##### *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 [Mrs. Denise Whitaker]{.underline}

Official School Name [Farmington Elementary School]{.underline}

School Mailing Address [7730 State Route 121 S]{.underline}

[Mayfield Kentucky 42066-6760]{.underline}

City State Zip Code+4 (9 digits total)

County [Graves County]{.underline} State School Code Number\*
[205-060]{.underline}

Telephone [( 270 ) 328-4830]{.underline} Fax [( 270 )
345-2163]{.underline}

Web site/URL
[http://www.graves.k12.ky.us/schools/farmington/]{.underline}

E-mail [denise.whitaker@graves.kyschools.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Brady Link]{.underline}

District Name [Graves County]{.underline} Tel. [( 270 )
328-2656]{.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 Dr. Lunele Leonard

President/Chairperson

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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**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: [8]{.underline} Elementary
schools

[1]{.underline} Middle schools

[\_\_\_\_\_]{.underline} Junior high schools

[1]{.underline} High schools

> [3]{.underline} Other -- Youth Development Center,

Alternative School, Alternative High School

[13]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,706]{.underline}

Average State Per Pupil Expenditure: [\$9,252]{.underline}

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

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

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

4\. [4]{.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**    17        16                     **33**       **7**                             

  **K**       14        20                     **34**       **8**                             

  **1**       18        20                     **38**       **9**                             

  **2**       31        21                     **52**       **10**                            

  **3**       11        15                     **26**       **11**                            

  **4**       28        27                     **55**       **12**                            

  **5**       31        24                     **55**       **Other**                         

  **6**       18        28                     **46**                                         

                                    **TOTAL                                                   339
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [94]{.underline} % White

the school: [2]{.underline} % Black or African American

[4]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% 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:
[10]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)** 17                Number of students who      6%
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)** 12                Number of students who      4%
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)** 29                Total of all transferred    10%
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)** 288               Total number of students in 288
                            the school as of October 1  

  **(5)** .1                Total transferred students  .1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)** 10                Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals: [48]{.underline} %

Total number students who qualify: [143]{.underline}

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

10\. Students receiving special education services: [24]{.underline} %

[72]{.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.

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

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

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

[3]{.underline} Emotional Disturbance [52]{.underline} Speech or
Language Impairment

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

> [1]{.underline} Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [2]{.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) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [19]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [4]{.underline} [2]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [8]{.underline} [1]{.underline}
>
> Total number [32]{.underline} [3]{.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 [15:1]{.underline}

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

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

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

  Daily teacher attendance  96%         92%         95%         94%         95%

  Teacher turnover rate     8%          12%         12%         12%         8%

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

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

**[PART III ‑ SUMMARY]{.underline}**

Farmington Elementary School serves families within a nine-mile radius
of this southeastern Graves County farming community, an extremely rural
area of western Kentucky. The county is one of Kentucky's top three
agricultural producers and among the top five in geographic size.
Population exceeds 37,000. Graves County has lost a significant number
of industrial jobs over the past ten years. The city of Mayfield, the
county seat of approximately 10,000 residents, has its own independent
school district.

For many of our students, our school and its activities form the nucleus
of their lives. Enrollment is consistently around 325 students,
including pre-school. Within that enrollment is an average of thirty
students from other district schools and thirty students from the city
school district whose families choose to send us their children.
Thirty-seven percent of the student population participates in the
free/reduced lunch program, with forty-eight percent eligible. Besides
classroom teachers, our faculty includes a full time art & music teacher
and a part-time physical education teacher. Our primary and intermediate
resource teachers and speech pathologist collaborate with classroom
teachers to provide the least restrictive environment for our special
needs students. Our school also has a guidance counselor and family
resource center to help students overcome barriers to learning.

The mission of Farmington Elementary is to enhance high student
achievement by meeting the needs of every child every day. Our focus is
to help students reach their highest potentials through rigor,
relevance, and relationships. We strive to effectively utilize every
minute of instructional time, to consistently engage our students in
exciting and challenging lessons, and to make school a positive learning
experience for them. Our school's vision is to build strong knowledge
and skill bases within our students, leading to their continued success
in the future. We show support and maintain contact with them throughout
their middle school and high school years.

Our school is both a team and a family working to develop tomorrow's
leaders. The teachers and staff strive to make every child feels loved
and supported. It starts with bus drivers' welcoming smiles and
continues with teachers, assistants, and principal greeting them at the
doors each morning. We believe positive relationships with our students
are crucial to their development and success.

We continue this team concept with proactive and successful efforts to
garner the support of our students' families and our community. Our
teachers start the school year with home visits to strengthen home and
school relationships and to gain insight into students' home
environments. These visits help transition students to their new grade
levels and initiate communication between the teacher and family. During
the school year, our teachers also ride school buses to further increase
their awareness of our students' home environments.

Throughout the school year, families are continuously invited to share
in the educational environment by volunteering in the school, attending
special programs, or occasionally joining their children for breakfast
or lunch. The community also is frequently invited to attend special
events. Interested community members have fifth and sixth grade "writing
buddies," who share school news with them monthly. Our success is the
product of an entire community taking the responsibility of educating
and supporting our students.

As a result of this teamwork, Farmington Elementary School was the first
school in Kentucky's 25 westernmost districts to reach proficiency, with
a biennium score of 101. That achievement led to a visit from then-state
Commissioner of Education Gene Wilhoit and another from the Kentucky
General Assembly's Interim Joint Legislative Committee on Education.
Last year's score of 110 ranked sixth statewide and Farmington students'
overall scores reached proficiency in every subject tested: reading,
writing, math, science, social studies, arts/humanities, and practical
living/vocational studies.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

1.  **Assessment Results:**

Farmington Elementary participates in the Kentucky Commonwealth
Accountability Testing System (CATS), an annual assessment program
designed to improve teaching and student learning. The CATS includes the
Kentucky Core Content Test (KCCT), the nationally norm-referenced CTBS/5
Survey Edition test, writing portfolios and on-demand writing prompts,
and the alternate portfolio for students with severe to profound
disabilities. The KCCT is a school accountability assessment. Students
answer multiple choice and open response essay type questions. The open
response questions require students to write and explain the concepts
they have learned in reading, math, science, social studies,
arts/humanities, and practical living/vocational studies. The
performance levels of novice (minimal or limited knowledge of concepts),
apprentice (below average knowledge of concepts), proficient (average
knowledge of concepts), and distinguished (above average knowledge of
concepts) indicate student achievement.

Under the Federal No Child Left Behind Act, Farmington Elementary has
made overall adequate yearly progress every year by meeting 100% of our
target goals. The state goal is for every Kentucky school to reach a
total academic index of proficiency, or a score of 100, by the year
2014. Farmington has met this goal on four of five past yearly
assessments. Farmington's 2005-06 index of 110.3 ranked first in the
district, first in the region, and sixth in the state. State assessments
in reading and math have reflected instructional effectiveness.

Our students have shown continuous progress on yearly assessments. Third
and sixth grade students are given the CTBS assessment. Their reading
and math scores have indicated proficiency for the past seven years.
Fourth grade students are given the KCCT reading assessment. Their
reading scores have met the goal of proficiency on the past three KCCT
assessments. Our 2005-06 CATS assessment reading score of 107.2 exceeded
both the district and the state scores. Fifth grade students are given
the KCCT math assessment. Their 2005-06 math score of 116.4 far
surpassed the state goal of 100.

When looking at the disaggregation index trends in reading, the only
significant disparity noted is between the free/reduced lunch students
(103.8) and the non-free/reduced lunch students (108.4). Both of these
scores exceed the state mandate of 100. Our teachers have focused on
improving this subgroup's achievement by providing extra reading
instruction for these students. The math scores noted a difference of
seventeen points between the free/reduced lunch students and the
non-free/reduced lunch students. Although this difference is
significant, the free/reduced lunch students scored 82 two years ago and
achieved a score of 103 last year. Our school is focused on proficiency,
and our students are reaching this goal.

The reading scores indicate our students are reading and comprehending
at above average ability. They are able to use various reading
strategies that enable them to decipher contextual meanings and make
inferences based on high level reasoning skills. Our students are able
to analyze and synthesize the text to show in-depth understanding.

The math scores indicate our students are using computation and
reasoning skills at above average ability. They are able to use various
methods to determine accurate calculations and explain the steps
involved in obtaining their answers.

State Assessment Web-site:

<http://www.kde.state.ky.us/KDE/Administrative+Resources/Testing+and+Reporting+/default.htm>

2.  **Using Assessment Results:**

Farmington Elementary bases instructional practices on research and
assessment results. Our teachers are assessing their students daily and
analyzing their students' abilities in order to create lessons that meet
individual student needs. Lessons are structured to re-teach needed
skills for students who need additional instruction and practice, and
lessons are also planned to challenge students who have mastered the
content and are ready for higher level activities. Our differentiated
instruction engages each student at his/her skill level.

Each year in the fall, our teachers have a professional development day
to analyze the state test scores and create our school targeted
instructional improvement plan. This is a very important day for our
teachers. The first step in analyzing the previous year's data is
identifying the teachers' strengths and weaknesses to fine tune our
instruction. We ascertain weak areas in each subject level and discuss
the concepts and skills we need to strengthen. Our teachers work as a
team and help each other look at daily teaching strategies and
techniques that make positive differences in student learning. We have
in-depth discussions about how to teach specific concepts and how to
implement research-based instructional methods into their lessons to
enhance instructional practices. Secondly, our teachers analyze their
present students' skills. They identify students' weaknesses and
research new strategies to help students individually improve their
skills. Using our data, we implement these strategies and continuously
reevaluate our instruction based on continuous formal and informal
assessments.

Our next step in using state assessment data is identifying effective
teachers and schools. We look at district, regional, and state scores to
visit schools and classrooms whose students are achieving at high
levels. We are actively researching the best strategies to improve our
instruction.

With the help of our Parent Teacher Organization and a parent donation,
our school is now using a reading and math computer program to reinforce
and challenge students' skills. Our teachers are able to have specific
feedback on students' weaknesses and may provide more individualized
instruction. This program also engages our students in technology while
increasing their skills.

3.  **Communicating Assessment Results:**

Our school is very proud of our students. On the day state test scores
are released in the fall, we invite parents, families, and district
leaders to come to our school for a special assembly and celebration. We
want to share the excitement with our students and stakeholders. We
enjoy being the first ones to tell our students how great they perform
and creatively announce our subject, grade level, and school scores. We
celebrate "student style". Our teachers dress up and throw confetti on
our students. As one big family, we scream, sing, dance, and celebrate
our students' success. The following day our teachers, principal, and
guidance counselor meet with our students individually and present their
scores to them. Each child deserves this individual praise and
recognition. We send the scores home and then explain and discuss the
scores in detail at our parent teacher conferences.

In the spring of the year, we have an award ceremony to recognize
individual students who reach high levels of success. We focus on our
students who reach proficient and distinguished and also honor those who
excel in every area. We motivate and instill confidence in all of our
students to reach high levels.

Our school presents student performances to our school community at
parent teacher organization and site based decision-making meetings.
Scores are also published in our local and regional newspapers and on
our school and district web-sites.

Throughout the year, students are recognized by their teachers when they
reach high levels of success on daily assessments. We are continuously
celebrating our students' hard work and skills improvement.

4.  **Sharing Success:**

Farmington Elementary believes the more we share and discuss our
instructional practices with others, the better educators we will
become. This begins within our own district and our eight elementary
schools. Graves County has an instructional leadership team with
administrators and teachers from each school. This team is continuously
researching, reading books, and sharing how our schools are implementing
these techniques. Our school administrator and teachers on the team lead
professional development workshops throughout the year. Our district
also holds grade level workshops and asks teachers to model and lead
these sessions. Farmington teachers are asked to share effective
strategies and student work with their fellow teachers. Many of our
district partners visit our classrooms to see these strategies in action
with our students. They visit for one or two class periods or half days.

Our district conducts walk-throughs each semester. These walk-throughs
provide our school with instructional feedback and allow administrators
and teachers the opportunity to observe our daily classroom practices.

Our school also hosts out of district school visits for any schools
wishing to observe our instructional practices and environment. We begin
these visits with an outline of our school's mission, vision, and
culture. Our principal shares school-wide practices and concepts. The
educators are invited to observe classes, talk with our teachers, and
reconvene for more questions and answers.

Another way Farmington Elementary is sharing the success is by working
in partnership with Murray State University. We have taken an active
role in having practicum students visit our classrooms, and we have
increased the number of student teachers learning from and working with
our teachers.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Curriculum:**

Farmington Elementary focuses on curriculum. Our instruction matches our
curriculum and our assessments. Our district also believes in a viable
curriculum and has concentrated professional development on building
electronic curriculum documents for all teachers and subject areas.
These documents cover all areas of Kentucky's Program of Studies and
Core Content by outlining for teachers the exact concepts and
terminology for instruction each quarter. Teachers refer to these
documents daily and create their lesson plans based on these documents.
Each concept has also been identified on the Depth of Knowledge scale.

The core of the reading curriculum involves forming a foundation for
reading and developing an initial understanding for what is read.
Reading instruction involves interpreting, reflecting, and responding to
the text while making a reading and writing connection. Students are
engaged in high level reading activities and literature circles. The
writing curriculum involves four different areas; reflective, literary,
personal writing, and transitive. Standards for success are addressed
through individual student goals and products.

The core of the math curriculum includes algebraic thinking, data
analysis and probability, geometry, measurement, and number properties.
In order to make sure our students excel at high levels, teachers
incorporate a wide range of activities into daily instruction. These
activities include, but are not limited to, vocabulary games,
performance tasks, group work, open response with real world
applications, and hands-on activities using manipulatives.

The science curriculum consists of three parts: Physical Science, Earth
Science, and Life Science. Students are actively engaged in learning the
core content through inquiry based instruction. Students participate in
demonstrations and conduct experiments. Students regularly work in
cooperative groups to enhance learning.

Social Studies incorporates five parts: history, geography, civics and
government, economics, and culture. Students are engaged in authentic
learning activities for each area. For example, we study history through
the use of student made timelines. Geography has five themes. These
themes and concepts are taught through the use of maps. Students make
maps of Kentucky that include natural characteristics and other physical
characteristics. Civics and government are taught through role play such
as how a bill becomes a law and how three branches of government work
together. The students' study of economics includes selling items from
the classroom and establishing a school store. This helps them
experience the benefits and cost of running a business. We study
different elements of culture by learning dances and music of various
cultural groups.

Our Arts & Humanities instruction consists of art, music, drama, and
dance instruction. The students participate in art, music, and drama
class twice a week. They learn and perform elements of dance in physical
education class. They also choreograph their own dances and perform them
with partners or small groups. Art, music, and drama are also
incorporated into regular classroom instruction.

Our Practical Living and Vocational Studies curriculum includes personal
wellness, nutrition, safety, psychomotor skills, physical wellness,
consumer decisions, career awareness, exploration and planning.  To be
certain students achieve to high levels, teachers work together to
engage students in varied activities. We give a group of students a real
life situation and ask the students to think about what they would do in
that situation. Students keep records of what they eat for a week to
make sure they are following the food pyramid guide.  Students also
participate actively in physical education every week to help with their
physical wellness.  We have guest speakers that come into the classroom
and educate the students about the importance of a job and what it takes
to be a great employee. Our school wellness plan includes daily physical
activity, and teachers incorporate movements into their instruction.

**2a**. **Reading:**

Farmington Elementary believes reading is the most important subject. A
student must enjoy and build confidence as a reader to perform at high
levels in all other subjects. We schedule reading time and then the rest
of the day. During each grade level's uninterrupted reading hour,
students participate in small reading group instruction. Teachers,
assistants, resource teachers, and the principal are instructing small
groups of six to twelve students to concentrate on the skills the
students in their groups need. Phonemic awareness, fluency, vocabulary,
and comprehension are all addressed in these reading groups. Because of
the small group instruction, students are reading more and given more
direct, immediate feedback. Teachers are able to implement new
strategies based on their observations, anecdotal notes, and assessments
from these small groups. The small groups have been very successful in
primary grades, therefore, we now have small reading group instruction
for the intermediate grades. Our school and site-based decision making
council that governs our school have chosen to use instructional funds
for teaching assistants to help with reading groups instead of using the
money for classroom purchases. Effective reading instruction is the core
of Farmington Elementary's success.

Reading is a school and community commitment. At the beginning of each
school year, we train parents and volunteers on how to help children
become better readers. We have volunteers come each week and read with
one reading buddy. We have special days to motivate students to read and
reading nights with community guests to promote reading.

3.  **Additional Curriculum Area:**

Our school is focused on meeting individual student needs and developing
individual talents and abilities. The arts are essential in helping
students express their feelings and emotions in positive ways. Research
shows that participation in the arts enhances learning in other areas,
including the development of higher-order thinking skills. The arts are
important in developing responsibility, creative thinking,
problem-solving, social skills, and self-esteem.

Being located in a rural area, our students have limited experience and
very limited exposure to any art, music, dance, or drama activities.
Arts and humanities has been our students' weakest core content area and
therefore, it is one component of our comprehensive school improvement
plan. As a team, our school addresses in detail the arts and humanities
curriculum, and we are always looking for programs and grants to help us
meet the interests and needs of our students. Children love singing,
playing instruments, creating works of art, moving to music, and acting.
It is our job to provide them with various opportunities to participate
in art activities and to experiment with their talents. In order to be
successful in life, our students must be engaged in an effective arts
curriculum. In art and music classes, our students are learning history
while building, applying, and performing art and music elements. Our
dance instruction involves learning and performing West African, Native
American, and Colonial American dances. Drama activities require
students to be able to produce, perform, and critique plays and
productions.

We have implemented many different programs to assist us in bringing the
arts to our students. Our district provides elementary band and
orchestra teachers to work with our students. We have received the
Kentucky VSA grant for two years. This grant allows a dance specialist
to work directly with our students. The dance specialist teaches our
students, helps them create a class production, and then includes their
dance in a ballet performance at Murray State University. We have a
local theater company perform for our students and then discuss their
work with them. High school students have also helped us increase our
students' artistic abilities. Talented high school forensic and speech
students design lessons and work with our students on how to project
their voices and use their bodies to act out a scene or story. Inviting
talented artists to our school has helped to broaden our student's
horizons.

**4. Instructional Methods:**

Our school is very dedicated to student learning and takes the ultimate
challenge of differentiating instruction in all subjects. Our students
need differentiated instruction to meet their individual needs. Every
student in a classroom may be working on a different task, but every
child is working at his/her level. We also provide extra credit
opportunities to allow students to produce independent high level
projects. These projects challenge all of our students while focusing on
their areas of interest.

Our teachers begin their lessons by making students aware of the
expected learning objectives. We use scaffolding techniques to build
background knowledge. While presenting the concepts, our teachers use
many visual cues and focus on all learning styles. We engage our
students with kinesthetic activities and use music and songs to make
learning easier. We are continuously modeling for our students and
involve our students in hands-on activities. Our students work together
in cooperative learning groups and utilize peer mentoring to strengthen
their abilities. Student presentations provide examples of proficient
work, and teachers give constant feedback that is critical for students'
understanding and confidence. At the conclusion of the lesson, students
share what they learned to demonstrate understanding.

Collaboration is also utilized in our classrooms. Our special education
teachers provide the least restrictive environment for our special needs
students and co-teach in the regular classrooms. Our teachers plan
together and team teach to address individual education plans and goals.

Our school also has an effective extended school service program.
One-third of our students receive extra instruction and guidance during
our after school tutoring program. Each grade level has at least one
teacher who provides more hands-on activities and modeling for students
two days a week after school. Students receive one on one and small
group attention and feedback on the skills being addressed in class.

5.  **Professional Development:**

Our professional development program is focused on students and how we
need to meet our students' needs. Our district provides early release
days throughout the year to allow our teachers to be involved in
professional learning communities. During the workshops and mandated
professional development days, our own teachers present best practices
and teach their peers how to implement these strategies into their
classrooms. Our school provides release time for our administrator and
teachers to model for each other in the classroom setting.

Our school is continuously reading educational literature and
researching the best instructional methods to use with our students. We
implement research based strategies and learn new techniques to help our
students. We are always interested in trying to relate to all of our
students. We read the [Framework for Understanding Poverty]{.underline}
by Payne and have discussed how to relate to our low socio-economic
students and parents. We have read Marzano's book, [Classroom
Instruction that Works]{.underline}, which had a positive impact on the
instructional methods we use in the classroom. We read [Failure is Not
an Option]{.underline} by Blankstein to motivate us to continue
establishing high expectations. Our most recent study is [Results
Now]{.underline} by Schmoker. This book is making us address brutal
facts and face our weaknesses. Book studies allow teachers to discuss
and learn from each other. Our reflections also unite our faculty as a
team and help us identify our school's weaknesses. The teachers
brainstorm ways to improve all areas of our instruction, culture, and
overall success.

Our school has a school leadership team, a school literacy team, a
school writing team, and a school math team. These teacher teams meet
quarterly to discuss goals, strengths, and weaknesses. The principal
allows teachers to make suggestions and decisions for school wide
improvements. Teachers are leaders, and when given opportunities, they
initiate great progress for the entire school.

Student achievement has increased at Farmington Elementary because we
are using research based strategies and working as a team to meet our
goals.

**PART VII - ASSESSMENT RESULTS**

**FORMAT FOR STATE CRITERION-REFERENCED TESTS**

Subject[\_\_Reading]{.underline} \_\_\_\_\_\_
Grade\_\_[4]{.underline}\_\_\_\_ Test\_\_[Kentucky Core Content Test
(KCCT)\_]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_[McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES\***                                                                  

  \% Proficient and Distinguished      89          93          95          74          90

  \% Distinguished                     31          30          15          16          18

  Number of students tested            45          44          39          43          39

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           1           2           0           1
  assessed                                                                             

  Percent of students alternatively    0           2           5           0           3
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Free/Reduced Lunch Students                                                      

  \% Proficient and Distinguished      92          N/A         85          65          73

  \% Distinguished                     25          N/A         0           12          0

  Number of students tested            12          9           13          17          15

                                                                                       

  2\. Males                                                                            

  \% Proficient and Distinguished      88          90          96          69          91

  \% Distinguished                     32          25          11          11          5

  Number of students tested            25          20          27          19          21

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

Subject[\_\_Math]{.underline}\_\_\_\_\_\_
Grade\_\_[5]{.underline}\_\_\_\_ Test\_\_[Kentucky Core Content Test
(KCCT)\_]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_[McGraw
Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES\***                                                                  

  \% Proficient and Distinguished      86          71          63          81          79

  \% Distinguished                     52          22          25          24          34

  Number of students tested            44          41          40          37          47

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           1           2           0           1
  assessed                                                                             

  Percent of students alternatively    0           2           5           0           3
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1\. Free/Reduced Lunch Students                                                      

  \% Proficient and Distinguished      63          79          60          61          75

  \% Distinguished                     45          22          25          11          25

  Number of students tested            11          15          20          18          16

                                                                                       

  2\. Males                                                                            

  \% Proficient and Distinguished      84          51          60          87          57

  \% Distinguished                     42          20          20          23          29

  Number of students tested            19          23          20          22          21

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

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade[\_\_3\_\_\_\_]{.underline} Test[\_\_\_\_\_CTBS/5
Survey]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_[McGraw/Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X\_]{.underline}\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 70   | 82   | 89   | 77   | 71   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 50   | 48   | 39   | 46   | 46   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 1    | 2    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 3    | 4    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.[F/R                        | 60   | 72   | N/A  | 65   | 64   |
| > Lunch]{.underline}\_(specify  |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 18   | 12   | 5    | 12   | 15   |
+---------------------------------+------+------+------+------+------+
| > 2.[Males]{.underline}         | 61   | 82   | 87   | 77   | 66   |
| > (specify subgroup)            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 23   | 25   | 14   | 26   | 16   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

Subject\_\_Math \_\_\_\_\_\_\_\_\_\_\_\_\_
Grade[\_\_3\_\_\_\_]{.underline} Test[\_\_\_\_\_\_CTBS/5
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher[\_\_\_McGraw/Hill\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 81   | 79   | 87   | 78   | 71   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 50   | 48   | 39   | 46   | 46   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 1    | 2    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 3    | 4    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.[F/R Lunch]{.underline}\_   | 83   | 70   | N/A  | 77   | 65   |
| > (specify subgroup)            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 18   | 12   | 5    | 12   | 15   |
+---------------------------------+------+------+------+------+------+
| > 2.\_[Mal                      | 82   | 82   | 90   | 76   | 71   |
| es\_]{.underline}\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 23   | 25   | 14   | 26   | 16   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

**[REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject[\_\_Reading]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_
Grade[\_\_6\_\_\_\_]{.underline} Test[\_\_\_\_\_CTBS/5
Survey]{.underline}\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_[McGraw/Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_\_[X\_]{.underline}\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 78   | 66   | 75   | 76   | 64   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 37   | 39   | 51   | 41   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 2    | 0    | 1    | 1    | 2    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 5    | 0    | 3    | 2    | 5    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1.[F/R Lunch]{.underline}\_   | 61   | 63   | 65   | 67   | 58   |
| > (specify subgroup)            |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 15   | 18   | 15   | 22   | 19   |
+---------------------------------+------+------+------+------+------+
| > 2.[Males                      | 79   | 66   | 74   | 68   | 70   |
| \_]{.underline}\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 22   | 13   | 21   | 23   | 25   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

Subject\_\_Math \_\_\_\_\_\_\_\_\_\_\_\_\_
Grade[\_\_6\_\_\_\_]{.underline} Test[\_\_\_\_\_\_CTBS/5
Survey]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher[\_\_\_McGraw/Hill\_]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 005- | 004- | 003- | 002- | 001- |
|                                 | 2006 | 2005 | 2004 | 2003 | 2002 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 84   | 61   | 80   | 85   | 77   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 41   | 37   | 39   | 51   | 41   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 2    | 0    | 1    | 1    | 2    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 5    | 0    | 3    | 2    | 5    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > 1[.F/R                        | 77   | 53   | 75   | 73   | 69   |
| > Lunch]{.underline}\_(specify  |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 15   | 18   | 15   | 22   | 19   |
+---------------------------------+------+------+------+------+------+
| > 2.[Males                      | 85   | 64   | 85   | 85   | 83   |
| ]{.underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 22   | 13   | 21   | 23   | 25   |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+