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

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

**Cover Sheet**

Name of Principal [Mrs. Gail Humble]{.underline}

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

Official School Name [Kittredge Magnet School for High
Achievers]{.underline}

(As it should appear in the official records)

School Mailing Address [2383 N. Druid Hills Rd.]{.underline}

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

[Atlanta,]{.underline} [Georgia]{.underline} [30329-3126]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(678) 874 - 6602]{.underline} Fax [(678) 874-6610]{.underline}

Website/URL [Kittredgemagnet.com]{.underline} E-mail
[Gail_Humble@fc.dekalb.k12.ga.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent[\* Johnny E. Brown, PhD.]{.underline}

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

District Name [DeKalb County School System]{.underline} Tel. [(678)
676-0010]{.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 [Mrs. Sarah
Copelin-Wood]{.underline}

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)

*\**

**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)

1\. Number of schools in the district: [83\_]{.underline} Elementary
schools

[18]{.underline} Middle schools

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

[20]{.underline} High schools

[18]{.underline} Specialized centers

[139]{.underline} TOTAL

2.  District Per Pupil Expenditure: [\$7230.00]{.underline}

3.  Average State Per Pupil Expenditure: [\$6979.00]{.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
>
> \[ X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [2 1/2]{.underline} Number of years the principal has been in
her/his position at this school.

[2 years]{.underline} 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**                                                     **7**                             

  **1**                                                     **8**                             

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**       67        68                     **135**      **11**                            

  **5**       62        67                     **129**      **12**                            

  **6**       78        66                     **144**      Other                             

                                    **TOTAL                                                   408
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [39.0]{.underline} % White

the students in the school: [45.4]{.underline} % Black or African
American

[11.0]{.underline} % Hispanic or Latino

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

[2.9]{.underline} % Multi racial

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[3.39]{.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 3
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 11
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        14
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    413
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .03389
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.39
              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 [20.74
%]{.underline}

[85]{.underline} Total Number of 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: [2.66]{.underline} %

[11]{.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.

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

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

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

\_\_\_\_Hearing Impairment [10]{.underline} Speech or Language
Impairment

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

\_\_\_\_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) [2]{.underline} [n/a]{.underline}

Classroom teachers [30]{.underline} [1]{.underline}

Special resource teachers/specialists [8]{.underline} [2]{.underline}

Paraprofessionals [8]{.underline} \_\_\_\_\_\_\_\_

> Support staff [8]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [56]{.underline} [3]{.underline}

12\. Average school student-"classroom teacher" ratio:
[1:17]{.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.)

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

  Daily student attendance 98.3        97.8        98.6        97.1        97.2

  Daily teacher attendance 98.0        98.0        98.0        98.0        98.0

  Teacher turnover rate    1 %         1 %         1 %         1 %         1 %
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Located outside the city limits of Atlanta, Georgia, Kittredge Magnet
School for High Achievers is a part of the DeKalb County School System.
Visitors to Kittredge comment on the dynamic interactions they observe
between our creative, enthusiastic staff and our eager students. They
don't just hear teaching taking place, they see learning happening. The
norm at Kittredge is hands-on, participatory learning where students are
actively engaged in questioning and exploration in a risk-free
environment. Kittredge is a school where parent support is obvious as
parents spend a minimum of eight hours per semester volunteering in
order to support student learning.

Fourth through sixth grade students from the 83 DeKalb County Schools
are chosen for Kittredge through an application and lottery process.
When chosen, students must leave friends in their home schools to attend
an initially unfamiliar school. The majority of our students spend 1 --
2 hours daily traveling on buses to attend Kittredge. However, after
spending even a short time at Kittredge, the students and parents
overwhelmingly comment on their satisfaction with the learning
opportunities they find at Kittredge and the support of the staff. This
is demonstrated in the students' level of motivation and dedication to
their academic studies. Along with scholarly demonstrations towards
everyday academic assignments, many students choose to engage in
additional academic activities outside of the school day. Parents trust
our experienced, knowledgeable and creative staff to make the students'
long bus rides worthwhile each and every day.

The mission of Kittredge Magnet School for High Achievers is to develop
creative life-long learners who excel to their individual potential and
take responsibility for learning,

enhanced by diversity and supported by collaborative efforts of school,
parents and community. The staff, parents and community share the
following beliefs:

-   Students can excel to their individual potential.

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-   High expectations yield high achievement.

-   Students have responsibility for their learning process.

-   Challenging experiences lead to personal growth.

-   A diverse school community broadens appreciation of individual
    differences.

-   A safe, orderly environment is essential for learning.

-   Creativity enhances learning.

-   A low student-teacher ratio enhances learning.

-   The learning experience is enhanced by the collaborative efforts of
    the school,

> community and family.

As a suburb of Atlanta, DeKalb County encompasses a very culturally and
economically diverse area. This diversity creates wonderful
opportunities for our students to grow personally. It also creates an
academic challenge for the staff as the students come from a variety of
school experiences and backgrounds. In order to meet the need to fill
curriculum gaps and provide enrichment, Kittredge gained approval from
the Georgia DOE to restructure classes in the fall of 2000 to implement
an innovative Advanced Placement Model. All teachers took classes in
order to receive gifted certification and class sizes were lowered.
Through this model, we are able to address the individual differences
and experience gaps more effectively. Since teachers have been trained
in the use of best-practice strategies to enhance thinking skills,
students not only gain knowledge more quickly, but they learn to think
about what they are learning. We find that test scores increase as
students progress through our program. Our high expectations of students
are supported by constant monitoring of student progress, tutoring
sessions before and after school, a highly developed study skills
curriculum, the use of student daily agendas, website information for
parents and students, formal and informal academic support sessions
coordinated by our School Counselor, and on-going communication with
parents.

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

# Assessment Results

In the spring of 2000, the Georgia Criterion Referenced Competency Test
(CRCT) was administered for the first time to all fourth grade students
in Georgia public schools. Students were tested in the areas of reading,
language arts, and math. In the years since the 2000 field test, testing
has expanded to other grade levels and subject areas. For consistency of
information and comparison of test scores, the testing information
displayed in the assessment tables, shows fourth and sixth grade scores
in the areas of reading, language arts and mathematics for the years
2000-2003. The CRCT is reported in scaled scores, which are categorized
as follows:

Level 1 -- (Below 300) Students do not meet expectations for
performance.

Level 2 - (300 to 349) Students meet expectations for performance.

Level 3 -- (350 to 450) Students exceed expectations for performance.

Nationally norm-referenced testing is also required by the State of
Georgia in grades 3 and 5. The Iowa Tests of Basic Skills (ITBS) was
used in DeKalb until 2001-02. The Stanford 9 was administered in the
spring of 2001 and again in 2002. We have Stanford 9 results from 2001,
but the Stanford 9 results from 2002 were not reported in Georgia due to
complications with the scoring company. Kittredge also administered the
ITBS in 2001 for program assessment and those results have been reported
for a consistent comparison of ITBS results in the areas of Total
Reading and Total Math. System-wide ITBS administration was continued in
2003.

Results from the CRCT and ITBS administrations show that Kittredge
students scored well above system and state averages. Until 2001, the
Georgia Public Policy Foundation ranked public schools in the state
according to student performance. For four consecutive years, 1998-2001,
Kittredge was ranked first in the state. In comparison with other
Georgia elementary schools, Kittredge continues to score with or above
other top performing schools as tested in all curriculum areas by the
CRCT. Our students consistently meet and exceed expectations. It is our
goal that students move from the "meets expectations" to "exceeds
expectations".

**Use of Assessment Data**

Kittredge uses assessment data to improve individual student achievement
and to measure general school effectiveness. Test information is
analyzed in staff meetings as well as in grade level, departmental, and
leadership groups in order to guide school improvement planning. Test
results are used to compare student performance with expected results.
Although we celebrate performance that exceeds test predictions, we
carefully look at discrepancies when we see performance below predicted
levels.

Teachers use assessment data to monitor individual student progress and
diagnose individual student strengths as well as areas for improvement.
Assessment data provides a basis for choosing supplemental classroom
materials and instructional strategies. Through careful analysis of the
CRCT results, teachers are able to identify areas where the curriculum
should be strengthened or expanded. Analysis of test data also provides
direction for staff development. When an area is identified for
improvement, research is used to determine how the staff can best be
supported in helping students improve in the identified area. Staff
development plans are then created and implemented. Comparison of test
data in departmental meetings sometimes yields discussion on how one
grade level has been able to elicit improved performance from their
students, and teachers have learned strategies from each other and
shared information. One of the strengths of Kittredge is the
professionalism of the teachers. They are passionate about teaching and
willing to share and learn from each other. The daily grade level
planning time and the planned weekly grade level meetings facilitate
this process.

**Communication of Student Performance**

Kittredge communicates test data with parents, students, and teachers on
an ongoing basis. Assessment data is shared during staff meetings, PTA,
and School Council Meetings, in the local newspapers and school
newsletters. Test scores and interpretative information are shared with
parents as soon as scores are available. Teachers conduct scheduled
parent conferences periodically to discuss student performance and test
data. Teachers make themselves readily available for phone calls, email
discussions, and parent conferences. Administrators have an open door
policy for teachers and parents in order to quickly address needs and
share information.

Individual student progress is shared in our weekly courier to parents
and every three weeks by either an informal progress report or a more
formal report. At any time a child's grade drops below a "B" average,
parents are contacted and plans for improvement are developed. Teachers
also share general information on their individual web sites, which can
be found through links to the Kittredgemagnet.com website.

The Georgia Department of Education publishes an annual report card on
each public school, which is shared with parents and community. Parents
can find test results for all schools across the state and school
rankings. For the past three years, the DOE's Department of Educational
Accountability provided schools and parents with disaggregated data
indicating how schools performed on the CRCT. These reports allow the
public to view information on all Georgia public schools.

**How School Will Share Success**

Kittredge Magnet School has always shared information about its success
with other schools. Since its opening in January of 1988, Kittredge has
been visited by many other schools from around the state whether to
discuss the magnet concept, the use of a study skills curriculum, the
plan we use for student support, classroom strategies that have yielded
consistent student success or parent involvement. The school was
included in the January 2004, **[Atlanta Magazine]{.underline}** that
featured an article about successful schools in the Metro Atlanta area.
Our PTA works with area newspapers to feature information of interest,
such as a recent story about a Kittredge teacher who is the Georgia Art
Education Teacher of the Year. Kittredge was chosen this school year as
a target school to be studied by the Georgia School Council Institute as
they analyze teaching strategies and practices used by successful
schools around the state. This information will be shared with all
Georgia schools.

As a part of the DeKalb school system, Kittredge's success is reported
in numerous comparisons prepared by the county. Various state and local
agencies prepare profiles of schools, and Kittredge has a history of
ranking at or near the top on all measures of student success.

**PART V -- CURRICULUM AND INSTRUCTION**

At Kittredge Magnet School, we are committed to "leave no child behind"
as students master the Quality Core Curriculum developed by the State of
Georgia. Teachers differentiate the curriculum by moving students beyond
grade-level standards through the use of learning strategies that
provide depth, complexity and enrichment appropriate to the students'
abilities. The teachers are constantly analyzing various sources of
information to help them determine student needs and the best teaching
strategies to meet those needs. They use formal and informal test data,
surveys, class observations, and anecdotal information. Kittredge
teachers then develop and implement lesson plans to present the
curriculum at a higher instructional level and a faster pace through the
use of a variety of materials to meet the various learning styles and
needs represented in their classes. Standards and different assessments
used for each unit of study are communicated through a semester syllabus
as well as through daily and weekly communication.

We have also implemented curriculum compacting as a strategy to enhance
the curriculum. By analyzing pre-tests, the teachers are able to reduce
the time students spend on the regular curriculum through focused
instruction. Teachers develop higher order thinking skills through
questioning strategies and the use of increasingly complex ideas. They
foster creativity by encouraging fluency, flexibility, originality and
elaboration in the development of classroom discussions and products.

Reading, language arts, math, social studies, science and German are all
a part of Kittredge's core curriculum. Students are taught in
departmentalized classes with teachers who possess great enthusiasm and
depth of knowledge regardless of their subject. This excitement is
transferred to the students. We believe that the curriculum should be
carefully integrated so that our students can benefit from comprehensive
and enriching experiences in the arts. Students attend studio art and
vocal music classes to learn the basic principles of art and music. All
students play a musical instrument and attend either band or orchestra
each day. They take part in daily physical education and health classes
where they learn skills and information that will help keep them healthy
and provide enjoyment for leisure time for the rest of their lives.
Students learn about personal accountability and character education
through the affective programs implemented by our school counselor. At
Kittredge, the non-core curriculum areas are carefully integrated to
provide extenuation and enrichment of the curriculum. Instructors teach
techniques that the children are then able to practically apply directly
to a stated goal. Students are taught to self-assess their performance
based on individual objectives. The arts are a vital part of the rich
curriculum we provide. Technology is an important part of the Kittredge
experience as students use technology as a tool to learn as well as
share what they have learned.

Social studies and science classes at Kittredge involve active learning,
the relation of topics to the real world, and exploration of open-ended
questions that challenge students' thinking. Instruction involves
reading, writing, observing, discussing and debating to ensure
assimilation and synthesis of knowledge. Students work individually and
in cooperative groups, making choices about role-plays, project-based
learning activities, simulations and other activities. Students are
actively involved as they make their way along the Oregon Trail, explore
the ecology of a creek near the school or explore the environment of the
Atlantic Coast on an extended field trip. They learn about ancient
cultures as they mummify chickens and work through the scientific
investigation process as they make ice cream. They discuss history using
primary resources as Family History projects are completed. Many times
students are asked to assess themselves along the way to their goal as
they develop into independent, goal-directed learners.

We know that in order to be successful, our students must be good
communicators. Our goal is to develop fluent readers and writers with a
wide-ranging vocabulary. Explicit vocabulary instruction is extended
through the use of the [SAT Word Flash]{.underline} and [Wordly
Wise]{.underline} programs. German language classes place an emphasis on
oral and aural language through the use of cross-curricular activities
that target German vocabulary and forms of expression.

# [Reading]{.underline}

Reading instruction at Kittredge follows a balanced literacy approach.
It is the philosophy of Kittredge teachers that in order to develop the
verbal skills of our students (4^th^ -- 6^th^ graders), they need the
opportunity to go beyond the basal and the basic curriculum. Our
teachers do this through the study of a variety of books that expose
students to a rich vocabulary and stories that will stretch
imaginations, challenge ideas, and open a whole new world of
possibilities. Students read classic literature and a cross-section of
genres chosen to stretch their thinking skills. Students are expected to
read literature explicitly chosen for them through our Literary Guild
program and also to make choices, which follow their personal interests.
Teachers combine fiction with non-fiction text as they make
cross-curricular connections in all subject areas. Students discuss
their reading in large and small groups (literary circles) as they
engage in reflection and critical thinking. Students develop
comprehension skills and the ability to construct meaning with others.

Our fourth grade students are involved in the *Great Books Program* and
the teachers' choices for guided reading comes from that program. The
books provide the basis for shared inquiry discussions and various
individual and group projects. Teachers in fifth and sixth grades choose
books that support the curriculum and allow for the exploration of new
ideas. As students build their literary experiences, they pass through
various levels of the Kittredge Literary Guild. Students are recognized
and celebrated school-wide for their accomplishments.

Teachers encourage the reading-writing connection through journal
writing as students respond to what they have read. The standards
aligned language arts curriculum is fused with the students' reading
curriculum. Students read, write, discuss and create based on
literature.

## 

## 

## [Additional Curriculum Area: Math]{.underline}

It is the Kittredge philosophy that the study of mathematics stimulates
and increases student curiosity formulating and solving problems.
Through this process, it is the teachers' goal that each student will
experience the enjoyment of challenge and the excitement of success. We
believe that every student should become mathematically powerful.
Students explore, conjecture, reason logically and use a variety of
mathematical methods effectively to solve non-routine problems. Teachers
increase the rate of learning, increase the level of difficulty, allow
students to engage in independent research, accelerate the content, and
pre-test for content mastery. In the area of thinking skills, teachers
plan for students to generate new and unique ideas, use flexible
thinking, and examine and judge criteria. Opportunities are provided for
students to acquire information independently; manipulate information
with limited teacher direction, communicate information through writing,
speaking, and visual presentations, and summarize and organize
information.

Math instruction at Kittredge includes real world application through
project-based learning. Students are involved in contests in which math
skills are tested as they engage in higher order problem solving. They
recognize PI day each year with a daylong math celebration.

Students use technology to show information through graphs, tables, and
charts. Teachers use open-ended problems with multiple-path solutions.
Problem solving is the focus of math instruction.

**Instructional Methods**

-   **Grade Level Planning Time**: Professional teachers plan
    instruction collaboratively and share information to support student
    success.

-   **Curriculum Compacting**: Through pre-testing, teachers can better
    focus on instruction that targets needs and provides enrichment.
    Through the inclusion of Assessment, Placement and Support (APS)
    teachers, Kittredge is able to offer a more differentiated
    curriculum through curriculum compacting.

-   **Hands-on, interactive learning in all subject areas**.

-   **The use of guest speakers and field trips** to investigate areas
    of interest in more depth.

-   **Trading Stories** (Literacy Circles) Small groups of students
    discuss literary work in depth. The circles encourage reflection and
    critical thinking.

-   **Cooperative group work.**

-   **Vocabulary Instruction.**

-   **Academic Competitions**: Science Olympiad, Continental Math
    League, Knowledge Master Open, Spelling Bee, Geography Bee, Chess
    Club, MathCounts, PAGE Academic Bowl, Thinking Cap Quiz Bowl,
    Reading Bowl, Black History Quiz Bowl.

-   **Participation in Vocal Music, Art and Instrumental Music.**

-   **Use of simulations and role plays,**

-   **Journal Writing;** Cutting Edge Science Journals

-   **Brain-based learning strategies.**

-   **Authentic learning experiences.**

-   **Reflective assessment.**

-   **Weekly after-school assistance and enrichment sessions.**

## [Professional Development]{.underline}

Teachers complete a Needs Assessment and Interest Survey each spring
before plans for Staff Development are developed for the following
school year. The surveys are analyzed by the Kittredge Staff Development
Committee along with testing data to pinpoint areas of need and interest
for the staff. Research is completed to find best-practice strategies or
information to support teachers. Plans are made with the goal of
improving student achievement, more effective delivery of the curriculum
and expansion of student experiences. Teachers have recently received
training in working with the underachieving student, Parents as
Partners, brain-based learning strategies and technology to support
classroom learning. Professional book study groups have been created.
Periodic curriculum updates include information on DeKalb's numeracy and
literacy initiatives. Teachers are trained in techniques to develop
better student writers.

Teachers meet weekly to discuss student concerns, plan cross-curricular
activities and projects, and problem-solve to meet school and student
needs. These meetings encourage constant "action research" with a
positive impact on student learning and the creation of a positive
school environment.

Technology has been a constant staff development theme for the past
three years at Kittredge. State required technology training has taken
place on-site. Kittredge "experts" have provided modeling,
demonstrations, and training on staff selected technology topics. This
has increased the use of computers, digital cameras and various software
programs as teachers infuse their curriculum with technology
instruction.

Annual attendance at professional conferences and workshops are a part
of the professional growth of our teachers. We encourage participation
in conferences for the professional sessions as well as the networking
opportunities teachers will have to share ideas with teachers from other
schools.

> **Georgia Criterion-References Competency Test (CRCT)**
>
> **Edition/publication year** [2000, 2001,2002, 2003]{.underline}
> Publisher [Georgia Department of Education]{.underline} **What groups
> were excluded from testing? Why, and how were they assessed**?
> [None]{.underline}

+-------------------------------+--------+---------+--------+--------+
| **Grade 4 Math**              |        |         |        |        |
|                               | April, | April,  | April, | April, |
|                               | 2003   | 2002    | 2001   | 2000   |
+-------------------------------+--------+---------+--------+--------+
| **School scores total**       |   360  |   362   | 363    | 358    |
+-------------------------------+--------+---------+--------+--------+
| Does not meet standards Level | 100%   | 100%    | 100%   | 100%   |
| I and above                   |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Meet Standards Level 11 and   | 98%    | 100%    | 100%   | 99%    |
| above                         |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Exceeds Standards Level III   | 67%    | 71%     | 68%    | 68%    |
+-------------------------------+--------+---------+--------+--------+
|                               |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Number of students tested     | 132    | 129     | 117    | 156    |
+-------------------------------+--------+---------+--------+--------+
| Percent of total students     | 100%   | 100%    | 100%   | 100%   |
| tested                        |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Number of students excluded   | 0      | 0       | 0      | 0      |
+-------------------------------+--------+---------+--------+--------+
| Percent of students excluded  | 0%     | 0%      | 0%     | 0%     |
+-------------------------------+--------+---------+--------+--------+
|                               |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| **Subgroup Scores**           |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| 1\. **Economically            |        |         |        |        |
| Disadvantaged**               |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Does not meet standards Level | 100%   | Not     | Not    | Not    |
| 1 and above                   |        | Av      | Ava    | Ava    |
|                               |        | ailable | ilable | ilable |
+-------------------------------+--------+---------+--------+--------+
| Meet Standards Level 11 and   | 86%    | Not     | Not    | Not    |
| above                         |        | Av      | Ava    | Ava    |
|                               |        | ailable | ilable | ilable |
+-------------------------------+--------+---------+--------+--------+
| Exceeds Standards Level III   |   89%  |  Not    |  Not   | Not    |
|                               |        | Av      |        | Ava    |
|                               |        | ailable | Ava    | ilable |
|                               |        |         | ilable |        |
+-------------------------------+--------+---------+--------+--------+
| **2. African American**       |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Does not meet standards Level | 100%   | 100%    | 100%   | Not    |
| 1 and above                   |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| Meet standards Level ll and   | 93%    | 100%    | 100%   | Not    |
| above                         |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| Exceeds Standards Level III   | 41%    | 57%     | 48%    | Not    |
|                               |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| **3. White**                  |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| **Does not meet standards     | 100%   | 100%    | 100%   | Not    |
| Level 1 and above**           |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| Meet Standards Level II and   | 100%   | 100%    | 100%   | Not    |
| above                         |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| Exceeds Standards Level III   | 78%    | 83%     | 73%    | Not    |
|                               |        |         |        | Ava    |
|                               |        |         |        | ilable |
+-------------------------------+--------+---------+--------+--------+
| **State scores total**        |   319  | 314     | 312    | 309    |
+-------------------------------+--------+---------+--------+--------+
| Does not Meet Standards Level | 100%   | 100%    | 100%   | 100%   |
| I and above                   |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Meet Standards Level II and   | 71%    | 66%     | 63%    | 62%    |
| above                         |        |         |        |        |
+-------------------------------+--------+---------+--------+--------+
| Exceeds Standards Level III   | 19%    | 13%     | 12%    | 11%    |
+-------------------------------+--------+---------+--------+--------+

> **Georgia Criterion-References Competency Test (CRCT)**

**Edition/publication year** [2000, 2001,2002, 2003]{.underline}
Publisher [Georgia Department of Education]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed**? [None]{.underline}

  -------------------------------- --------- --------- --------- ---------
  **Grade 4 English - LA**           April,  April,    April,      April,
                                   2003      2002      2001      2000

  **School scores total**          355       359       366       370

  Does not meet standards Level I  100%      100%      100%      100%
  and above                                                      

  Meet Standards Level 11 and      100%      100%      100%      100%
  above                                                          

  Exceeds Standards Level III      65%       70%       75%       83%

                                                                  

  Number of students tested        132       129       117       156

  Percent of total students tested 100%      100%      100%      100%

  Number of students excluded      0         0         0         0

  Percent of students excluded     0%        0%        0%        0%

                                                                  

  **Subgroup Scores**                                            

  1 Economically Disadvantaged                                   

  Does not meet standards Level I  100%      NA        NA        NA
  and above                                                      

  Meets Standards Level II and     100%      NA        NA        NA
  above                                                          

  Exceeds Standards Level III      41%       NA        NA        NA

  **2. African-American**                                        

  Does not meet standards Level I  100%      100%      100%      NA
  and above                                                      

  Meets Standards Level II and     100%      100%      100%      NA
  above                                                          

  Exceeds Standards Level III      61%       57%       70%       NA

  **3. White**                                                   

  Does not meet standards Level I  100%      100%      100%      NA
  and above                                                      

  Meets Standards Level II and     100%      100%      100%      NA
  above                                                          

  **Exceeds Standards Level III**  65%       78%       70%       NA

  **State scores total**           322       321       320       317

  Does not Meet Standards Level I  100%      100%      100%      100%

  Meet Standards Level II          74%       77%       74%       71%

  Exceeds Standards Level III      15%       15%       16%       16%
  -------------------------------- --------- --------- --------- ---------

> **Georgia Criterion-References Competency Test (CRCT)**
>
> **Edition/publication year** [2000, 2001,2002, 2003]{.underline}
> Publisher [Georgia Department of Education]{.underline}

[**What groups were excluded from testing? Why, and how were they
assessed**?]{.underline} None

  -------------------------------- --------- --------- --------- ---------
  **Grade 4 Reading**                April,  April,    April,    April,
                                   2003      2002      2001      2000

  **School scores total**            396     396       395       396

  Does not meet standards Level I  100%      100%      100%      100%
  and above                                                      

  Meet Standards Level 11 and      100%      100%      100%      100%
  above                                                          

  Exceeds Standards Level III      94%       93%       95%       94%

                                                                  

  Number of students tested        132       129       117       156

  Percent of total students tested 100%      100%      100%      100%

  Number of students excluded      0         0         0         0

  Percent of students excluded     0%        0%        0%        0%

                                                                  

  **Subgroup Scores**                                            

  **1. Economically                                              
  Disadvantaged**                                                

  Does not meet standards Level I  100%      NA        NA        NA
  and above                                                      

  Meets Standards Level II and     100%      NA        NA        NA
  above                                                          

  **Exceeds Standards Level III**  86%       NA        NA        NA

  **2. African American**                                        

  Does not meet standards Level I  100%      100%      100%      NA
  and above                                                      

  Meets Standards Level II and     100%      100%      100%      NA
  above                                                          

  Exceeds Standards Level III      93%       96%       91%       NA

  **3. White**                                                   

  Does not meet standards Level I  100%      100%      100%      NA
  and above                                                      

  Meets standards Level II and     100%      100%      100%      NA
  above                                                          

  Exceeds standards Level III and  93%       95%       96%       NA
  above                                                          

  **State scores total**           339       339       330       319 

  Does not Meet Standards Level I  100%      100%      100%      100%

  Meet Standards Level II          80%       79%       74%       65%

  Exceeds Standards Level III      44%       38%       32%       28%
  -------------------------------- --------- --------- --------- ---------

> **Georgia Criterion-References Competency Test (CRCT**
>
> **Edition/publication year** [2000, 2001,2002, 2003]{.underline}
> Publisher [Georgia Department of Education]{.underline}

[**What groups were excluded from testing? Why, and how were they
assessed**?]{.underline} None

  -------------------------------- ------------- ----------- ----------- ---------
  **Grade 6 Math**                   April, 2003 April, 2002 April,      April,
                                                             2001        2000

  **School scores total**            382         374         362         373

  Does not meet standards Level I  100%          100%        100%        100%
  and above                                                              

  Meet Standards Level 11 and      100%          99%         99%         100%
  above                                                                  

  Exceeds Standards Level III      94%           88%         70%         80%

                                                                          

  Number of students tested        141           141         141         148

  Percent of total students tested 100%          100%        99%         97%

  Number of students excluded      0             0           0           0

  Percent of students excluded     0%            0%          0%          0%

                                                                          

  **Subgroup Scores**                                                    

  **1. Economically                                                      
  Disadvantaged**                                                        

  Does not meet standards Level 1  Information   Is not      this        
  and above                                      available   subgroup.   
                                                 for                     

  **Meets standards Level II and                                         
  above**                                                                

  **Exceeds standards Level III**                                        

  **II. African American**                                               

  Does not meet standards Level 1  100%          97%         100%        NA
  and above                                                              

  Meets standards Level II and     100%          97%         100%        NA
  above                                                                  

  Exceeds Standards Level III      89%           78%         92%         NA

  **III. White**                                                         

  Does not meet standards Level I  100%          100%        98%         NA
  and above                                                              

  Meets standards Level II and     100%          100%        98%         NA
  above                                                                  

  **Exceeds standards Level III**  94%           91%         74%         NA

  **State scores total**           321           319         317         316

  Does not Meet Standards Level I  100%          100%        100%        100%
  and above                                                              

  Meet Standards Level II and      70%           69%         69%         66%
  above                                                                  

  Exceeds Standards Level III      25%           21%         17%         17%
  -------------------------------- ------------- ----------- ----------- ---------

> **Georgia Criterion-References Competency Test (CRCT)**
>
> **Edition/publication year** [2000, 2001,2002, 2003]{.underline}
> Publisher [Georgia Department of Education]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed**? [None]{.underline}

  -------------------------------- ------------- ---------- ----------- ----------
  **Grade 6 English - Language     **  April,    **April,   **April,    **April,
  Arts**                           2003**        2002 **    2001 **     2000 **

  **School scores total**            363         381        368         364

  Does not meet standards Level I  100%          100%       100%        100%
  and above                                                             

  Meet Standards Level 11 and      100%          100%       100%        100%
  above                                                                 

  Exceeds Standards Level III      77%           81%        80%         74%

                                                                         

  Number of students tested        141           141        142         151

  Percent of total students tested 100%          100%       100%        100%

  Number of students excluded      0             0          0           0

  Percent of students excluded     0%            0%         0%          0%

                                                                         

  **Subgroup Scores**                                                   

  **1. Economically                Information   Is not                 
  Disadvantaged**                                                       

  Does not meet standards Level I                           Available   This
  and above                                                 for         group.

  Meets Standards Level II and                                          
  above                                                                 

  **Exceeds Standards**                                                 

  **2. African American**                                               

  Does not meet standards Level I  100%          100%       100%        NA
  and above                                                             

  **Meets Standards Level II and   100%          100%       100%        NA
  above**                                                               

  Exceeds Standards Level III and  68%           66%        78%         NA
  above                                                                 

  **3. White**                                                          

  Does not meet standards Level I  100%          100%       100%        NA
  and above                                                             

  Meets standards Level II and     100%          100%       100%        NA
  above                                                                 

  Exceeds Standards Level III      76%           91%        78%         NA

  **State scores total**           316           317        314         310

  Does not Meet Standards Level I  100%          100%       100%        100%

  Meet Standards Level II          68%           67%        64%         66%

  Exceeds Standards Level III      20%           21%        17%         16%
  -------------------------------- ------------- ---------- ----------- ----------

> **Georgia Criterion-References Competency Test (CRCT)**
>
> Edition/publication year [2000, 2001, 2002, 2003]{.underline}
> Publisher [Georgia Department of Education]{.underline}

**What groups were excluded from testing? Why, and how were they
assessed**? [None]{.underline}

  -------------------------------- ------------- ----------- ---------- ----------
  **Grade 6 Reading**              **  April,    **April,    **April,   **April,
                                   2003**        2002  **    2001 **    2000 **

  **School scores total**          411           413         393        383

  Does not meet standards Level I  100%          100%        100%       100%
  and above                                                             

  Meet Standards Level 11 and      100%          100%        100%       100%
  above                                                                 

  Exceeds Standards Level III      99%           98%         94%        91%

                                                                         

  Number of students tested        141           141         142        152

  Percent of total students tested 100%          100%        100%       100%

  Number of students excluded      0             0           0          0

  Percent of students excluded     0%            0%          0%         0%

                                                                         

  **Subgroup Scores**                                                   

  **1. Economically                Information   Is not                 
  Disadvantaged**                                                       

  Does not meet standards Level I                Available   This       
  and above                                      for         group.     

  Meets Standards Level II and                                          
  above                                                                 

  Exceeds Standards Level III                                           

  **2. African American**                                               

  Does not meet standards Level I  100%          100%        100%       NA
  and above                                                             

  Meets Standards Level II and     100%          100%        100%       NA
  above                                                                 

  Exceeds Standards Level III      100%          94%         92%        NA

  **3. White**                                                          

  Does not meet standards Level I  100%          100%        100%       NA
  and above                                                             

  Meets Standards Level II and     100%          100%        100%       NA
  above                                                                 

  Exceeds Standards Level III      99%           99%         94%        NA

  **State scores total**           342           335         331        325

  Does not Meet Standards Level I  100%          100%        100%       100%

  Meet Standards Level II          82%           80%         77%        71%

  Exceeds Standards Level III      46%           41%         35%        32%
  -------------------------------- ------------- ----------- ---------- ----------

**Results for Iowa Test of Basic Skills**

**Grade:** 5 **Test: Iowa** Test of Basic Skills

**Edition:** Form K (1998-2001) Form A (2003)

**Norms** 3/24/92

**Publisher:** Riverside Publishing

  ------------------------ --------- --------- --------- --------- ---------
  School year              2003      2001      2000      1999      1998

  Testing month            May       March     March     March     March

  School Scores                                                     

  Total Math               93%       91%       93%       92%       92%

  Reading Comprehension    89%       88%       88%       85%       86%

  Number of students       132       131       154       153       154
  tested                                                           

  Percent Tested           100%      100%      100%      100%      100%
  ------------------------ --------- --------- --------- --------- ---------

**All students were tested unless absent. Test was not administered in
2001-02.**