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

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X \] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \]Charter

Name of Principal [Mr. Robert
Carovillano\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name [Elm Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [134 Elm Avenue
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Wyoming\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_Ohio\_\_\_\_\_\_\_\_\_\_\_\_45215-2506\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_\_\_\_\_\_\_\_Ohio\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}State
School Code Number\* [010306\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [(513)
761-6767\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Fax
[(513)
761-0153\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Web site/URL
[www.wyomingcityschools.org\_\_](http://www.wyomingcityschools.org__/)
E-mail [carovillanor@wyomingcityschools.org\_\_\_\_\_\_]{.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 [February 5, 2007]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Gail
Kist-Kline\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Wyoming City
Schools\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}Tel.
[(513) 772-2343\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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 [\_February 5, 2007]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Todd
Levy\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Date [February 5, 2007]{.underline}

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: \_[3]{.underline}\_\_ Elementary
schools

[\_1]{.underline}\_\_\_ Middle schools

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

\_[1]{.underline}\_\_\_ High schools

\_\_\_\_\_ Other

\_[5]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$9,744.23]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: [\$9,356.00]{.underline}\_\_\_\_\_

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

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

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

4\. [\_\_26\_\_]{.underline} Number of years the principal has been in
her/his position at this school.

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

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

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

  **PreK**    -0-       -0-                    **-0-**      **7**                             

  **K**       17        18                     **35**       **8**                             

  **1**       16        27                     **43**       **9**                             

  **2**       23        20                     **43**       **10**                            

  **3**       29        15                     **44**       **11**                            

  **4**       20        26                     **46**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   211
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

the school: [\_\_5]{.underline} % Black or African American

[\_\_3]{.underline} % Hispanic or Latino

[\_\_3]{.underline} % Asian/Pacific Islander

[\_\_0]{.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:
\_\_\_\_[5]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      6
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      5
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    11
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 211
                            the school as of October 1  

  **(5)**                   Total transferred students  .05
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school:
\_\_\_[2]{.underline}\_\_\_%

\_\_\_[5]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[2]{.underline}\_\_\_\_\_

Specify languages: French and German

9\. Students eligible for free/reduced-priced meals:
\_\_\_[5]{.underline}\_\_\_\_%

Total number students who qualify: \_\_\_[11]{.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:
\_\_\_[6]{.underline}\_\_\_\_%

\_\_[13]{.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. Do not add additional categories.

\_[\_]{.underline}\_\_Autism \_[1]{.underline}\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[2]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[2]{.underline}\_\_Specific Learning Disability

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

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_[1]{.underline}\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_\_\_\_ \_\_\_[2]{.underline}\_\_\_\_

Classroom teachers \_\_[10]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[1­]{.underline}\_\_\_
\_\_[11]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[1]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

> Support staff \_\_\_[3]{.underline}\_\_\_
> \_\_\_[5]{.underline}\_\_\_\_
>
> Total number [\_\_15]{.underline}\_\_\_ \_\_[19]{.underline}\_\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[21:1]{.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. Also
explain a high teacher turnover rate.

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

  Daily student attendance   97 %        97 %        97 %        96 %        97 %

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

  Teacher turnover rate      0 %         10 %        10 %        10 %        0 %

  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 ‑ SUMMARY**

Elm Elementary School is one of three elementary schools in the Wyoming
City Schools District located in Wyoming, Ohio, which is a northern
suburb of Cincinnati. Wyoming is a small residential community of 3,280
households within a 3.8 square mile radius. Elm Elementary School's
student enrollment in grades K-4 for the 2005-2006 school year was 211
students, with 11 percent coming from diverse backgrounds.

Since Elm Elementary School is one of three elementary buildings within
the Wyoming School District, it has been instituted with the tradition
of the neighborhood school concept. As a result, there has been one
administrative/leadership team (i.e. principal, assistant principal, and
counselor) that is responsible for the daily operation of these three
buildings. The campus is a setting that is student-centered, and each
student is valued and respected while being involved in meaningful
learning experiences to foster the development of an inquiry based
curriculum approach to learning. This approach to learning supports the
school's vision to *"provide students with an educational experience
that fosters the achievement of individual excellence, while creating a
foundation for responsible citizenship and life-long learning."*

Students within the school have many opportunities to receive
recognition for their accomplishments both in and out of the classroom.
One such program outside the classroom is the *Student of the Month*
program that recognizes various character traits, and was initiated and
designed by fourth grade students participating in the Counselor's
Council.

Counselor\'s Council is a group comprised of fourth-grade students. The
council meets monthly with the school counselor. They serve as a student
government for Elm School. With the counselor, they engage in
problem-solving activities that facilitate and promote leadership
skills. At the conclusion of the school year, they organize a community
service project. They started this program to develop greater harmony
and goodwill in the school environment. It was implemented to recognize
behavior from students that goes above and beyond what is expected.
Students are formally recognized by the school for characteristics such
as: citizenship, trustworthiness, leadership, respect, fairness, caring,
honesty, responsibility, and pride.

At Elm School, all fourth grade students are provided the opportunity to
participate in a Culture Club. The goal of this club is to engage
students in activities to learn about their heritage and research other
cultures around the world. Through this process, they develop a greater
appreciation for diversity. The school counselor and art teacher
organize and facilitate the program. The children meet with them during
their lunch time. Community members also volunteer their time and
present to this group of students.

The family at Elm School is a healthy mixture of novice and master
teachers, who are all highly qualified in accordance to the *No Child
Left Behind* standards. Presently, 73 percent of the faculty has their
master's degree in education. They work together collaboratively with
the special area teachers as well as the intervention specialists to
integrate and differentiate skills throughout the course of the school
day. In addition to the faculty's collaborative efforts to foster
student growth and achievement, they freely volunteer their time to an
*After School Intervention* *Program*, operating two times per week, to
improve student's literacy and study skills based on students' needs in
the classroom. This after-school program was employed in response to one
of our district's goals to "enhance learning for all students by
increasing student growth and performance evidenced by value added data
and by closing the achievement gap."

The parents of our students are viewed as partners in education and are
very involved with their children at school through volunteerism and
with the Parent School Association's (PSA) sponsored events. It is rare
that the school does not have 100 percent attendance at annual open
houses and parent/teacher conferences. Parents consistently demonstrate
their support by participating in fundraisers and academic activities
both during and after school hours. Districtwide, the PSA raises
approximately \$115,000 annually to support enrichment activities,
educational programming such as technology and teacher requests for
materials to be used in the classroom. No child is denied the
opportunity to attend or participate in programming activities due to a
lack of adequate finances.

Elm Elementary School is a positive example of the goals and
expectations set forth by the *No Child Left Behind-Blue Ribbon School*
program and the accountability measures that demonstrate student
achievement.

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

**1. Assessment Results:** The students and staff at Elm Elementary
School take great pride in the academic achievement of all our students.
In order to help facilitate the teaching and learning that takes place
on a daily basis, we believe that assessment should include both
assessment during learning and the assessment that occurs at the
culmination of learning. Along with our district curriculum tests, the
students also take part in the Ohio Achievement Testing. Ohio has
developed content standards which are implemented by every school in the
state. Along with these content standards are both grade level
indicators (learning outcomes) and grade span benchmarks. The Ohio
Achievement Tests measure the students' mastery of these benchmarks. The
Achievement Tests are administered annually in the spring (grades three
through eight) in order to measure the mastery of the content standards.
Each student in the state of Ohio is expected to achieve "proficient" on
these tests, with the school wide expectation that 75 percent of the
students will be "proficient".

Recognizing that students may be above or below the proficient standard,
the state developed a series of cut scores and categories including:
Limited, Basic, Proficient, Accelerated and Advanced. Data is also
disaggregated to give more information in regards to all school
subgroups (African-American, Students with Disabilities, etc). According
to the State of Ohio, you must have at least thirty children enrolled in
your school in order to have a subgroup.

At Elm Elementary School, we are proactive in implementing best practice
into our classroom

instruction. Using inquiry instruction, we have seen a rise in our
mathematics, reading and writing test

scores over the past two years. The state achievement tests have allowed
us the opportunity to modify how we teach; in return, they allow us to
celebrate our successes.

In both the 2004-2005 and 2005-2006 school years, 100% of our third
graders at Elm Elementary School earned a score of proficient,
accelerated, or advanced in reading and mathematics. These results far
exceed the state percentage for these two subject areas, i.e., 77.3%
(reading, 2004-2005) and 75.1% (reading, 2005-2006); 70.4% (mathematics,
2004-2005) and 74.9% (mathematics, 2005-2006).

Our results at the fourth grade level are equally exceptional. Fourth
graders are assessed in reading, writing, and mathematics. In 2004-2005,
100% scored at the proficient or above level; in 2005-2006, 97.7% scored
at the proficient or above level in reading. In mathematics 95.6% of the
fourth graders scored at the proficient or above level in 2004-2005,
while in the 2005-2006 school year, 97.7% of the fourth graders achieved
a score of proficient or higher. In writing, 100% achieved a score of
proficient or higher in the 2004-2005 school year, and the 2005-2006
school year.

The state percentage is as follows: 76.6% in reading (2004-2005); 76.8%
in reading (2005-2006); 65.5% in mathematics (2004-2005); 76.9% in
mathematics (2005-2006); and 78% in writing (2004-2005); 85.9% in
writing (2005-2006).

**2. Using Assessment Results:** At Elm Elementary the use of assessment
results drive our instructional practices. In the 2003-2004 school year,
Elm School was rated "Effective" rather than "Excellent" as in past
years. As a result of those test scores, in the 2004-2005 school year a
full-time reading specialist was hired. The primary responsibility of
this person is to work with students who are identified as "at-risk"
based on informal and formal assessments. The school's rating has now
returned to "Excellent" which we attribute mainly to the increased
staffing. The Ohio Achievement Tests provide buildings with an item
analysis of each test given. This allows staff members the opportunity
to collaborate at both grade and divisional levels, to determine the
next course of action for all the students. As a result, children are
identified and seen by the reading specialist who remediates classroom
instruction. Using the test scores, we determined that we needed to
increase the scores in our low socioeconomic and minority areas. To help
eliminate this achievement gap, we now offer an After School
Intervention program. The program is completely supported through the
volunteer support of our staff members. As we continue to look at the
results of the achievement tests and try to develop ways for the
children to find success, we use a program called Study Island,
[www.studyisland.com](http://www.studyisland.com/). The state of Ohio
has created this online study program which allows students the
opportunity to practice test taking skills. The practice questions are
directly correlated with those seen on the actual achievement tests.
This tool is also used by the teachers in order to track and monitor
their students' progress in each of the content areas.

A summer intervention program is also offered for students needing a
\"jump-start\" to the school year. In the past, this program was offered
during the last week of July and the first week of August. Through the
use of pretesting and posttesting, it was found that there was not
sufficient student progress during these two weeks to consider the
program effective. Using this assessment data, the program has now been
changed and will be moving to a format of a six to eight week program.
Students will come once or twice a week and work with a teacher in a
small group on specific skills for the duration of the summer program.

**3. Communicating Assessment Results:** Elm Elementary School
effectively and proactively communicates student and school performances
to parents, students, and the community. The staff members at Elm
believe that communication is the \"heart beat\" of what we do. Working
with the community is one of the main reasons why we continue to be
successful. Teachers communicate on a daily basis through the use of
newsletters, email and phone dialogue. At Elm, we openly welcome any
parent or guardian to meet with us so that we can better educate their
child. The state of Ohio requires, by law, that we share with the
community the results of the achievement testing. A letter is sent home
to the parents/guardians of the children who were tested. The letter
explains the testing and scores in a way that can be understood by any
reader. A copy of the state report card is available at Elm School, the
Board of Education, the schools website, and the state website.

We are fortunate to be part of a community that is actively involved in
the education of its students. One way the school actively promotes
parent-teacher collaboration is through the development of committees
such as the Parent Advisory Committee (PAC) and the Superintendent
Faculty Advisory Committee (SFAC). These committees meet regularly to
discuss any questions or concerns that the parents have about Elm
School. During this time, the administrators also report information and
problem solve with the parents and staff. A summary of these meetings is
published in the monthly Parent Student Association newsletter. Although
parent communication is paramount, we firmly believe that teachers must
also conference with students regularly about personal achievement and
school-wide initiatives.

A \"Parent/Teacher Conference Day\" is scheduled every November after
the first-quarter grading period to discuss student achievement and
progress. Teachers use phone calls and emails to keep parents involved
and informed of their children\'s progress throughout the school year.
Parents are encouraged to contact the teachers if they have questions
about their children\'s progress. We believe that everyone who attends
Elm is a stakeholder, and must take ownership in the learning process.

**4. Sharing Success:** Elm Elementary School shares successes with
nearby districts, area universities, and various related service
agencies. During the past few years, we have taken pride in working with
neighboring districts to create and implement a top literacy program. We
continue to share these successes as we work with them for continued
improvement.

Collaboration with local universities is another way in which we
continue to share our successes. We have a history of accepting student
teachers and observers from Miami University, the University of
Cincinnati, and Xavier University. Pre-service teachers who visit Elm
Elementary are able to see strong examples of effective curriculum,
instruction, and student assessment, while bringing fresh ideas and best
practice to our environment. We continually receive positive feedback
regarding these visits.

The staff at Elm Elementary School is open to working with other area
agencies to share our successes with others. Teachers have attended
trainings offered by the Southwest Educational Regional Resource Center
to grow as professionals and to share knowledge with colleagues from
other districts. We also have worked collaboratively with staff from the
Kelly O'Leary Center at Cincinnati Children's Hospital Medical Center,
Wyoming Youth Services, and Hamilton County Educational Service Center
to ensure that students find success across all settings.

We continue to be proud of our accomplishments as a school. We are
constantly finding new ways to share the success within the school,
division, district and community.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** The curriculum at Elm Elementary School and Wyoming
City Schools is aligned with all of Ohio\'s Academic Content Standards
which includes the core areas of English language arts, mathematics,
science, and social studies. Over the past several years our teachers
have been actively involved in course of study revision in all
curriculum areas. Most recently, we have reviewed and revised our K-12
Reading/Language Arts Course of Study, our K-12 Mathematics Course of
Study, our K-8 and 9-12 Social Studies Course of Study, and our K-12
Science Course of Study. During the 2006-2007 school year, our focus has
been reviewing and revising our courses of study in art, music, and
physical education.

Our language arts program centers on research-based practices. We
intentionally choose not to incorporate a basal reading program.
Instead, students are exposed to a balanced language arts program which
incorporates exposure to literature, vocabulary development, fluency,
phonics, and writing. Teachers are encouraged to be creative and
innovative in using various instructional strategies when teaching
reading, i.e., whole-group and small group instructions, flexible
grouping, guided reading, reading circles, and independent/contract
work. To support phonemic awareness and phonics, we recently adopted
Fountas and Pinnell\'s [Word]{.underline} [Study]{.underline}. Lucy
Calkins\' [Unit]{.underline} [of]{.underline} [Study]{.underline}
[for]{.underline} [Primary]{.underline} [Writing]{.underline} guides our
staff as they work with their students in developing their writing
skills.

When we revised our Mathematics Course of Study, we adopted two programs
at our primary level (K-4). Currently, we use [Math]{.underline}
published by MacMillan/McGraw-Hill in grades one and two and
[Math]{.underline} [Trailblazers]{.underline} published by Kendall/Hunt
in kindergarten, third, and fourth. These materials are used to assist
our staff in math instruction. However, the math content is centered on
the Ohio Mathematics Academic Content Standards, the National Council of
Teachers of Mathematics Standards and The Third International
Mathematics and Science Study (TIMSS). The core content includes
measurement, geometry and spatial sense; number sense and operations;
patters, functions and algebra; date analysis and probability; and
mathematical process.

The science and social studies curricula reflect an inquiry-based
approach to teaching and learning. In science, no textbooks are used.
Instead, our teachers recommended two hands-on programs
([Foss]{.underline} and [Insights]{.underline}) to support science
instruction. Our students are actually engaged and involved in
problem-solving, observation, predicting, gathering and analyzing data.

Unique to our social studies program is our third-grade field trip
scheduled each spring designed for students to explore their own
community of Wyoming. The Wyoming Historical Society assisted our staff
in developing a one-day field trip touring their community. The students
meet with the Mayor of Wyoming as well as the City Manager. In addition,
the students \"act-out\" a city council meeting.

Our district prides itself on an outstanding Fine Arts program. At the
end of the third quarter, our third graders have an annual music program
for their parents and the community. The children enjoy performing at
the Pendery Center at our high school. At the conclusion of the school
year, our fourth graders have a performance as well, to demonstrate
their accomplishments in vocal music, strings, and band. In April 2007,
we have planned our first annual Second Grade Art Fair.

Foreign Language study is available to the students in French, Latin,
and Spanish, beginning in grade seven; however, the Parent School
Association (PSA) has initiated and sponsored a before school
tuition-based program twice a week for students in grades 1-4 in
Chinese, French, and Spanish. This decision was made by surveying the
elementary grade parents and acting upon their feedback. Approximately,
60 percent of our students participate in the before-school Foreign
Language Program.

**2**. **Reading:** Reading is the backbone for student achievement and
success in all content areas at Elm Elementary School. The district's
literacy approach is to pull best practices from a variety of
researched-based instructional methods in order to provide a
comprehensive set of tools for meeting the differentiated needs and
learning styles of our students. Teachers use assessment to determine
student strengths and weaknesses to drive instruction and identify
struggling readers requiring remediation. All of these components
contribute to our dynamic balanced literacy environment.

Teachers use many strategies to propel students into life-long readers.
We incorporate independent reading, conferencing, small group strategy
lessons, guided reading, discussion groups, book clubs, literature
circles, reading workshop and book talks throughout our reading
instruction. Our literacy program is supported by a wealth of trade
books in a variety of genres as well as libraries in our classrooms and
school. Students are taught many comprehension strategies such as
predicting, monitoring for meaning, envisioning, summarizing, retelling,
and making connections. Student comprehension is evident during
classroom discussions, book talks, conferencing, and reading response
journals. Our literacy program also maintains a strong phonics, phonemic
awareness and word study approach teaching students to apply these
strategies to discover word meanings in context. Finally, student
fluency is enhanced through read-alouds and Reader's Theater. Reader\'s
Theater brings reading to life by allowing students to perform short
plays to improve reading fluency.

In order to differentiate instruction and tailor our teaching to each
and every student, a multitude of assessments are used. Teachers use
observations, conferencing, Developmental Reading Assessments, DIBELS
(Dynamic Indicators of Basic Early Literacy Skills), district created
curriculum assessments, and Ohio Diagnostic and Achievement Tests to
drive instruction. At all grade levels, our reading intervention
specialist works with individual and small groups of identified students
in cooperation with the classroom teacher. This additional support
contributes immensely to the success of all students.

Our rich literate environment and balanced approach to reading
instruction promotes student and teacher enthusiasm for reading and
reaches all students in all subjects.

**3.** **Additional Curriculum Area Science/Technology:** The science
curriculum in our building follows the Ohio Academic Content Standards.
We believe that for students to understand science concepts they should
be involved in hands-on, inquiry based activities. To support this
philosophy the science committee chooses a combination of inquiry based
science programs, the *FOSS Science System* and *Insights*. Students in
our science classes are excited about science. They are challenged to
observe, question, collect data, analyze, and communicate as they
explore their grade level science topics.

Technology is very visible in all of our classrooms. In the K-2
classrooms there are three to four Apple computers. Students begin using
computers as one of their center activities in kindergarten. Enter a
first grade classroom, and you find students gathered in front of a
Smart Board. Technology is also utilized as a teaching tool for the Fine
Arts Program at Elm School. Smart Boards, Power Point Presentations and
digital photography enhance art units and engage students in learning.
Second graders have used technology to enhance their study of dinosaurs.
Participating in a cross curricular unit in art/science class, students
created short clay animation films. Second graders also begin to develop
key boarding skills using iBook laptops which are available to all
teachers in the building. In each third and fourth grade classroom there
is four to five PC desktops. Each of those classrooms is also equipped
with Smart Boards. Three teachers from third and fourth grade are
currently taking part in the eMINTS program (enhancing Missouri's
Instructional Method Teaching Strategies). This program is a
professional development program to train teachers in the use of
technology as a tool in teaching and learning. Students in the third and
fourth grade use the technology available to them in many ways
throughout the day. Students may be researching, publishing written
pieces, practicing skills, or creating presentations. The teachers at
Elm School continue to develop ways to use technology in the classroom
that will benefit all their students.

**4. Instructional Methods Used To Improve Student Learning:** The Elm
Elementary staff is sensitive to the diversity that exists among their
students. Lessons at all grade levels are designed to reach every
student. A variety of instructional methods are utilized to address the
students' learning styles in order to maximize achievement.

All students receive differentiated instruction to meet the unique needs
of the school\'s student population. Students are given the opportunity
for independent learning through compacting the curriculum and the use
of individualized student contracts. Students learn with their teachers
through explicit, modeled, guided, interactive and shared instruction.
Peer learning takes place through partner editing, literature circles,
role playing and cooperative grouping.

Students learn with their teachers through explicit, modeled, guided,
interactive and shared instruction. Peer learning takes place through
partner editing, literature circles, role playing, and cooperative
grouping.

Elm teachers use a hands-on inquiry-based model to explore science
concepts. Students are presented with guiding questions, which lead to
exploration through experimentation. Consistent use of the scientific
process is embraced in science to challenge students to "think like a
scientist."

In math, students are challenged to solve problems using methods that
make sense to them. The students are involved in many hands-on, concrete
lessons to provide the scaffold to learning new concepts. Classrooms are
stocked with a variety of math manipulatives to which students have easy
access. Learning math with such materials helps all children to develop
deep, conceptual understanding that leads them to abstract learning at
their own pace.

Students who need additional assistance with the curriculum are
identified and specific interventions are utilized to meet individual
needs. Opportunities to improve learning include classroom
accommodations, contracts, remediation, working with specialists in and
out of the regular classroom, tutors, and after-school intervention
programs. In addition, a sound field amplification system is used in
every classroom to increase the teacher signal to noise ratio for
optimal learning to take place.

Elm Elementary School has a Gifted and Talented program in grades two,
three and four to support the needs of accelerated learners. Key
curriculum components of the Gifted and Talented classroom include:
critical and creative thinking skills; in-depth study; independent
self-directed research; cooperative group work; explorations in science
and social studies; and public speaking.

Consistent, daily collaboration occurs between general education
teachers and special services teachers to ensure that all students are
being challenged to reach their full potential.

**5. Professional Development:** Professional development at Elm
Elementary School is based on student and teacher needs as well as
district initiatives. All teachers and administrators in the district
holding education licensure as well as certificates have individual
professional development improvement plans and the district has a
Strategic Plan that identifies district initiatives for continuous
improvement to meet Adequate Yearly Progress.

The Wyoming City School District has a Professional Development Steering
Committee that survey's the staff several times per year to determine
the professional development needs of the staff. It

provides district in-services with follow-up teacher collaboration three
days per year aligning teacher and district goals for improved student
as well as teacher performance.

The district also has a Professional Growth Fund of \$25,000.00 per year
that is allocated to teachers to participate in workshops and seminars.
Teachers submit to a committee of their peers requests to attend
professional development opportunities outside of the school district
that support their ability to become better teachers. The fund covers
costs associated with the learning activity as well as for a substitute
teacher when the class takes place on a school day.

Wyoming City Schools is also committed to having highly qualified
teachers in the district. The District pays a portion of tuition up to
the level of a Masters Degree with twelve additional graduate hours to
promote the ability of teachers to continue with their formalized
education.

Teachers also participate in voluntary study groups and/or have
individual Professional Improvement Plans to increase their ability to
effectively implement new curriculum and develop a better understanding
of current practice and research. After school book studies have
included *Enhancing Professional Practice* by Charlotte Danielson,
*Mosaic of Thought* by Ellin Keene, *The Case for the Constructivist
Classrooms* by Jacqueline Greenon Brooks and Martin G. Brooks and
*Wondrous Words* by Katie Wood Ray. Teachers also meet on a regular
basis on their own time to study the new language arts program so that
they are able to effectively implement new strategies and procedures for
teaching.

Quarterly faculty meetings are scheduled throughout the school year to
provide the entire staff time to discuss curricula, best practices, and
instructional issues. Guest speakers have recently presented
professional growth sessions focusing on inquiry-based strategies in
science and social studies. Another special meeting focused on literacy
and assisted the staff as we implemented a new phonics program in
kindergarten through third grade.

In addition to the faculty meeting, grade-level meetings are scheduled
quarterly during after-school hours. These, too, focus on instructional
issues, grade-level collaboration and planning, data analysis to improve
instruction and learning.

The art teachers at Elm Elementary are members of the Ohio Art Education
Association. Recently, they attended the National Art Education where
they collaborated with art educators from across the state and nation.
The knowledge they gained at the conference facilitated their use of
technology (Smart Boards and digital photography), and cross-curricular
units of study.

In second-grade art classes, students create clay dinosaurs that are
used in a joint Claymation project that extends the science curriculum
and the use of measuring tools which is directly related to the math
curriculum.

**PART VII - ASSESSMENT RESULTS**

**State Criterion - Referenced Tests**

**Subject: Reading Grade: Third Test: Ohio Achievement Test**

**Edition/Publications Year: 2005-2006 Publisher: Ohio Department of
Education**

  ----------------------- ------------- ----------- -------------- ----------- -----------
  **Subject: Reading**    **Grade:      ** **       **Test: Ohio   ** **       ** **
                          3rd**                     Achievement                
                                                    Test**                     

  **Edition/Publication   ** **         ** **       **Publisher:   ** **       ** **
  Year: 2005-2006**                                 Ohio                       
                                                    Department of              
                                                    Education**                

  ** **                   ** **         ** **       ** **          ** **       ** **

                          **School Year                                         
                          (March                                               
                          Testing)**                                           

  School Scores           2005-2006     2004-2005   2003-2004      2002-2003   2001-2002

  \% At or Above          100%          100%        98%            No Test     No Test
  Proficient                                                                   

  \% At or Above          100%          97%         93%            No Test     No Test
  Accelerated                                                                  

  \% At Advanced          73%           74%         85%            No Test     No Test

  \# students tested      44            39          41                          
  ----------------------- ------------- ----------- -------------- ----------- -----------

**\* Scores are not reported for economically disadvantaged students,
African-American students, and students with disabilities because our
school has fewer than ten students.**

**Subject: Mathematics Grade: Third Test: Ohio Achievement Test**

**Edition/Publications Year: 2005-2006 Publisher: Ohio Department of
Education**

  ----------------------- ------------ ----------- -------------- ----------- -----------
  **Subject:              **Grade:     ** **       **Test: Ohio   ** **       ** **
  Mathematics**           3rd**                    Achievement                
                                                   Test**                     

  **Edition/Publication   ** **        ** **       **Publisher:   ** **       ** **
  Year: 2005-2006**                                Ohio                       
                                                   Department of              
                                                   Education**                

                          **School                                             
                          Year (March                                         
                          Testing)**                                          

  School Scores           2005-2006    2004-2005   2003-2004      2002-2003   2001-2002

  \% At or Above          98%          100%        No Test        No Test     No Test
  Proficient                                                                  

  \% At or Above          73%          87%         No Test        No Test     No Test
  Accelerated                                                                 

  \% At Advanced          42%          59%         No Test        No Test     No Test

  \# students tested      45           39                                      
  ----------------------- ------------ ----------- -------------- ----------- -----------

**\* Scores are not reported for economically disadvantaged students,
African-American students, and students with disabilities because our
school has fewer than ten students.**

**Subject: Reading Grade: Four Test: Ohio Achievement Test**

**Edition/Publications Year: 2005-2006 Publisher: Ohio Department of
Education**

  ----------------------- ------------- ----------- ------------------- ----------- -----------
  **Subject: Reading**    **Grade:      ** **       **Test: Ohio        ** **       ** **
                          4th**                     Achievement Test**              

  **Edition/Publication   ** **         ** **       **Publisher: Ohio   ** **       ** **
  Year: 2005-2006**                                 Department of                   
                                                    Education**                     

  ** **                   ** **         ** **       ** **               ** **       ** **

                          **School Year                                              
                          (March                                                    
                          Testing)**                                                

  School Scores           2005-2006     2004-2005   2003-2004           2002-2003   2001-2002

  \% At or Above          98%           100%        No Test             No Test     No Test
  Proficient                                                                        

  \% At or Above          60%           82%         No Test             No Test     No Test
  Accelerated                                                                       

  \% At Advanced          2%            33%         No Test             No Test     No Test

  \# students tested      43            45                                           
  ----------------------- ------------- ----------- ------------------- ----------- -----------

**Subject: Reading Grade: Four Test: Ohio Proficiency Test**

**Edition/Publications Year: 2002-2004 Publisher: Ohio Department of
Education**

  ----------------------- ------------ ----------- ------------------ ----------- -----------
  **Subject: Reading**    **Grade:     ** **       **Test: Ohio       ** **       ** **
                          4th**                    Proficiency Test**             

  **Edition/Publication   ** **        ** **       **Publisher: Ohio  ** **       ** **
  Year: 2003-2004**                                Department of                  
                                                   Education**                    

  ** **                   ** **        ** **       ** **              ** **       ** **

                          **School                                                 
                          Year (March                                             
                          Testing)**                                              

  School Scores           2005-2006    2004-2005   2003-2004          2002-2003   2001-2002

  \% At or Above          No Test      No Test     88%                98%         98%
  Proficient                                                                      

  \% At Advanced          No Test      No Test     16%                16%         17%

  \# students tested                               43                 43          42
  ----------------------- ------------ ----------- ------------------ ----------- -----------

**\* Scores are not reported for economically disadvantaged students,
African-American students, and students with disabilities because our
school has fewer than ten students.**

**Subject: Mathematics Grade: Four Test: Ohio Achievement Test**

**Edition/Publications Year: 2005-2006 Publisher: Ohio Department of
Education**

  ----------------------- ------------- ----------- ------------------- ----------- -----------
  **Subject:              **Grade:      ** **       **Test: Ohio        ** **       ** **
  Mathematics**           4th**                     Achievement Test**              

  **Edition/Publication   ** **         ** **       **Publisher: Ohio   ** **       ** **
  Year: 2005-2006**                                 Department of                   
                                                    Education**                     

  ** **                   ** **         ** **       ** **               ** **       ** **

                          **School Year                                              
                          (March                                                    
                          Testing)**                                                

  School Scores           2005-2006     2004-2005   2003-2004           2002-2003   2001-2002

  \% At or Above          98%           No Test     No Test             No Test     No Test
  Proficient                                                                        

  \% At or Above          81%           No Test     No Test             No Test     No Test
  Accelerated                                                                       

  \% At Advanced          49%           No Test     No Test             No Test     No Test

  \# students tested      43                                                         
  ----------------------- ------------- ----------- ------------------- ----------- -----------

**\* Scores are not reported for economically disadvantaged students,
African-American students, and students with disabilities because our
school has fewer than ten students.**

**Subject: Mathematics Grade: Four Test: Ohio Proficiency Test**

**Edition/Publications Year: 2002-2005 Publisher: Ohio Department of
Education**

  ----------------------- ------------ ----------- ------------------ ----------- -----------
  **Subject:              **Grade:     ** **       **Test: Ohio       ** **       ** **
  Mathematics**           4th**                    Proficiency Test**             

  **Edition/Publication   ** **        ** **       **Publisher: Ohio  ** **       ** **
  Year: 2004-2005**                                Department of                  
                                                   Education**                    

  ** **                   ** **        ** **       ** **              ** **       ** **

                          **School                                                 
                          Year (March                                             
                          Testing)**                                              

  School Scores           2005-2006    2004-2005   2003-2004          2002-2003   2001-2002

  \% At or Above          No Test      96%         81%                84%         90%
  Proficient                                                                      

  \% At Advanced          No Test      71%         42%                33%         40%

  \# students tested                   45          43                 43          42
  ----------------------- ------------ ----------- ------------------ ----------- -----------

**\* Scores are not reported for economically disadvantaged students,
African-American students, and students with disabilities because our
school has fewer than ten students.**