display their mastery of the viewing/presenting facet
of reading through activities, such as graphs, Internet use, creating
pamphlets, and preparing research articles.

The Accelerated Reader program stresses independent reading, testing for
comprehension and earning points. To motivate students, teachers make
the program competitive. Individual students are rewarded by class each
six weeks period. The library houses a large collection of quality
books/resources including books used in the Accelerated Reader program.
Accelerated Reader tests are available to classes in grades 1-6 on the
intranet.

Monitoring progress in reading is accomplished through unit tests, a
computerized reading program, evaluation of projects, journal writing,
and Accelerated Reader points.

**PART V, #3 -- CURRICULUM AND INSTRUCTION**

Keystone's math curriculum was developed by Memphis City Schools and is
aligned with state-mandated assessments. Everyday Math uses hands-on
activities to improve understanding of mathematical foundations. The
specific content is outlined for teachers so that it can become a
comprehensive and integrated program. The scope and sequence identifies
the skills to be covered and outlines the pacing. A key factor of
EVERDAY MATH is spiraling. Each grade has particular skills to be
mastered but many other skills are introduced. This allows a broad
exposure to many skills. This curriculum provides alternate assessments
in the disguise of games.

An auxiliary component for skill development has been added for students
to receive drill both at school and in the home. This has been critical
for improving pacing and student understanding as new learning is
introduced.

**PART V, #4 -- CURRICULUM AND INSTRUCTION**

Keystone's classrooms are structured with very few pullout situations
allowing teachers to use directed teaching strategies to address
students' academic needs. Special Education classes for pre-kindergarten
students use strategies that develop many personal care skills,
behavioral expectations and readiness skills appropriate for entry in
kindergarten. Speech and language classes use small group instructional
strategies or one-on-one instruction. Gifted students are involved in a
pullout program twice weekly that focuses on developing creativity and
higher-level thinking skills. Unit planning often involves these
students in brainstorming, small group learning challenges and regional
explorations.

Classroom teachers utilize small groups, cooperative-learning groups,
and whole-group directed teaching situations. Remediation efforts
include peer tutoring, parent tutoring, and an after-school program for
at-risk students. Strategies employed in remediation settings include
hands-on learning, journal writing, creative writing projects, graphic
organizers, games, and drill and practice. Different strategies are used
to offer academic challenges including Internet research, projects
demonstrating the learning, modeling a character from a book,
Accelerated Reader points, science and social studies projects, and
program presentations by grade level. Study skills, outlining and
research projects are part of library instruction. In the computer lab,
students use word processing for classroom papers, play math games, and
learn keyboarding and PowerPoint.

**PART V, #5 -- CURRICULUM AND INSTRUCTION**

Professional development is provided throughout the year at Keystone and
through the district's teacher center. At the end of each year, staff
needs are assessed and a program is planned for the next year. Teachers
attend professional development programs during the summer, after
school, or "on release" from the classroom. These sessions are elective,
with teachers evaluating their own needs. Teachers have attended reading
workshops to develop more hands-on strategies. All Keystone teachers
have attended the Everyday Math professional development program. During
the summer, workshops are offered to acquaint teachers with the use of
newly adopted textbooks. Teachers in grades three, four and five have
been given the opportunity to attend the Reva Harris Writing workshop
which is very beneficial to the teachers in preparing students for the
state's writing assessment. A majority of the teaching staff has been
involved in the "Peaceable Schools" and "Second Step" programs to combat
school violence and to provide strategies to maintain appropriate
classroom behavior. Other professional development opportunities have
addressed higher level thinking skills, test data interpretation, ideas
on mentoring, Arts in the Schools, classroom management, team building,
web page design, Super Science Connection to link science to other
content areas, and various computer and technology workshops.

Keystone's faculty believes that each teacher has a personal
responsibility to continue developing her or his teaching skills and
experience base and that professional development offers her or him an
opportunity to do so. Forty-two percent of Keystone teachers who do not
have a Master's Degree are enrolled in a graduate program. At Keystone,
teachers also model life-long learning as they encourage and inspire
their students to become life-long learners.

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 1**                                                                         

  **Norm-referenced                                                                   
  Reading Results for                                                                 
  Keystone Elementary**                                                               

                                                                                      

  Grade: [3]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Reading                                                                   
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                     
  Students**                                                                          

  Number of Students       75       79                              66       74        
  Tested                                                                              

  Mean NCEs                61.03    65.80                           60.95    66.57    63.6

  **Subgroup: White                                                                   
  Students**                                                                          

  Number of Students       10       18                              27       22        
  Tested                                                                              

  Mean NCEs                63.50    68.22                           66.33    60.95    64.8

  **Subgroup:                                                                         
  African-American                                                                    
  Students**                                                                          

  Number of Students       65       60                              38       51        
  Tested                                                                              

  Mean NCEs                60.65    65.12                           56.79    68.61    62.8

  **Subgroup: Economically                                                            
  Disadvantaged Students**                                                            

  Number of Students       36       38                              15       24        
  Tested                                                                              

  Mean NCEs                60.03    65.82                           56.87    61.88    61.2
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 2**                                                                         

  **Norm-referenced                                                                   
  Reading Results for                                                                 
  Keystone Elementary**                                                               

                                                                                      

  Grade: [4]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Reading                                                                   
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       66       56                              70       87        
  Tested                                                                              

  Mean NCEs                64.11    66.71                           66.29    61.94    64.8

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       16       22                              18       40        
  Tested                                                                              

  Mean NCEs                68.31    69.68                           69.56    64.40    68.0

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       50       33                              52       47        
  Tested                                                                              

  Mean NCEs                62.76    64.45                           65.15    59.85    63.1

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       33       13                              24       37        
  Tested                                                                              

  Mean NCEs                64.06    64.23                           64.88    57.30    62.6
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 3**                                                                         

  **Norm-referenced                                                                   
  Reading Results for                                                                 
  Keystone Elementary**                                                               

                                                                                      

  Grade: [5]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Reading                                                                   
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       55       67                              74       79        
  Tested                                                                              

  Mean NCEs                65.63    67.13                           61.58    63.75    64.5

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       16       18                              30       31        
  Tested                                                                              

  Mean NCEs                69.40    70.33                           64.94    66.39    67.8

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       38       46                              44       47        
  Tested                                                                              

  Mean NCEs                63.63    66.57                           59.30    61.47    62.7

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       18       24                              30       27        
  Tested                                                                              

  Mean NCEs                62.44    66.79                           55.73    66.11    62.8
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 4**                                                                         

  **Norm-referenced                                                                   
  Reading Results for                                                                 
  Keystone Elementary**                                                               

                                                                                      

  Grade: [6]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Reading                                                                   
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       51       61                              66       64        
  Tested                                                                              

  Mean NCEs                70.76    65.64                           63.98    62.34    65.7

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       11       26                              20       31        
  Tested                                                                              

  Mean NCEs                67.91    69.96                           68.20    66.42    68.1

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       40       34                              36       33        
  Tested                                                                              

  Mean NCEs                71.55    62.50                           60.97    58.52    63.4

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       16       21                              24       14        
  Tested                                                                              

  Mean NCEs                69.31    61.38                           62.83    68.14    65.4
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 5**                                                                         

  **Norm-referenced Math                                                              
  Results for Keystone                                                                
  Elementary**                                                                        

                                                                                      

  Grade: [3]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Mathematics                                                               
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       75       79                              66       74        
  Tested                                                                              

  Mean NCEs                70.95    69.57                           66.56    70.34    69.4

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       10       18                              27       22        
  Tested                                                                              

  Mean NCEs                68.50    71.11                           73.93    64.14    69.4

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       65       60                              38       51        
  Tested                                                                              

  Mean NCEs                71.32    69.10                           60.63    72.59    68.4

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       36       38                              15       24        
  Tested                                                                              

  Mean NCEs                70.14    68.58                           57.27    63.58    64.9
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 6**                                                                         

  **Norm-referenced Math                                                              
  Results for Keystone                                                                
  Elementary**                                                                        

                                                                                      

  Grade: [4]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Mathematics                                                               
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       66       56                              70       87        
  Tested                                                                              

  Mean NCEs                64.11    70.05                           67.61    71.37    68.3

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       16       22                              18       40        
  Tested                                                                              

  Mean NCEs                64.81    74.05                           61.33    70.25    67.6

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       50       33                              52       47        
  Tested                                                                              

  Mean NCEs                63.88    66.85                           69.79    72.32    68.2

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       33       13                              24       37        
  Tested                                                                              

  Mean NCEs                62.45    67.62                           67.75    66.38    66.1
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 7**                                                                         

  **Norm-referenced Math                                                              
  Results for Keystone                                                                
  Elementary**                                                                        

                                                                                      

  Grade: [5]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Mathematics                                                               
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       55       67                              74       79        
  Tested                                                                              

  Mean NCEs                67.44    75.27                           65.00    63.29    67.8

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       16       18                              30       31        
  Tested                                                                              

  Mean NCEs                70.63    70.22                           66.60    64.84    68.1

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       38       46                              44       47        
  Tested                                                                              

  Mean NCEs                65.45    77.96                           63.91    62.32    67.4

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       18       24                              30       27        
  Tested                                                                              

  Mean NCEs                55.22    70.42                           62.30    66.52    63.6
  ------------------------ -------- ------------------------------- -------- -------- --------------

  ------------------------ -------- ------------------------------- -------- -------- --------------
  **Table 8**                                                                         

  **Norm-referenced Math                                                              
  Results for Keystone                                                                
  Elementary**                                                                        

                                                                                      

  Grade: [6]{.underline}            Test: [TerraNova]{.underline}                     

                                                                                      

  Edition/publication               Publisher:                                        
  year: [1996]{.underline}          [CTB/McGraw-Hill]{.underline}                     

                                                                                      

  Subtest: [Mathematics                                                               
  Composite]{.underline}                                                              

                                                                                      

  Scores are reported as                                                              
  NCEs.                                                                               

                                                                                      

  Testing Month/Year       April    April 2002                      April    April    Four-yr.Avg.
                           2003                                     2001     2000     Mean NCE

  Number of Students       0        0                               0        0         
  Excluded                                                                            

  Percent of Students      0        0                               0        0         
  Excluded                                                                            

  **Subgroup: All                                                                      
  Students**                                                                          

  Number of Students       51       61                              66       64        
  Tested                                                                              

  Mean NCEs                71.55    71.30                           64.91    58.36    66.5

  **Subgroup: White                                                                    
  Students**                                                                          

  Number of Students       11       26                              20       31        
  Tested                                                                              

  Mean NCEs                68.36    74.62                           65.20    60.68    67.2

  **Subgroup:                                                                          
  African-American                                                                    
  Students**                                                                          

  Number of Students       40       34                              36       33        
  Tested                                                                              

  Mean NCEs                72.43    68.79                           64.78    56.18    65.5

  **Subgroup: Economically                                                             
  Disadvantaged Students**                                                            

  Number of Students       16       21                              24       14        
  Tested                                                                              

  Mean NCEs                66.44    65.38                           62.83    58.86    63.4
  ------------------------ -------- ------------------------------- -------- -------- --------------

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