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

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

**Cover Sheet**

Name of Principal Mr. Kevin J. King

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

Official School Name Wrightstown Elementary School

(As it should appear in the official records)

School Mailing Address [729 Penns Park Road]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Wrightstown]{.underline}
\_\_\_\_\_PA\_\_\_\_\_\_\_[18940-9661]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 215 ) 968-7090 F]{.underline}ax [( 215 ) 598-0855]{.underline}

Website/URL [www.crsd.org]{.underline} E-mail Kking@crsd.org

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Timothy Kirby

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

District Name [Council Rock School District]{.underline} Tel. [( 215 )
944-1000]{.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. Susan Vicedomini

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 10 Elementary schools

3 Middle schools

0 Junior high schools

2 High schools

1.  Other (Briefly explain)

> (Alternative High School-students at risk)

16 TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\$11,452.47\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\$ 9,171.44\_\_\_\_\_\_\_\_

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

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

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

4\. \_\_\_4\_\_\_ Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**       17        16                     **33**       **7**                             

  **1**       30        16                     **46**       **8**                             

  **2**       21        23                     **44**       **9**                             

  **3**       32        33                     **65**       **10**                            

  **4**       38        34                     **72**       **11**                            

  **5**       35        18                     **53**       **12**                            

  **6**       21        30                     **51**       Other                             

                                    **TOTAL                                                   **364**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of 97 % White

the students in the school: 1 % Black or African American

0 % Hispanic or Latino

2 % Asian/Pacific Islander

0 % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_2.76\_\_\_%

> (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 7
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

  **(4)**     Total number of students in the    362
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0276
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.76
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_2.7\_\_%

\_\_\_10\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_3\_\_\_

Specify languages:

Russian, Afrikaans & Polish

9\. Students eligible for free/reduced-priced meals: 1.37 %

5 Total Number Students Who Qualify

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

10\. Students receiving special education services: [14]{.underline} %

[51]{.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 \_Autism \_\_0\_\_Orthopedic Impairment

\_\_0\_\_Deafness \_\_2\_\_Other Health Impaired

\_\_0\_\_Deaf-Blindness \_31\_\_Specific Learning Disability

\_\_0\_\_Hearing Impairment \_17_Speech or Language Impairment

\_\_0\_\_Mental Retardation \_\_0\_\_Traumatic Brain Injury

\_\_0\_\_Multiple Disabilities \_\_0\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) \_\_\_1\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_\_15\_\_\_\_\_ \_\_\_\_1\_\_\_

Special resource teachers/specialists \_\_\_7\_\_\_ \_\_\_16\_\_\_\_

Paraprofessionals \_\_\_3\_\_\_\_ \_\_\_ 1\_\_\_\_

> Support staff \_\_\_4\_\_\_\_ \_\_\_ 9\_\_\_\_
>
> Total number \_\_\_30\_\_\_\_ \_\_\_27\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_24:1\_\_\_\_\_\_

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

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

  Daily student attendance 96.26       96.53       96.45       96.40       96.51

  Daily teacher attendance 91.90       94.20       94.10       94.70       93.50

  Teacher turnover rate    0           4.50        4.50        0           0

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III - SUMMARY**

The camera creating a snapshot of Wrightstown Elementary School first
takes a very wide view. Located an hour and a half from New York's
Broadway and an hour from Philadelphia's Museum of Art, Wrightstown
takes advantage of cultural and historical resources. Our students have
walked the path George Washington took before he crossed the Delaware,
and they have stood where William Penn built his first home in the New
World.

Next the camera focuses on the region. Council Rock School District is a
suburban district with ten elementary schools, three middle schools, and
two high schools. A cluster of small towns entice parents who seek
excellence in education and space to grow. Many outstanding institutions
of higher learning surround us.

Again the camera narrows its focus, this time to Wrightstown Township, a
community of farms and small housing developments. Wrightstown Township
rests on land that belonged to colonial farmers. Before that it was part
of the Walking Purchase and before that it could have been the site of a
Lenape village. The area hosted five one-room school houses before the
current building was completed in 1958. Our school sits in the shadow of
one of those buildings.

The camera reduces its view to Wrightstown School. Sitting on fifteen
acres, the school provides space for 375 students and 55 staff members.
Baseball and soccer fields entice athletes during and after school. A
mosaic mural depicting Lenape life dominates one outside wall. The
school sign reminds passersby we were awarded a National Blue Ribbon in
1998-1999.

As we enter the building, we see the character education bulletin board,
stressing respect and cooperation. Students bustle to trumpet lessons or
Student Council meetings or cross-age tutoring sessions. Parent
volunteers listen to first graders read while fourth graders create pie
charts in the computer lab and sixth graders climb the rock wall in the
gym. The librarian instructs students on the use of almanacs, and the
art teacher supervises children as they make pharaoh masks. Learning
support teachers and classroom teachers work together to help fifth
graders investigate concentrations of various solutions. In the
Instructional Support Classroom, a homework club reviews good study
skills, and in the gifted classroom second graders are making a volcano
erupt. Older children practice for the school musical, and younger
students consolidate donations to be forwarded to local charities. All
the students welcome the DARE officer as he walks down the hall. All the
while the principal is meeting and greeting students and teachers as
they go about their busy day. He is quietly preparing to discuss the
school's high scores on the Pennsylvania System of School Assessment at
tonight's PTO meeting. The school is safe and secure; and best of all,
everyone knows everyone.

Last the camera hones in on one child, maybe a wide-eyed kindergartener
who has just printed his first words in his personal journal. Perhaps
that child is a shy second grader who has composed her first song.
Possibly the camera sees a confident sixth grader demonstrate how an
abacus works. All children are important, and we try to make sure no
child is left behind. We fervently believe in our mission statement,
that Wrightstown is committed to helping every child meet his/her
academic, social and emotional potential. Like our school mascot, the
raven, we are small but mighty!

**Part IV -- INDICATORS OF ACADEMIC SUCCESS**

**Question 1**

The test results included in Tables A and B reflect Wrightstown
Elementary School's achievement on the Pennsylvania System of School
Assessment (referred to as PSSA throughout) from 1998-99 through
2002-03. The PSSA, administered to all students in the spring of their
fifth grade year, is a state generated test designed to identify how
well district students are performing in reading and math standards
identified by the Pennsylvania Department of Education.

PSSA results include individual student reports and a school summary
report. Individual student math and reading results reflect achievement
that falls into one of four identified categories: ADVANCED (top),
PROFICIENT (high middle), BASIC (low middle) and BELOW BASIC (bottom).
Students are said to "meet the standards" if they score in the ADVANCED
or PROFICIENT categories. Results clearly identify each student's
proficiency level and his/her specific strengths and weaknesses in math
and reading. Parents receive individual student reports accompanied by a
letter from the district assistant superintendent and/or building
principal. Results are also reviewed by grade five and six teachers. The
building summary report provides building results in a scaled score
format. The report identifies the percentage of students who scored
within each of the four proficiency categories. The summary report is
shared with parents to help them better understand academic
expectations, strengths and needs of our students, and the many positive
results of our team effort.

Tables A and B clearly reflect Wrightstown's consistently high scaled
scores for reading and math. The scaled scores, on average, are
considerably higher than state averages. A score range of fifty points
is said to be statistically significant. The four categories reflect a
very high number of students who scored PROFICIENT or ADVANCED. The
results also reflect an increasing number of students who have met the
standards over the five year period. For example, in 1998-1999 82 % of
the students scored ADVANCED and PROFICIENT in math. This percentage
steadily increases until 100% of our students met the standards
according to the 2002-03 PSSA results. These results reflect full
participation by all identified (IEP) and English Language Learner (ELL)
students. The 2002-2003 98% participation reflects one student who was
not tested due to an extended absence.

In addition to the PSSA, Wrightstown Elementary incorporates many other
diagnostic tools. All students K-6 are assessed via a district generated
reading/writing assessment in the fall and spring of each year. K-6
students utilize writing portfolios which reflect daily writing effort,
process and progress. The Developmental Reading Assessment (DRA) is
administered to all students in grades 1-2 periodically during the year.
Some students in grades 3-6 are administered the Qualitative Reading
Inventory (QRI) at the beginning and end of each year. Math performance
tasks and unit tests are utilized to establish a math profile. All data
is compiled and communicated to parents on a standards-based report card
four times a year.

The focus on data driven decision-making at Wrightstown Elementary
School supports our belief statements to "provide instruction based on
students' needs" and to provide "learning experiences and activities
that are varied, meaningful, engaging, and developmentally appropriate".
We are proud of and celebrate our successes.

**Question 2**

We use a variety of assessments to determine how each student acquires
literacy skills. These include teacher observations, checklists,
district assessments, guided reading, Developmental Reading Assessment,
teacher/student conferencing, and monitoring of student book selections
for independent reading. The Developmental Reading Assessment for
primary grades, and the Qualitative Reading Inventory for intermediate
grades, provide on-going data to monitor reading progress.

Reading data pinpoints strengths and needs. Targeted reading goals,
discussed at teacher/student reading conferences, provide a direction
for improving reading performance.

As a part of a building goal, writing has been unified throughout the
grades by using a common \"writer\'s language.\" The PSSA rubric
assesses the student\'s writing progress in focus, content,
organization, conventions and style. Writing samples are assessed on an
on-going basis to provide a direction for improving writing performance.

Math is assessed through the use of curriculum based tests, Problem of
the Day and TERC hands-on materials. Individual student performance as
well as school performance is reviewed periodically to gain a better
understanding of how students think mathematically. How and why the
students determine answers becomes key to understanding their
mathematical thinking.

Assessment data provides a direction for improvement in instruction and
ultimately in school performance.

**Question 3**

Wrightstown has always prided itself in having a system of proactive
communication regarding school performance to parents, students, and the
community. Requiring the use of student planners and parent signatures
on a daily basis in grades one through six becomes a system of
communication for students, teachers and parents. Frequent parent
conferences (either in person or via phone) establish a strong
connection between home and school. Our parents and students receive the
PSSA results for grades three and five and the Elementary Performance
Assessment results for grade six. PSSA workshops, sponsored by teachers
and the principal, provide parents with a clearer understanding of the
Pennsylvania standards and how the PSSA assessment results reflect their
student's current performance.

Student writing samples are sent home quarterly for parent review and
comment. Norm-referenced, criterion referenced and curriculum based
tests also provide parents with current student assessment data.

Additionally, Wrightstown communicates school performance through our
website, CR district website, PTO meetings, Back to School Night,
principal newsletters, our Totem Pole school newspaper, local
newspapers, school board meetings, American Education Week, and teacher,
principal and district workshops. The new standards-based primary
developmental report cards and the currently piloted standards-based
intermediate report cards reflect current student performance
assessments and expected learning goals.

Wrightstown has an open door invitation to all parents and community
members. Communication to all stakeholders allows for self-reflection in
the use of best practices and ultimately leads to continuous improvement
in student learning.

**Question 4**

Wrightstown Elementary School will share its successes with other
schools through monthly principal meetings, school district workshops,
county workshops, monthly curriculum meetings, community news and the
Internet. We have and will continue to host "see it in action" visits
from local educators and community members. Council Rock principals meet
to share new ideas and successful programs being implemented in their
schools.

District workshops provide a forum for successful methodologies, and
Wrightstown teachers are often presenters. County-wide workshops
encourage teachers to exchange ideas, especially pertaining to special
education and gifted programs. Monthly curriculum meetings are held in
the school district, and participating teachers bring back and impart
information. The CREA *Communicator*, a teachers' newspaper, shares the
school's successes with other teachers. It is also a forum for
individual teachers to share their successful learning ideas with their
colleagues. Community news is shared in the local newspapers (the
*Advance*, *Intelligencer, Bucks County Courier Times* and *Philadelphia
Inquirer*). Wrightstown also notifies local television stations
regarding its successes.

The Wrightstown Web page offers the quickest route to information about
the school. The web page posts the school's mission statement, PSSA
results, monthly calendar, and many other wonderful educational events
that take place at the school. Finally, we hope to share our success
through educational publications.

# PART V -- CURRICULUM AND INSTRUCTION

**Question 1**

Wrightstown embraces a standards-based curriculum which prepares
students to become independent, lifelong learners. Our curriculum
incorporates high academic standards, with an emphasis on higher order
thinking, established by our school district. In turn, these standards
are based on Pennsylvania State Standards. Wrightstown teachers
integrate new curriculum ideas based on current educational research,
and meld these new ideas with proven and successful best practices.
Differentiation is fostered and incorporated into all academic areas.
Our spiral curriculum assures success and allows for developmentally
appropriate practices, introducing concepts in the early grades and
building upon them as the years continue. Certified instructors in
library, art, physical education and music work with classroom teachers
to reinforce and enrich content areas.

\[Math and Reading portions will be addressed in questions 2 and 3.\]

Improving writing has been an ongoing building goal for Wrightstown. The
writing process begins in kindergarten and expands through the grades. A
common language for the elements of writing and rubric scoring has been
emphasized throughout the grade levels and across the curriculum,
thereby supporting the Pennsylvania academic standards. Each student has
his/her own writing folder containing key concepts and principle
components of writing. Writing assignments incorporate a wide range of
genres and reflect students' original work. Peer and teacher
conferencing, along with diligent record keeping, demand student
reflection and accountability. This workshop model fosters student
responsibility and ownership in a process-oriented writing approach.
Published pieces are cause for reflection and celebration.

Our science curriculum is an inquiry based model stressing "hands on"
learning which motivates students and stimulates curiosity. Daily
investigations and student discovery of basic concepts are key, as are
collaboration and planning. Students investigate, experiment, gather
data, organize results, and draw conclusions on topics such as centipede
survival, fossil formation, seed to seed in six weeks, and electrical
circuits.

Social studies focuses on teacher-developed, essential learner questions
for each grade level. To help children broaden their sense of place, our
program gives students insights and helps them make connections to the
real world. The course is designed to investigate geography, economics,
government, history and current events. Highlights include our state
fair, a visit from an Inuit, a visit to a local octagonal schoolhouse, a
student-developed economics unit, and a re-creation of Lenni Lenape
life**.** As often as possible we delve into our region's vast
historical and cultural resources.

Technology is an integral part of our curriculum. Student understanding
of how skills are utilized to solve problems and complete learning tasks
is both fostered and desired.

The art program at Wrightstown Elementary School focuses on the
production of art as well as the study of art history, aesthetics, and
criticism. Students study monuments in architecture, sculpture, and
painting as a means of enriching their cultural and artistic awareness.

Wrightstown's Second Step and Life Skills programs reinforce
citizenship, decision making and communication skills. Students are
expected to apply these skills to daily interaction.

A solid curriculum and a dedicated staff result in well rounded, engaged
students.

**Question 2**

We believe reading is the cornerstone of all learning. Every student
participates in at least 90 minutes of reading instruction every day and
reads at home every night. Consistently, students read and are read to
in many genres across and beyond the curriculum. A research-based
reading workshop approach used at every grade level balances reading,
writing, listening and speaking. This curricular structure includes
guided reading, shared reading, and independent reading. We begin our
guided reading with various assessments to develop a student reading
profile. Then instruction is provided at each child's level with
developmentally appropriate literature. Explicit teaching and modeling
of skills instruct students to use word recognition and comprehension
strategies independently. Shared reading builds background, sparks
interest, establishes connections, and extends vocabulary. Independent
reading allows students to investigate topics of interest while
practicing skills and applying strategies. Independent reading also
fosters responsibility and ownership.

Small groups are engaged in teacher directed guided reading. Others work
independently. All are simultaneously engaged in literacy. Literature
circles provide an opportunity to extend their connection with text and
one another. We realize there is "no one size fits all" model of reading
instruction. We strive to help each child develop his/her potential,
recognizing the contribution that every child brings to the reading
community.

**Question 3**

Wrightstown's mission statement maintains that we are committed to
helping every child meet his/her academic, social and emotional
potential. The study of mathematics is vital to achieving this mission.
Teachers dedicate at least one hour daily to mathematics. They maintain
a strong pacing schedule; and tests, including performance tasks, are
administered. Students keep math journals, showing thought processes and
organization, with Problem of the Day activities. Technology, including
computers, websites, and calculators, supports instruction, as does as a
wide range of manipulatives. Technical Education Research Center (TERC)
Investigations provide additional resources to reinforce concepts. The
library houses literature-based math books. Two part-time elementary
math specialists provide enrichment to students in grades four through
six. Twice a week these specialists also keep struggling students
current by pre-teaching or reviewing concepts. Intermediate grade
students participate in Math Olympiads and Pennsylvania Math League.
Many tutors (adults, high schoolers, cross-age tutors, and college
practicum students) assist all grades. The gifted program bridges math
to other studies, and learning support teachers provide instruction
through both a resource room and an inclusion program. Additional
before-school instruction (test-taking skills, concept reviews) is
provided. Finally, math is not taught in isolation; Wrightstown weaves
all subjects together to create a fine tapestry of integrated concepts.

**Question 4**

Wrightstown has high expectations for all learners. Students meet these
high expectations because clear learning targets are presented and
differentiated instruction is delivered, within a nurturing,
interdependent environment. We use rubrics, exemplars and models to
establish clear learning targets. Differentiation includes mini lessons,
guided instruction, leveled materials, meaningful application,
peer/teacher conferences, literature circles, questioning, personal
connections, and response journals. Community is built through
cooperative groups, collaboration, reflection, and celebration. For
example, after thoroughly investigating sound, third grade students
created their own musical instruments and performed before their peers.
Another example is our fourth grade state fair. History and geography
come alive one evening when each child takes on the persona of a famous
individual from his/her state.

Students are heterogeneously grouped, providing teacher and peer models.
Student needs are met with varied grouping options (one-on-one, small,
flexible, and whole group) where they are able to work at optimal
instructional level throughout the school day.

Connections between curriculum and real world applications are
consistently presented. Teachers work to accommodate multiple
intelligences and cognitive styles. We see ourselves as facilitators,
guiding students to apply knowledge and problem solving strategies to
everyday life. Our process approach yields children who are resourceful
and independent problem solvers, prepared to take on the challenges of
an ever-changing world.

**Question 5**

We realize a positive correlation exists between teacher excellence and
student achievement. The district devotes at least 9 days to staff
development. Many Wrightstown teachers either plan those days or provide
the actual training. New teachers participate in a three-year induction
program, including mentoring. Our Pursuit of School Excellence Team
developed a five-year building improvement plan. We devote summer days
to organizing building goals/assessment, providing the impetus for
professional growth. Wrightstown teachers initiated personal goal
setting, portfolio development, and building improvement planning prior
to district-mandated models. For the past several years every member of
our staff has received a professional book to read and discuss. Our
faculty participates in teacher research, working collaboratively with
colleagues, peer observations, videotape analysis, writing for
publication, technology workshops, and creating partnerships with local
universities. Teachers attend workshops at county, state, and national
levels. A professional library has been amassed through the combined
efforts of the librarian and our staff. Current educational journals and
pertinent articles are continuously circulated and shared. We piloted a
new science curriculum and new primary report cards. Currently we are
piloting a social studies curriculum, a spelling program, and a new
intermediate report card.

We build community, broaden professional development, and bridge our
learning to classroom practice. In turn, students benefit from a wide
array of instructional strategies that reflect the most current research
and practices. As a result, we apply and often tailor what we learn to
optimize student learning.

**Pennsylvania System of School Assessment (PSSA)**

**Grade 5 Math**

**Table A**

  ------------------------ ---------- --------- --------- ---------- ---------
  Year                     1998-99    1999-00   2000-01   2001-02    2002-03

  Month                    March      April     April     April      April

  SCHOOL SCORES                                                      

                                                                     

  SCALED SCORES            1480       1480      1450      1480       1620

  \% At or Above Advanced  47         65        48        47         90

  \% At or Above           82         81        84        92         100
  Proficient                                                         

  \% At or Above Basic     100        93        97        100        100

  \% At or Above Below     100        100       100       100        100
  Basic                                                              

  Number of students       39         57        64        60         49
  tested                                                             

  \% of total students     100        100       100       100        98
  tested                                                             

  Number of students       0          0         0         0          1
  excluded                                                           

  \% of students excluded  0          0         0         0          2

                                                                     

  STATE SCORES                                                       

  SCALED SCORES            1300       1310      1310      1320       1340

  \% At or Above Advanced  22         27        23        26         28

  \% At or Above           49         52        53        53         56
  Proficient                                                         

  \% At or Above Basic     77         78        78        75         78

  \% At or Above Below     100        100       100       100        100
  Basic                                                              

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

**Pennsylvania System of School Assessment (PSSA)**

**Grade 5 Reading**

**Table B**

  ------------------------ ---------- --------- --------- ---------- ---------
  Year                     1998-99    1999-00   2000-01   2001-02    2002-03

  Month                    March      April     April     April      April

  SCHOOL SCORES                                                      

                                                                     

  SCALED SCORES            1390       1440      1420      1450       1650

  \% At or Above Advanced  42         51        33        32         85

  \% At or Above           63         74        83        87         98
  Proficient                                                         

  \% At or Above Basic     87         90        98        100        100

  \% At or Above Below     100        100       100       100        100
  Basic                                                              

  Number of students       39         57        64        60         49
  tested                                                             

  \% of total students     100        100       100       100        98
  tested                                                             

  Number of students       0          0         0         0          1
  excluded                                                           

  \% of students excluded  0          0         0         0          2

                                                                     

  STATE SCORES                                                       

  SCALED SCORES            1310       1320      1310      1320       1330

  \% At or Above Advanced  27         29        20        18         27

  \% At or Above           53         55        56        57         58
  Proficient                                                         

  \% At or Above Basic     77         78        77        80         78

  \% At or Above Below     100        100       100       100        100
  Basic                                                              

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