##### *REVISED-March 18, 2005*

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Sheila
Schneider\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address[\_\_301 Ellsworth Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Sharon\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_PA\_\_\_\_\_\_
\_\_\_\_\_ 16146-1309\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
\_\_[Mercer]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_[1-04-43-560-3]{.underline}\_\_\_\_\_

Telephone [( 724 ) 981-4880]{.underline} Fax [( 724 ) 981-0482
\_\_\_\_\_\_]{.underline}

Website/URL [www.sharon.k12.pa.us]{.underline} E-mail
[sheila_schneider@sharon.k12.pa.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\_\_\_[February 9, 2005\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Donna M.
DeBonis\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Sharon City School District]{.underline} Tel. [( 724 )
983-4000\_\_\_\_\_\_\_\_]{.underline}

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

Date \_\_\_[February 9, 2005\_\_]{.underline} (Superintendent's
Signature)

Name of School Board

President/Chairperson Mr. Melvin Bandzak

(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 \_\_\_[February 9, 2005\_\_\_\_]{.underline}

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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**

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

\_\_\_\_[1]{.underline}\_ Middle schools (a combined middle/high school)

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

\_\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: [\_\_\$9,622\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$9,371]{.underline}\_\_\_\_\_

**SCHOOL**

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

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

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

\_\_\_[9]{.underline}\_\_\_ 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 Males**   **\# of Females**   **Grade Total**

  **Pre-K**     0                 0                   **0**

  **K**         22                17                  **39**

  **1**         21                17                  **38**

  **2**         7                 20                  **27**

  **3**         24                22                  **46**

  **4**         12                11                  **23**

  **5**         13                18                  **31**

  **6**         13                27                  **40**

  **TOTAL                                             **244**
  STUDENTS IN                                         
  THE APPLYING                                        
  SCHOOL**                                            
  ------------- ----------------- ------------------- ---------------------

6\. Racial/ethnic composition of [73]{.underline} % White

the students in the school: [24]{.underline} % Black or African American

[\_2]{.underline}% Hispanic or Latino

\_[1]{.underline}% Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[40]{.underline}\_\_\_%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  51
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           55
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   106
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 263
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  40
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          40
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_5]{.underline}\_\_\_%

\_\_[13]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_[77]{.underline}\_\_\_\_%

Total number students who qualify: [\_\_187\_\_\_]{.underline}

10\. Students receiving special education services:
\_\_\_\_[26]{.underline}\_\_%

\_\_\_\_[64]{.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.

[\_\_5]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [\_\_2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness [\_19]{.underline}\_Specific Learning Disability

\_[10\_]{.underline}Emotional Disturbance [\_\_5\_]{.underline}Speech or
Language Impairment

\_\_\_\_Hearing Impairment \_\_[1\_]{.underline}Traumatic Brain Injury

> \_[22]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness

\_\_\_\_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 \_\_[13]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[7]{.underline}\_\_\_
[\_\_\_9\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_6]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff [\_\_\_2\_\_\_]{.underline}
> \_\_\_[1\_]{.underline}\_\_\_
>
> Total number \_\_[29\_\_\_]{.underline} [\_\_\_10]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[19:1]{.underline}\_\_

13\. Attendance patterns of teachers and students as a percentage.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  94%         94%         93%         93%         94%

  Daily teacher attendance  95%         95%         95%         95%         92%

  Teacher turnover rate     5%          5%          0%          8%          10%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

West Hill Elementary School is the smallest of the three elementary
schools in the Sharon City School District. Although at one time the
community was a vibrant, thriving area, with the demise of the domestic
steel industry and the closing of most factories it has become
economically distressed. Thus, most of the students who attend West Hill
Elementary come from families who are financially struggling since they
have low--income and/or minimum wage jobs or solely exist on government
assistance. The school's free/reduced price lunch count substantiates
that at least 77% of the student population is classified as low-income.
Yet despite the surrounding poverty, the school thrives. It has become
the nicest and visibly most attractive physical structure in the
neighborhood. Sitting high upon the hill, West Hill Elementary provides
an emotional beacon of hope for the community, inspiring promise for the
future.

West Hill Elementary School is committed to providing education of the
highest quality to her students. Maximizing student achievement is the
cornerstone of our daily efforts. This is accomplished by providing
rigorous instruction to all students. West Hill embraces the belief that
all children can learn and that all children can attain high academic
standards given the proper curriculum and instruction. The dedicated
teaching staff at West Hill works tirelessly to insure this. They
challenge each student to reach his/her maximum potential. Through the
use of data analysis and assessment pieces to guide instruction, they
provide the means to make this possible. The goal is for each child to
meet academic and personal success.

Since community involvement and support are essential components in
quality education, West Hill has formed numerous partnerships with local
entities and agencies to help each child achieve that success. Local
churches comprise the West Hill Ministries which offers after-school
tutoring, social programs and evening meals for many students. Local
universities offer college students to aid in the before and
after-school tutoring sessions. The Rotary Club provides businessmen and
women of the community to come into the school to read to the students.
The Lifelong Learning Council of Sharon provides in-school tutoring by
retired community members. Each of these groups, along with many others,
enhances the education of West Hill students.

West Hill Elementary also receives support through its Title 1
School-Wide program. Title 1 funds are used to provide both an on-site
reading specialist and several instructional aides who work
collaboratively with the classroom teachers to increase student
achievement. West Hill met the criteria to be heralded as a Title 1
Distinguished School due to parent involvement and the students'
outstanding academic accomplishments and growth as learners.

The students of West Hill Elementary are encouraged to maximize their
achievement through personal effort. They are encouraged and supported
to pursue their dreams by becoming lifelong learners. Their efforts have
translated into success and high achievement. It is this success that
validates West Hill Elementary School's status as meeting the criteria
of the No Child Left Behind -- Blue Ribbon award.

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

1.  **Assessment Results -- What Do They Mean?**

The assessment results included in the attached (tables I & II)
represent West Hill Elementary School's academic achievement on the
Pennsylvania System of School Assessment (PSSA) from the 2000-01 school
year through 2003-04. The test has been designed by the Pennsylvania
Department of Education as a measure of student progress toward the
States academic standards in reading and mathematics and is administered
to all students in grade five during the spring semester. Results from
the PSSA are provided for individual students, schools and the district
in total. Individual student results are measured against four
identified performance levels, defined by the Pennsylvania Department of
Education as follows:

**Advanced:**  Superior academic performance indicating an in-depth
understanding and exemplary display of the skills included in
Pennsylvania's Academic Standards

**Proficient:**  Satisfactory academic performance indicating a solid
understanding and adequate display of the skills included in
Pennsylvania's Academic Standards;

**Basic:**  Marginal academic performance, work approaching, but not yet
reaching, satisfactory performance. Performance indicates a partial
understanding and limited display of the skills included in the
Pennsylvania's Academic Standards.

**Below Basic:  **Inadequate academic performance that indicates little
understanding and minimal display of the skills included in the
Pennsylvania Academic Content Standards.

The Pennsylvania Accountability System and the federal No Child Left
Behind act require that each student meet the advanced or proficient
performance level to be deemed to have met Adequate Yearly Progress
(AYP). The results of the assessment clearly indicate each student's
academic strength and areas of need in reading and mathematics. Parents
receive a copy of the student's performance levels along with access to
the [Grow Network]{.underline} website which provides access to
additional assessment information and support. To better inform the
parents of their children's progress, the student's report cards were
also revised to indicate progress toward the identified standards.
Building and district results are also provided to the students, their
parents and the community so that all can better understand the academic
expectations of the district. Additional data on the Pennsylvania
Accountability System and the PSSA can be found at
[www.pde.state.pa.us](http://www.pde.state.pa.us/).

The data presented herein indicates that West Hill Elementary has been
consistently making progress toward her goal of having all children
attain proficiency. Four-year trend data indicates that in mathematics
the number of students scoring proficient or advanced has gradually
increased, with a significant upward spike during the 2003-04 academic
year. Reading scores show a similar growth pattern with an upward spike
in the most recent data. Scores for the subgroup populations also
indicate gradual growth. The sharp increase in student proficiency for
the 2003-04 school year can be attributed, in part, to a building-wide
focus on meeting individual student needs. Each of the building's
students was evaluated using a variety of commercial and site-created
assessments. The assessments include: the Developmental Reading
Assessment (student reading level, fluency and comprehension) and the
DIBELS Assessment (student reading readiness in grades K, and both
fluency and comprehension in grades 1-3). Mathematics assessment
includes the use of district designed Curriculum Based Assessment
devices. Using the data gathered as a benchmark, individual student
learning plans are developed and the building staff provides both guided
and independent learning activities for the students based upon their
identified needs.

It is the mission of West Hill Elementary School to create a learning
environment where every child can achieve to his or her greatest
potential. The use of individual student data to drive the daily
instruction and the incorporation of focus guided and independent
learning opportunities for all students have shown great promise as a
means to help the school meet this goal.

2.  **Assessment Drives Instructional Practice**

The staff at West Hill Elementary School collaborates to analyze data,
monitor student progress and plan instruction. A variety of informal and
formal assessments are used to gather data.

Our Instructional Associate (Literacy Coach) along with the Title 1
reading specialist and paraprofessionals provide reading and math
assessments at the beginning, middle and end of the year. The
Instructional Associate, reading specialist and classroom teachers
review results to plan instruction. Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) testing is administered to kindergarten through
third grade students three times each school year. Small groups of
students receive direct instruction to address their deficiencies
through a research-based intervention program. Reports can be printed to
share results with parents and administration. Parents are also involved
through parent participation letters and activities along with their
attendance at a celebration of literacy during which they receive free
take-home books and materials.

The Developmental Reading Assessment (DRA) provides independent reading
levels, while offering information about student fluency rates and
comprehension. Classroom teachers administer DRAs to gather data and
focus instruction. This assessment and the data generated allows for
meaningful conversations with the students which focus on the individual
student strengths and those strategies that may further improve their
reading skills.

Standardized test results drive annual building goals. The principal,
Instructional Associate and teachers meet in September to scrutinize
standardized test results. Decisions are as to needed changes in
curriculum and instruction. Student progress is monitored through data
collections. Responses to literature, aligned with standards, rubrics
and clear expectations, provide information about acquisition of
literacy skills. Math understanding is monitored through three
collections of math journals. The instructional coaches meet with
teachers to provide strategies and develop lessons which are designed to
help each child work toward proficiency. Soft data, including
anecdotal/conference notes, classroom performance and student health and
attendance records, is also collected when the principal meets with
teachers individually. This is done each semester to better know each
child as a learner.

Portfolios allow the students to actively monitor their own work. The
students are responsible for providing entries into the portfolios and
are required to respond to questions about how and why they chose
samples for their portfolio. Portfolios are shared with parents
throughout the school year and the parents are encouraged to respond to
this collection of their child's work.

At the end of each school year, data is analyzed and results reported
through statistical analysis. Collaboration is the key to successfully
and efficiently gathering and analyzing data, monitoring student
progress, and planning curriculum and instruction to meet the needs of
West Hill's student population.

3.  **Communicating our Work.**

West Hill Elementary realizes the importance of communication between
school and students, school and home, and school and the community.
Building that bridge between home and school is an essential component
in increasing student achievement. This is the rationale for sharing
information about student performance and why it is done on a regular
basis. It is a focus for both teachers and administrators.

At West Hill Elementary, teachers communicate daily with their students
through conferences, which helps to determine the subsequent
instruction. Personal letters and notes are sent on a regular basis to
parents. Individual student progress is formally reported to parents
eight times during the school year using both a progress reporting model
as well as traditional report cards. The district has instituted new
report cards for the current school year, which are designed to mirror
the instructional practice in the classroom. Student growth is measured
as it relates to proficiency in the standards rather than the
traditional alpha-numeric grading scale format. Finally, both telephone
and in-person conferences are held with each parent.

The *West Hill Times* newsletter and the Sharon City School District
quarterly publication, *Expressions,* are additional methods of
communication with parents and the community at large. At monthly Sharon
City School Board of Education meetings assessment data is often shared
with community members and the press.

West Hill Elementary nurtures a climate that is conducive to, not only,
parent communication but also parent and family involvement. Classroom
and building celebrations are held on a monthly basis at West Hill
Elementary. Their purpose is to celebrate student work and
accomplishments. Parents and community members are always invited to
participate in these celebrations. Throughout the school year
informative and practical workshops are provided for parents. Discussion
groups are also held in conjunction with the monthly Parent Teacher
Organization (PTO) meetings. West Hill Elementary encourages all parents
to be informed and involved in the education of their children. This is
achieved through deliberate and purposeful communication with all
stakeholders in our culturally diverse community.

4.  **Sharing our Success**

The successes experienced at West Hill Elementary School have been and
will continue to be shared with other schools in a variety of ways. The
school has opened its doors to instructional teams from throughout the
Commonwealth on a regular basis. These teams accompany district staff on
learning walks that occur monthly in the building. The learning walks,
focused on improving quality instructional practice, are followed by
debriefing sessions during which the visiting teams are provided
materials, ideas and training. Members of the West Hill staff have also
annually presented at regional and state seminars and conferences.

District professional development training sessions are made available
to all district employees as well as our paraprofessionals and
substitute teachers so that everyone who interacts with our children has
been well versed in our curriculum and programming. The district holds
monthly grade-level meetings focused on curriculum planning. Each of the
grade level teams is directed by an administrator or instructional coach
who directs the agenda and keeps the teams focused on curriculum
planning. Within the community, the local media serves as a vehicle to
share the success of the school. Local newspapers (The Herald and The
Vindicator), television media outlets (WFMJ, WYTV, WKBN) and radio
stations (WPIC, Y103) provided opportunity to highlight the success of
the school. The district also publishes *Expressions*, a community
newsletter twice during the school year. This newsletter, which is
shared with the entire Sharon community, focuses entirely on the
district programming and achievements.

West Hill Elementary will continue to open its doors and share its
accomplishments with our peers and those who are focused on improving
the quality of teaching for all children in our region and beyond.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum Design -- Achieving to Higher Standards**

West Hill Elementary's curriculum is standards-driven. It is based upon
the New Standards Project as well as the National and Pennsylvania
Academic Standards. These standards are not only evident during
instruction, but they are required to be included in all lesson plans
and to be posted with every hall display.

In addition, West Hill uses the balanced literacy framework that follows
the gradual release of responsibility model, which includes both guided
and independent practice. Lucy Calkins' approach provides the framework
and support for teachers to deliver both effective and academically
rigorous instruction. The various components used in this framework
allow us to successfully meet the needs of all of our students. Reading
and Writing Workshop focus on numerous reading and writing processes.
Schedules are formatted for a 90 minute uninterrupted literacy block
which enables a smooth transition from reading to writing instruction,
providing an optimal way to preview and review skills from both
disciplines.

Furthermore, our balanced literacy program involves numerous processes
to strengthen reading, writing and word study. Each classroom teacher
plans carefully to include read alouds, shared reading, differentiated
reading instruction (based on the students' reading level), independent
reading, shared writing, interactive writing, writing workshop, word
study, phonics, and phonemic awareness in the literacy block. The
teaching staff uses a variety of methods and materials (such as music,
art, science, social studies, and hands-on manipulatives) throughout the
school day in order to reinforce the skills being taught.

Because students need explicit instruction that is based on a
developmentally appropriate scope and sequence tied to meaningful
experiences, our learning goals and objectives are based on monthly
units of study that are specific to each grade level. The teachers
conference with students on a daily basis in order to plan future
instruction suited to their needs. Conferencing gives teachers the
knowledge that they need to plan whole group instruction as well as
small, guided groups and individualized lessons in order to maximize
student progress.

All students at West Hill are provided instruction in mathematics that
will enhance their opportunities throughout their lives.
Student-centered instruction focuses on conceptual math, problem solving
and computation. Instruction is enhanced through the use of
manipulatives.

The art and technology programs of West Hill are provided for all
students in grades one through six. In art, students will experience
artistic expression through thematic units, art history, art production
and the elements of art. In our state-of- the-art computer lab, the
primary focus is to extend learning experiences taking place in the
classrooms with the help of technology. All students who have completed
parental consent forms have the opportunity to utilize the Internet
capabilities of the lab thus extending their world. This focused use of
technology is very important to our students, most of whom do not have
computer/technology availability at home. It is our goal to prepare
students with the skills necessary to thrive in today's world of
technology.

Currently English Language Learners constitute 5 % of West Hill's
population. Curriculum and instruction for this student population has
been aligned with both the Pennsylvania academic standards and Teachers
of English to Students of Other Languages (TESOL) Standards. These
standards are posted in student-friendly vocabulary. Learners can state
which standard they are working on, when asked. A shift in the
curriculum is occurring with the January 2005 release of the English
Language Proficiency Standards from the Pennsylvania Department of
Education

We feel that by providing educational opportunities through a balanced
curriculum, delivered by a highly qualified, professional staff, we are
preparing the students of West Hill Elementary for the ever-changing
society in which they live.

[]{.mark}

**2a. Reading Instruction -- Balance and Intensity**

Supporting children in composing rich, literate lives is the ultimate
literacy goal for children in the West Hill Elementary School. A
balanced and comprehensive approach to the teaching of reading and
writing is critical for supporting growth of readers and writers. The
foundation of this balanced approach to literacy instruction is
immersing children in literature from a variety of genres and authors:
"lives that are filled with literature are filled with knowledge"
(Calkins, 2001).

Read Alouds are the most effective way to engage children in literature
and demonstrate reading behaviors. Reading aloud improves students'
reading, writing, speaking, comprehension and listening skills and most
importantly their attitudes towards reading, which are critical to
reading success. At West Hill Elementary, students are engaged daily in
a Read Aloud where they make connections between the book, their lives,
other books and the world around them. They engage in accountable talk,
discussing the book deeply with the reading community and supporting
their ideas with evidence. After engaging in rich text discussions,
readers are also expected to respond to literature independently.
Written responses to literature include personal connections with the
text, a summary of the text, identification of the "Big Idea" and an
evaluation of the author's craft. With explicit instruction and support,
students can apply the strategies and behaviors learned during Read
Aloud time to their independent reading and writing lives.

Children benefit from daily opportunities to read books they choose for
themselves for their own purposes and pleasures. Independent reading
time provides children this time to experience "real" reading. At this
time, the teacher is a "decision maker" and "kid watcher". This time
provides the teacher with the opportunity to mentor children in creating
a literate life. It is through individual reading conferences, shared
reading, and differentiated reading groups that the teacher can mentor
children in creating a literate life. Instructional decisions are made
based upon students' needs, therefore learning is relevant to the
children's reading lives and is immediately applicable. The independent
reading workshop is the closest we come to seeing how children live
their reading lives outside of the school.

3.  **Writing Instruction -- A Workshop Approach**

Writing is another curricular area in which West Hill Elementary school,
as well as the entire district, takes pride. The Sharon City School
District has partnered with the Reading and Writing Project of Columbia
University's Teachers College. Extensive staff development has been
dedicated to training the entire staff in Writing Workshop and its
direct correlation to reading.

Writing Workshop is a process where every member of the writing
community is immersed daily in writing in their Writers Notebook.
Children are "marinated" in quality literature and use these "mentor and
touchstone" texts to support their own writing. Children learn
punctuation, descriptive language, and literary elements from real
writers and apply their learnings in real writing rather than on
workbook pages or ditto sheets.

The needs of the writers drive the writing workshop. Teachers confer
with students during their writing time and provide individual
instruction. Teachers also "make students famous" for strategies they
use. These students then serve as mentor authors for other members of
the writing community. The students independently work through the
writing process: collecting seeds, selecting a seed idea, nurturing a
seed idea, drafting, revising, editing, and publishing, with the support
of the teacher and their peers.

The publication celebration is the pinnacle of the writing process.
Parents, community members, administrators, and other classes share in
celebrating the newest publishings of the writing community. Hors
d'oeuvres, quiet music and comment booklets fill the classrooms as they
are transformed into Writing Galleries. The implementation of writing
workshop has created a culture where writing is truly valued by the
students, teachers, parents and the community. It has created
partnerships between teachers and students, not only in different
classrooms, but also in other school buildings. Writing workshop has
opened our eyes and our hearts after students truly share themselves in
writing. We ARE living our lives differently because WE ARE WRITERS!

4.  **Instructional Strategies that Drive Student Learning**

Research-based instructional methods permeate all curricular areas
creating purposeful and effective instruction. The West Hill staff uses
the Architecture of Effective Minilessons that follow the same structure
everyday in all disciplines. Instruction begins with a connection to the
previous day\'s work. The teaching point is then clearly made to the
learner by the phrase "Today I am going to teach you ...." The teacher
will model his/her expectations for the students and he/she will follow
up by actively engaging every learner. At this point all students are
given an opportunity to try what the teacher has just taught. The
teacher reminds the students that they are now responsible for
continuing this practice, not just today, but today and everyday. The
students will then begin to work independently on the task at hand while
the teacher conferences with individual students as well as with small
groups of students with the same need. At the end of the work session
the students are gathered for a whole group share. It is at this time
that students are "made famous" for their work or individual successes
and/or struggles can be discussed.

Current brain-based research influences cross-curricular instructional
practices. Cooperative learning promotes skill development through
student- to-student dialogue. Students accept responsibility for their
own learning through accountable talk and self-monitoring progress.
Differentiated instruction provides the opportunity for student choice.

Teachers at West Hill Elementary employ a variety of instructional
strategies and methods to teach every child. One to one direct
instruction and flexible grouping complete the repertoire of
instructional strategies used to improve student achievement.

5.  **Professional Development -- Impacting Teaching AND Learning**

Research clearly indicates that improving student academic achievement
is directly related to improving the quality of instruction within the
individual classrooms. To this end the Sharon City School District and
West Hill Elementary School focuses five full days and 18
"early-dismissal days" during the academic year to professional
development. As part of a joint effort with the local teaching
association, the negotiated labor contract includes additional work time
each Tuesday to allow for quality staff training as well as nine hours
of professional development time, outside of the regular workday
throughout the year for staff to self-select training. Bargaining Unit
agreements also annually provide for \$10,000 of local funds for
teachers to use when selecting off-site professional development
training.

District sponsored professional development activities are coordinated
by the professional development team. This team, composed of teachers,
paraprofessionals, principals and central office staff meets monthly to
conduct needs assessments, plan full-day and partial-day professional
development programming and summer training sessions. The district also
has formed partnerships with Slippery Rock University, Columbia
University and its Teacher's College, and the University of Pittsburgh
and its Learning, Research and Development Center to provide ongoing
training and research opportunities. Staff from our higher education
partners provides onsite training for our staff members on a regular
basis.

The impact of this intensive professional focus is evident through not
only the assessment scores but in the day-to-day interactions that occur
within the building itself. The emphasis on student work and improving
instructional practice can be seen in displays of student work that are
tied to the academic standards. All classrooms are filled with activity
focused on the student's academic success and personal growth. The
community of West Hill Elementary School strives to use every available
resource to ensure that all students are academically, socially and
personally successful. As a result, the professional development
activities provided enable the staff to meet the needs of all students
and every achievement level.

**PART VI - ASSESSMENT RESULTS**

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

# Grade 5 Mathematics

Publisher: [Data Recognition Corporation]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                            April       April       April       April

  **SCHOOL SCORES**                                                            

  \% At or Above Below Basic               100         100         100         100

  \% At or Above Basic                     100         73          88          94

  \% At or Above Proficient                89          57          47          71

  \% At Advanced                           66          16          22          26

  Number of students tested                35          44          49          31

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1.\_[Economically                                                            
  Disadvantaged]{.underline} (specify                                          
  subgroup)                                                                    

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

  \% At or Above Basic                     100         88          \*          92

  \% At or Above Proficient                86          49          \*          71

  \% At Advanced                           59          13          \*          25

  Number of students tested                22          31          0           28

  2\. [White]{.underline} (specify                                             
  subgroup)                                                                    

  \% At or Above Below Basic               100         100         100         100

  \% At or Above Basic                     100         73          87          94

  \% At or Above Proficient                96          56          50          71

  \% At Advanced                           88          17          26          27

  Number of students tested                25          36          38          22

                                                                               

  **STATE SCORES**                                                             

  \% At or Above Below Basic               100         100         100         100

  \% At or Above Basic                     80          78          75          78

  \% At or Above Proficient                62          56          53          53

  \% At Advanced                           37          28          26          23
  ---------------------------------------- ----------- ----------- ----------- -----------

\* The Commonwealth of Pennsylvania does not report demographic scores
for subgroups with an n-count of fewer than 10 students. For this site
economically disadvantaged and white ethnicity were are the only two
categories for which data can be reported. Data for the 2001-02
economically disadvantaged subgroup was not reported in state testing
documents. No explanation could be found in the literature for that year
to explain the discrepancy.

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

# Grade 5 Reading

Publisher: [Data Recognition Corporation]{.underline}

  ---------------------------------------- ----------- ----------- ----------- -----------
                                           2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                            April       April       April       April

  **SCHOOL SCORES**                                                            

  \% At Below Basic                        100         100         100         100

  \% At Basic                              100         68          80          71

  \% At Proficient                         83          38          49          35

  \% At Advanced                           63          11          10          3

  Number of students tested                35          44          49          31

  Percent of total students tested         100         100         100         100

  Number of students alternatively         0           0           0           0
  assessed                                                                     

  Percent of students alternatively        0           0           0           0
  assessed                                                                     

                                                                               

  SUBGROUP SCORES                                                              

  1.\_[Economically                                                            
  Disadvantaged]{.underline} (specify                                          
  subgroup)                                                                    

  \% At Below Basic                        100         100         \*          100

  \% At or Above Basic                     100         61          \*          92

  \% At or Above Proficient                87          42          \*          71

  \% At Advanced                           64          0           \*          25

  Number of students tested                22          31          0           28

  2\. [White]{.underline} (specify                                             
  subgroup)                                                                    

  \% At Below Basic                        100         100         100         100

  \% At or Above Basic                     100         67          79          64

  \% At or Above Proficient                84          36          53          37

  \% At Advanced                           72          11          11          5

  Number of students tested                25          36          38          22

                                                                               

  **STATE SCORES**                                                             

  \% At Below Basic                        100         100         100         100

  \% At or Above Basic                     82          78          80          77

  \% At or Above Proficient                63          58          57          56

  \% At Advanced                           34          27          18          20
  ---------------------------------------- ----------- ----------- ----------- -----------

\* The Commonwealth of Pennsylvania does not report demographic scores
for subgroups with an n-count of fewer than 10 students. For this site
economically disadvantaged and white ethnicity were are the only two
categories for which data can be reported. Data for the 2001-02
economically disadvantaged subgroup was not reported in state testing
documents. No explanation could be found in the literature for that year
to explain the discrepancy.