##### *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 [Ms. Clarietta Davis]{.underline}

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

Official School Name [Venetian Hills Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1910 Venetian Drive, SW]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Atlanta Georgia 30311 - 4034]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_[Fulton]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ State
School Code
Number\*\_\_\_\_\_\_[NA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 404 ) 752-0736]{.underline} Fax [( 404 )
404-752-0028]{.underline}

Website/URL
<http://www.atlanta.k12.ga.us/content/schoolprofile.aspx?id=100039>

E-mail <crdavis@atlanta.k12.ga.us>

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. Beverly L. Hall]{.underline}

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

District Name [Atlanta Public Schools]{.underline} Tel. [( 404 )
802-3500]{.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 Ms. Kathleen Pattillo (Specify: Ms., Miss, Mrs.,
Dr., Mr., Other)

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

. Number of schools in the district: [\_59\_\_]{.underline} Elementary
schools

[\_16\_\_]{.underline} Middle schools

\_\_[0]{.underline}\_\_ Junior high schools

[\_13\_\_]{.underline} High schools

\_\_[9]{.underline}\_\_ Other

[\_97\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 10,424]{.underline} Source: APS
General Fund Budget 2005-06

Average State Per Pupil Expenditure: [\$\_6,818]{.underline}\_ Source:
State Report Card Summary 2004-05

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

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\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

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

  **K**       27        44                     **71**       **8**                             

  **1**       38        37                     **75**       **9**                             

  **2**       29        33                     **62**       **10**                            

  **3**       28        29                     **57**       **11**                            

  **4**       34        30                     **64**       **12**                            

  **5**       26        30                     **56**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **385**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % White

the school: [100\_]{.underline} % Black or African American

\% 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:
[**\_56\_%** (2005-2006 school year)]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      102
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      86
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    188
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 338
                            the school as of October 1  

  **(5)**                   Total transferred students  .556
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           55.6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[3]{.underline}\_\_\_%

[\_\_11\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_1\_\_\_]{.underline}

Specify languages: Various African languages

9\. Students eligible for free/reduced-priced meals: \_[93%]{.underline}

Total number students who qualify: [\_359]{.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:
[\_\_7\_\_\_\_]{.underline}%

[\_ 25\_\_\_\_]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[6\_\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness \_[4]{.underline}\_\_Specific Learning Disability

\_[2\_]{.underline}\_Emotional Disturbance [13\_\_]{.underline}Speech or
Language Impairment

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

> \_\_\_\_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}
[\_\_\_0\_\_\_\_]{.underline}

Classroom teachers [\_\_24\_\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_5\_\_\_]{.underline}
[\_\_\_3\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_4\_\_\_]{.underline}
[\_\_\_1\_\_\_\_]{.underline}

> Support staff [\_\_\_7\_\_\_]{.underline}
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_\_[41]{.underline}\_\_\_
> \_\_\_[8\_]{.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 \_[18:1]{.underline}\_

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

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

  Daily student attendance  **97 %**    **98 %**    **97 %**      **98 %**      **96.5 %**

  Daily teacher attendance  **93%**     **90%**     **94%**       **Data not    
                                                                  available**   

  Teacher turnover rate     **\* 25%**  **10 %**    **Data not                  
                                                    available**                 

  Student dropout rate      **N/A**     **N/A**     **N/A**       **N/A**       **N/A**
  (middle/high)                                                                 

  Student drop-off rate     **N/A**     **N/A**     **N/A**       **N/A**       **N/A**
  (high school)                                                                 
  ------------------------- ----------- ----------- ------------- ------------- -----------

\*In the 2005-2006 school year, the teacher turnover rate was 25% (7
vacancies):

-   2 classroom teachers became instructional coaches within the
    building

-   2 additional teacher positions were added due to increased student
    enrollment

-   2 teachers sought other professions

-   1 teacher transferred to another school

    **[PART III ‑ SUMMARY]{.underline}**

The mission of Venetian Hills Elementary School is to provide our
students with a supportive, caring, and safe environment where high
academic expectations, self-motivation, self-esteem, good character and
healthy lifestyles are promoted. The educational environment and the
teaching strategies implemented are designed exclusively to meet the
goals and objectives of a strong curriculum.

Venetian Hills opened in 1954 and is located in the Southwest quadrant
of Atlanta. The residential community consists of 1,720 properties, and
is comprised of low-income, single-family dwellings. Venetian Hills is a
school-wide Title 1 site serving kindergarten through fifth grade
students. The student population is 100% African-American. Ninety-three
percent (93%) of Venetian Hills' students are on free or reduced price
lunch.

The staff consists of 38 certified teachers and 10 classified staff with
a diverse range of teaching experience. Venetian Hills has a team of
professionally trained staff members who participate in continuous
improvement through school-based Professional Learning Communities, and
by attending local and national conferences. Seventy percent (70%) of
Venetian Hills' teaching staff possess degrees at the Master's level or
higher.

The faculty and staff of Venetian Hills are diligently working to
academically prepare our students by implementing four (4)
interdependent components of Project GRAD: Success For All, Move It
Math, Consistency Management Cooperative Discipline and Communities In
Schools. Project GRAD is a comprehensive reform model that focuses on
improving the quality of the curriculum and teaching, as well as on
increasing academic standards for student performance. Reading First, a
researched-based reading program, is also implemented as a supplemental
program to eliminate the gaps in the core reading program.

Venetian Hills is committed to achieve and maintain high levels of
collaboration, communication and family involvement to improve students'
academic and personal development. On a weekly basis, our school
partners, the Pamona Park Community and Alpha Kappa Alpha Sorority,
Inc., support our students in reading, and parents often volunteer in
the classrooms. Our most recent partner, Georgia Power Company, provides
monetary support for student incentives and achievement celebrations to
encourage and promote academic performance. Parent workshops keep
parents abreast of upcoming events and activities and provide them with
effective ways to work with their child(ren) at home.

Students are given opportunities to engage in a variety of clubs and
enrichment activities. Some of the activities include storybook
character celebrations, Spelling Bee and Math Bee Competitions, "Get
Caught Reading", Male and Female Read-a-Thons, Book Club, Math Club,
Chess Club and Spelling Club.

Venetian Hills has been a recipient of several honors and awards. We
were recognized as a 2006 Georgia Title 1 Distinguished School. In
October 2006, we received accolades from the district superintendent for
meeting 100% of our academic targets set by the district for the
2005-2006 school year. Venetian Hills was also recognized by the
governor of Georgia as a 2006 Platinum Award winner for the greatest
gain in meeting and exceeding academic state standards. The 2005-2006
Standard Bearer School banner was presented by the district
superintendent to Venetian Hills for exceeding the state average in
Mathematics. Last but not least, Ms. Clarietta Davis was honored as a
2006 High Performing Principal in Georgia for improving student
achievement.

It is our goal to create a community of independent, life-long learners
equipped to think critically and analytically. The faculty and staff of
Venetian Hills are diligently working to prepare all students to become
competitive, productive, and contributing citizens.

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

**1. Assessment Results**

Since the spring of 2000, Venetian Hills Elementary has been
administering the Georgia Criterion Referenced Competency Test (GCRCT).
The GCRCT is a state-mandated end-of-year assessment. The results from
this assessment measure how well students acquire the skills and
knowledge in all content areas described in the Georgia Quality Core
Curriculum (QCC) and the new curriculum that the state is slowly phasing
in called the Georgia Performance Standards (GPS).

The GCRCT yields disaggregated reports on academic achievement at the
student, class, and school levels. These reports provide student
performance information for subgroups such as regular program students,
special education students, gender, and race/ethnicity. As defined by
the state, 40 students or 10% of the total student population (whichever
is greater) constitute a subgroup. Venetian Hills' subgroups are African
American students (100%), and students who are economically
disadvantaged (93%), which reflect the majority of the population.

The GCRCT has three performance levels: Exceeds the Standards, Meets the
Standards, and Does Not Meet the Standards. Scores on all reports are
expressed as scale scores. With the phased-in implementation of the GPS,
the GCRCT now has two systems of scale scores -- one for the grades and
content areas still based on the Georgia QCCs and the other for those
grades and content areas that have transitioned to the GPS. The
performance levels and scaled scores are:

-   Exceeds -- Level I (QCC: At or above 350 / GPS: At or above 850)

-   Meets -- Level II (QCC: 300-349 / GPS: 800-849)

-   Does Not Meet -- Level III (QCC: Below 300 / GPS: Below 800)

An analysis of the GCRCT scores for 2002-2003 indicated that the
percentage of students meeting and exceeding standards across all
content areas was 84%. During this school year, a new principal was
assigned to Venetian Hills. In 2003-2004 the percentage of students
meeting and exceeding standards across all content areas was 82%.
Although we met Adequate Yearly Progress (AYP), there was a slight
decrease in the percentage of students meeting and exceeding standards.
Test scores for 2004-2005 indicated that the percentage of students
meeting and exceeding standards was 86.73%. This percentage reflected a
gain of 4.72% from the prior year. In 2005-2006, test scores showed that
91.52% of our students met and exceeded standards. This percentage
reflected a gain of 5.77% from the previous year. For two consecutive
years, Venetian Hills experienced an increase in standardized test
scores. As a result, Venetian Hills was one of the schools that received
the 2006 Platinum Award for Greatest Gain in Percentage of Students
Meeting and Exceeding Standards from the Governor's Office of Student
Achievement. The website where information on the state assessment
system may be found is [www.gaosa.org/](http://www.gaosa.org/).

**2. Using Assessment Results:**

> The results from the Georgia Criterion Referenced Competency Test
> (GCRCT) measure how well students acquire the skills and knowledge in
> all content areas described in the Georgia Quality Core Curriculum
> (QCC) and the Georgia Performance Standards (GPS). The instructional
> staff analyzes results by discipline, gender, grade level and
> homeroom. Data analyses also focus on students with disabilities,
> students with limited English proficiency, and students who are
> economically disadvantaged. In addition to the state assessment,
> teachers use bi-annual benchmark tests and weekly assessments to
> measure student progress toward the acquisition of standards, and to
> inform instructional practice. Flexible grouping is employed across
> the curriculum based on pre- and post- test assessments, weekly and
> eight-week assessments (i.e., the Scholastic Reading Inventory, math
> inventory assessments, and performance tasks). Every eight weeks,
> students are assessed on mastery of skills in reading and math. Based
> on these assessments, students that attain mastery in reading move to
> the next skill level group. Also, DIBELS (Dynamic Indicator of Basic
> Early Literacy Skills), a Reading First diagnostic and screening tool,
> is administered three times a year to monitor student progression in
> grades K-3.
>
> Specifically, teachers determine the percentage of students that miss
> test items by domain/content area. As a result, individual student
> strengths and weaknesses are targeted. With this information as a
> guide, teachers work collaboratively to create and implement lessons
> to improve student achievement. Flexible grouping is also utilized to
> differentiate instruction based on students' needs and learning
> styles.
>
> Additionally, students in need of intervention participate in daily
> tutorial during and after-school. An extended day program on Mondays
> from 2:30 pm--6:00 pm affords accelerated students the opportunity to
> extend their critical thinking and problem-solving abilities through
> research-based projects, presentations, and Book and Math Club
> activities.

**3. Communicating Assessment Results:**

A variety of strategies are used to communicate to all stakeholders. A
*Thursday Packet* is sent home with samples of graded student work and
other pertinent school information. Parents are asked to read, sign, and
return a comment sheet the following day. Monthly progress reports are
sent home the last Thursday of each month outlining grades in the core
academic areas.

Each quarter a parent night is held to discuss curriculum,
researched-based strategies used in the classroom, teacher expectations,
assessment data and state testing procedures. These meetings provide
parents the opportunity to become informed about our reform programs,
school and district policies, and school and district wide assessments.
These meetings focus on strategies for parents to reinforce homework,
positive work habits and discipline.

PTA meetings are held monthly. State-wide performance data and
curriculum updates are provided to parents during these meetings.
Students' strengths/weaknesses and strategies for improvement are
discussed during weekly conferences.

Report cards are issued four times a year. Deficiency notices are also
issued four times a year, five weeks prior to the report cards. These
deficiency notices are given to students who are experiencing academic
difficulty, and allow teachers, parents and students ample time to plan
and implement strategies for improvement.

**4. Sharing Success:**

We believe in developing and maintaining a cohesive relationship with
other schools in the district. Venetian Hills participates in
Professional Learning Communities with other Project GRAD and Reading
First schools. During these collaborative sessions the facilitators,
consultants, and coaches discuss their school's data, content standards
and instructional strategies. Administrators share effective practices
in an effort to improve teaching and learning. The principal at Venetian
Hills also makes site visits to local schools to share and collaborate
with other instructional leaders. Our school also participated in
Panasonic's Leadership Associates Program (L.A.P.). Two classroom
teachers and the principal discussed strategies that helped our students
achieve in mathematics.

Venetian Hills submits weekly media tip sheets that target our school's
success and upcoming events for district publication. Lastly, our school
has served as a demonstration site for Project GRAD. Being a
demonstration site allowed other schools in our district opportunities
to observe reading and math instruction and to note strategies and best
practices that may be used to improve the quality of instruction at
their sites. These and other activities will continue to provide
opportunities for Venetian Hills to share our successes with other
schools.

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

**1. Curriculum:**

Venetian Hills began implementing Project GRAD during the 1999-2000
school year. The Success For All (SFA) reading component of Project GRAD
is tailored to provide instruction based on students' functional reading
level, including students identified in the lowest quartile, those with
special needs and students with limited English proficiency. This
program provides 90 minutes of uninterrupted reading instruction and
features direct strategy instruction with guided practice, cooperative
grouping and other research-based strategies that boost student
achievement in reading. Reading tests are administered using the same
format as the [Georgia Criterion Referenced Competency Test]{.underline}
([GCRCT]{.underline}) and norm-referenced tests identified by the system
and state. The data is utilized to identify students' weaknesses and
strengths and to group them for instruction. Based on performance,
students in first through fifth grades are regrouped every eight weeks.
All certified staff are implementing the SFA reading program in our
school.

Our mathematics curriculum (Move-It-Math) consists of a daily 90-minute
block that focuses on problem solving, warm-up skills, direct
instruction, center-based math activities, homework discussions and
reflections about the daily lesson. Students have opportunities to use
manipulatives regularly, work with peers to solve math problems, and
review skills previously mastered. Students are administered quarterly
assessments to determine growth and gains made in math.

Social studies, science, art, music, French, and health are taught
through concept-based units (CBUs). CBUs allow the students to
participate in a hands-on approach to learning by creating projects,
researching topics, writing essays, stories and poems, and delivering
presentations, all guided by standards-based rubrics. The CBUs consist
of approximately nine weeks of instruction ending with a celebration of
student learning. Student work is displayed prominently throughout the
building and parents are invited to watch creative student
demonstrations of learning as the capstone to rigorous instruction.
Teachers plan for CBUs instruction twice a week during their common
planning time. The model teacher leaders and our instructional
specialist trained teachers on how to meet the curriculum standards and
effectively implement the CBUs.

Based on the Georgia Performance Standards and the Quality Core
Curriculum, teachers work collaboratively to develop instructional
learning units focusing on a central concept. Past CBUs have explored
the concepts of Cultural Unity and Diversity, Systems, and Change.

The faculty and staff of Venetian Hills Elementary School are committed
to providing a hands-on, intriguing, motivating, life-long educational
experience to all students who enter our school.

**2a. Reading:**

Our school selected the Project GRAD reform model after visiting a
Success For All (SFA) school in Houston, Texas. That school posted great
gains and results for students working below, on and above grade level.
The program emphasized prevention and early intervention to anticipate
and solve any learning problems. We believed that SFA, a component of
Project GRAD, would improve our students' reading skills.

SFA is a research-based program tailored to provide instruction based on
the functional reading level of each student. The program is 90 minutes
of uninterrupted daily reading instruction and is aligned with the
Quality Core Curriculum and Georgia Performance Standards. Beginning in
first grade, children are grouped across classes and grades by reading
level abilities, giving most teachers the opportunity to work
intensively with students on one reading level. Assessments are
administered every eight weeks to determine whether adequate progress is
being made and if tutoring or family support services are needed.

SFA features activities and performance tasks that address the needs of
the visual, auditory, tactile, and kinesthetic learner. Heavy emphasis
is placed on the five elements of reading: phonemic awareness, phonics,
vocabulary, fluency, and reading comprehension. Teachers use graphic
organizers to help develop students' ideas. Cooperative learning is
embedded throughout the program and focuses on individual
accountability, common goals, and recognition of group success. Students
participate in small group discussions and use self-questioning,
prediction strategies, clarification and summarizing strategies.
Students are engaged in story mapping activities to increase higher
order thinking and critical analysis skills.

Daily lessons are modeled and monitored using think-aloud strategies for
literal and inferential comprehension. Teachers read to students daily
as a way to model fluency and encourage recreational reading. Students
are encouraged to read 20 minutes daily at home. Opportunities are
provided daily for students to respond creatively to literature through
non-traditional book reports and summaries.

Reading First is a new program that is utilized in kindergarten through
third grade classes. These students receive an additional 30 minutes of
daily reading focused on the reading elements of fluency, vocabulary,
phonemic awareness, phonics, and comprehension. Teachers create literacy
intervention centers to address student deficiencies in these elements
of reading. Students work in centers with interactive, hands-on, and
researched-based activities to strengthen identified areas of weakness.
They are tested bi-weekly to monitor their progress toward mastery.

The language arts block is 30 minutes and features the Shurley English
Method. With this method, students are exposed to various songs,
acronyms and learning methods to build skills in grammar and mechanics.

**3. Additional Curriculum Area:**

Many changes are taking place in Georgia's classrooms, making it
difficult to keep up with new policies, legislative mandates, and
recommendations. However, one recommendation from government, education,
and business leaders is to increase emphasis on math and science
instruction in public schools. At Venetian Hills, it is imperative that
instructional practices reflect the learning styles of the students.
Venetian Hills adopted MOVE IT Math (Math Opportunities, Valuable
Experience, Innovative Teaching) as a reform model that expects success
in mathematics for all students by integrating skills with a strong
foundation of conceptual understanding. MOVE IT Math implementation
means using manipulatives to build conceptual knowledge. Instruction
begins with the concrete and transitions to the abstract.

MOVE IT Math is organized around the five content standards and five
process standards of the National Council of Teachers of Mathematics.
Within a daily 90-minute time frame for grades one through five (60
minutes for kindergarten), MOVE IT Math utilizes daily problem solving,
skill development, and carefully selected manipulatives to develop
necessary concepts for real success in mathematics while addressing a
variety of learning styles.

Instructional pacing is vital for the successful learning of mathematics
concepts. The daily math block is broken down into shorter segments,
allowing for individual focus, cooperative grouping, whole class
instruction, application time, and varied center activities (review,
extension, practice, and individualized instruction). Daily instruction
ends with reflection, which is important for processing the learning
that has taken place.

In order for any school to guide and stimulate the development of
students, the faculty and staff must plan, implement, and evaluate an
educational program that allows students to develop to their maximum
potential. MOVE IT Math provides hands-on, captivating, encouraging, and
real-life experiences to all students at Venetian Hills.

**4. Instructional Methods:**

Venetian Hills has a four-tiered Pyramid of Intervention which is a
systematic plan of instruction to address the needs of all students. The
strategies in the bottom tier are for *all* students. Students are
placed into higher tiers based on assessed needs. The higher the tier,
the more intense the intervention becomes.

All students at Venetian Hills receive research-based, hands-on
instruction in all subject areas. We have implemented two of Robert
Marzano's research-based strategies for increasing student achievement:
nonlinguistic representations and identifying similarities and
differences. These instructional strategies can be used to help students
understand content in a variety of ways. Students engage in tasks that
involve comparisons, classifications, metaphors, and analogies. They
also use graphic organizers, physical models, and role-playing/pantomime
to synthesize and demonstrate learning.

Additional instructional strategies implemented at Venetian Hills
include standards-based teaching, flexible grouping, and the
incorporation of summarizing and note taking. The instructional methods
are considered highly effective; however, progress monitoring of
students' academic performances helps the teacher and the instructional
team plan effective intervention for individual students.

Technology is a major component during the implementation of the
literacy and math centers. Teachers are also encouraged to design
lessons using instructional technology by visiting our newly established
computer lab. The use of instructional technology also allows an
alternative method for differentiated instruction.

As outlined in our Pyramid of Intervention, teacher tutors, peer tutors
and/or volunteers provide daily assistance to identified students based
on teacher recommendations and student data. We have implemented Book
Buddies and Math Mates that are peer tutors for math and reading. The
student tutors reinforce skills and concepts previously taught by the
teacher. The reading and math coordinators consistently monitor
students' progress and make necessary modifications.

**5. Professional Development:**

Structural features of professional development that significantly
affect teacher learning include meaningful activities, the collective
participation of the teachers from the same grade level and/or subject,
and learning communities. Along with these features, quality
professional development at Venetian Hills is characterized by a focus
on content knowledge, opportunities for active learning, and data
analysis. These key elements and features make professional development
effective at Venetian Hills.

Extensive training on the Project GRAD reform model is required. The
program coordinators and designated master teachers provide ongoing
demonstrations at weekly common planning meetings. The principal,
instructional specialist, and/or program coordinators monitor teachers
during weekly observations and provide feedback during grade level, SFA
component, and staff meetings.

Teachers often request short how-to sessions to refresh the knowledge
they acquired from their experiences in professional development
sessions. Other sessions focus on vertical planning across grades,
examination of a particular content standard, or reflection on student
products from a particular content area. These sessions are often led by
the instructional specialist and program coordinators.

Ongoing professional development sessions are provided for teachers
throughout the school year. They are structured for deep learning and
understanding. The topics are selected based on needs of the teachers
and fulfillment of goals as determined by the Instructional Team.

Additionally, a Teacher Mentoring program was established at Venetian
Hills for new and novice teachers (0-3 years of experience). New
teachers are assigned a certified Teacher Support Specialist to assist
them with:

-   Organization

-   Management

-   Curriculum/Instruction

-   Record Keeping

-   Conferencing with parents

Bi-monthly meetings are held by the principal and the instructional
specialist to dialogue with new teachers about their successes and
challenges. Demonstrations are conducted during these sessions to model
the components of a good lesson. Enrichment teachers are trained to
assist the homeroom teachers during grade level and faculty meetings.

**[PART VII - ASSESSMENT RESULTS]{.underline}**

**GEORGIA CRITERION-REFERENCED TESTS**

**Data Display Table for Reading, English/Language Arts, and
Mathematics**

**Disclaimer: Interpretation of Scores**

**Meets State Standards = Student scored between 300 -- 349 on the state
assessment**

**Exceeds State Standards = Student scores between 350 -- 450 on the
state assessment**

Grade **[1^st^]{.underline}**

Test **[Georgia Criterion Referenced Competency Test\_]{.underline}**

Edition/Publication Year **[\_2006\_\_]{.underline}**

Publisher **[Riverside Publishing Company]{.underline}**

  ----------------------------- --------------- --------------- ---------------
                                **2005-2006**   **2004-2005**   **2003-2004**

  Testing month **April**                                       

                                                                

                                **SCHOOL        **SCHOOL        **SCHOOL
                                STATE**         STATE**         STATE**

                                                                

  **1. Reading**                                                

  \% "Exceeding" State          **37 34**       **27 46**       **27 47**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **88 87**       **86 91**       **85 92**
  State Standards                                               

  Number of students tested     **65 123,501**  **59 120,443**  **89 116,904**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **2. English/Language Arts**                                  

  \% "Exceeding" State          **31 17**       **42 39**       **34 38**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **86 80**       **88 85**       **83 86**
  State Standards                                               

  Number of students tested     **65 123,441**  **59 120,388**  **89 116,869**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **3. Mathematics**                                            

  \% "Exceeding" State          **66 42**       **32 41**       **25 40**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **91 90**       **98 89**       **84 90**
  State Standards                                               

  Number of students tested     **65 123,907**  **59 120,338**  **88 116,818**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

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

Grade **2^nd^**

Test **[Georgia Criterion Referenced Competency Test\_]{.underline}**

Edition/Publication Year **[\_2006\_\_]{.underline}**

Publisher **[Riverside Publishing Company]{.underline}**

  ----------------------------- --------------- --------------- ---------------
                                **2005-2006**   **2004-2005**   **2003-2004**

  Testing month **April**                                       

                                **SCHOOL        **SCHOOL        **SCHOOL
                                STATE**         STATE**         STATE**

                                                                

  **1. Reading**                                                

  \% "Exceeding" State          **40 39**       **35 53**       **26 50**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **94 89**       **79 87**       **76 85**
  State Standards                                               

  Number of students tested     **50 120,760**  **72 116,999**  **58 113,364**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **2. English/Language Arts**                                  

  \% "Exceeding" State          **22 19**       **36 40**       **31 34**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **84 83**       **82 89**       **76 86**
  State Standards                                               

  Number of students tested     **50 120,722**  **72 116,941**  **58 113,329**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **3. Mathematics**                                            

  \% "Exceeding" State          **36 33**       **22 34**       **21 32**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **94 88**       **89 88**       **74 87**
  State Standards                                               

  Number of students tested     **50 121,161**  **72 116,917**  **58 113,293**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

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

Grade **3^rd^**

Test **[Georgia Criterion Referenced Competency Test\_]{.underline}**

Edition/Publication Year **[\_2006\_\_]{.underline}**

Publisher **[Riverside Publishing Company]{.underline}**

  ----------------------------- --------------- --------------- ---------------
                                **2005-2006**   **2004-2005**   **2003-2004**

  Testing month **April**                                       

                                **SCHOOL        **SCHOOL        **SCHOOL
                                STATE**         STATE**         STATE**

                                                                

  **1. Reading**                                                

  \% "Exceeding" State          **48 26**       **62 49**       **54 44**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **77 83**       **87 92**       **87 90**
  State Standards                                               

  Number of students tested     **60 119,891**  **61 116,561**  **70 115,355**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **2. English/Language Arts**                                  

  \% "Exceeding" State          **38 21**       **33 28**       **39 28**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **85 82**       **85 87**       **93 87**
  State Standards                                               

  Number of students tested     **60 119,828**  **61 116,488**  **70 115,314**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **3. Mathematics**                                            

  \% "Exceeding" State          **60 30**       **25 28**       **27 28**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **93 91**       **89 90**       **87 90**
  State Standards                                               

  Number of students tested     **60 120,288**  **61 116, 487** **70 115,296**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

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

Grade **4^th^**

Test **[Georgia Criterion Referenced Competency Test\_]{.underline}**

Edition/Publication Year **[\_2006\_\_]{.underline}**

Publisher **[Riverside Publishing Company]{.underline}**

  ----------------------------- --------------- --------------- ---------------
                                **2005-2006**   **2004-2005**   **2003-2004**

  Testing month **April**                                       

                                **SCHOOL        **SCHOOL        **SCHOOL
                                STATE**         STATE**         STATE**

                                                                

  **1. Reading**                                                

  \% "Exceeding" State          **60 28**       **56 47**       **43 42**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **92 81**       **86 87**       **79 79**
  State Standards                                               

  Number of students tested     **52 117,513**  **73 115,797**  **68 116,685**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **2. English/Language Arts**                                  

  \% "Exceeding" State          **40 23**       **32 28**       **31 27**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **88 80**       **88 84**       **91 84**
  State Standards                                               

  Number of students tested     **52 117,479**  **73 115,744**  **68 116,600**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **3. Mathematics**                                            

  \% "Exceeding" State          **52 20**       **14 17**       **19 18**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **92 80**       **74 75**       **75 76**
  State Standards                                               

  Number of students tested     **52 117,922**  **73 115,756**  **68 116,651**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

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

Grade **5^th^**

Test **[Georgia Criterion Referenced Competency Test\_]{.underline}**

Edition/Publication Year **[\_2006\_\_]{.underline}**

Publisher **[Riverside Publishing Company]{.underline}**

  ----------------------------- --------------- --------------- ---------------
                                **2005-2006**   **2004-2005**   **2003-2004**

  Testing month **April**                                       

                                **SCHOOL        **SCHOOL        **SCHOOL
                                STATE**         STATE**         STATE**

                                                                

  **1. Reading**                                                

  \% "Exceeding" State          **12 17**       **55 40**       **25 40**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **94 81**       **90 89**       **70 85**
  State Standards                                               

  Number of students tested     **60 118,574**  **65 118,208**  **93 118,224**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **2. English/Language Arts**                                  

  \% "Exceeding" State          **28 26**       **20 27**       **12 23**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **93 85**       **85 89**       **72 85**
  State Standards                                               

  Number of students tested     **60 118,521**  **65 118,144**  **93 118,204**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

                                                                

  **3. Mathematics**                                            

  \% "Exceeding" State          **47 34**       **12 27**       **5 19**
  Standards                                                     

  \% "Meeting" plus "Exceeding" **95 88**       **70 87**       **67 84**
  State Standards                                               

  Number of students tested     **60 118,969**  **65 118,186**  **93 118,187**

  Percent of total students     **100 100**     **100 100**     **100 100**
  tested                                                        

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