##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: (Check all that apply) \[ X \] Elementary \[X\] Middle
\[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Rita Bradley]{.underline}

Official School Name [Freedom Park Elementary School]{.underline}

School Mailing Address\_[345 42^nd^ Street, Building 43400]{.underline}

[Fort Gordon GA 30905]{.underline}

County [Richmond]{.underline} State School Code Number
[0103]{.underline}

Telephone [( 706 ) 796-8428]{.underline} Fax [( 706 )
796-2265]{.underline}

Website/URL
[www.freedompark.rcboe.org](http://www.freedompark.rcboe.org/) E-mail
<bradlri@boe.richmond.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 [Mr. James Thompson]{.underline}

District Name [Richmond County School System]{.underline} Tel. [( 706 )
826-1000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
Superintendent's Signature

Name of School Board President [Mr. Jimmy Atkins]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

School Board 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 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 years.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [37]{.underline} Elementary
schools

[10]{.underline} Middle schools

[0]{.underline} Junior high schools

[10]{.underline} High schools

[3]{.underline} Other

[60]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\_\_\$[6455]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\$[7426]{.underline}\_\_\_\_\_\_

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

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

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] 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.

[NA]{.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   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    12        8                      **20**       **7**       NA        NA          NA

  **K**       60        37                     **97**       **8**       NA        NA          NA

  **1**       43        34                     **77**       **9**       NA        NA          NA

  **2**       30        48                     **78**       **10**      NA        NA          NA

  **3**       37        36                     **73**       **11**      NA        NA          NA

  **4**       36        28                     **64**       **12**      NA        NA          NA

  **5**       28        25                     **53**       **Other**   3         2           **5**

  **6**       25        10                     **35**                                         

                                    **TOTAL                                                   **502**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [42]{.underline} % White

the school: [45]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

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

[NA]{.underline} % 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:
\_\_\_[35]{.underline}\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      92
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      84
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    176
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 502
                            the school as of October 1  

  **(5)**                   Total transferred students  .35
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           35
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_\_0\_\_\_]{.underline}

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[0]{.underline}\_\_\_\_\_

Specify languages: NA

9\. Students eligible for free/reduced-priced meals:
\_\_[46]{.underline}\_\_%

Total number students who qualify: \_\_[229]{.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:
\_\_[13]{.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. Do not add additional categories.

\_\_[2]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[3]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[15]{.underline} Specific Learning Disability

\_\_[1]{.underline}\_Emotional Disturbance \_[31]{.underline}\_Speech or
Language Impairment

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

> \_[12]{.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}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[29]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

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

Paraprofessionals \_\_[14]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

> Support staff \_\_[13]{.underline}\_\_\_ \_\_\_[3]{.underline}\_\_\_\_
>
> Total number \_\_[65]{.underline}\_\_\_ \_\_\_[5]{.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 \_[17:1]{.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%         97%         97%         96%         95%

  Daily teacher attendance  85%         NA          NA          NA          NA

  Teacher turnover rate     \* 32%      15%         21%         12%         6%
  ------------------------- ----------- ----------- ----------- ----------- -----------

**\***Teacher Retirement and Middle Grades Certification (resulting in
teachers not being Highly Qualified at the elementary level) resulting
in higher teacher turn-over.

**[PART III ‑ SUMMARY]{.underline}**

Freedom Park Elementary, a state-recognized Distinguished School
(Adequate Yearly progress the past five years) and Gold Award recipient
(greatest gains in academic achievement in 2004-05 and 2005-06), is an
accredited Richmond County public school located on Fort Gordon's
military base. It was established in 2002 to accommodate students
previously zoned for Terrace Manor Elementary School in 2001. Freedom
Park is unique in two aspects. Only students living on Fort Gordon
military installation are permitted to attend Freedom Park School and
our school grade make-up now extends pre-kindergarten through sixth
grade. Student enrollment fluctuates due to the transient nature of the
community. The current student enrollment is 502.

The mission of Freedom Park is "to work together to create a safe and
nurturing environment where all students are challenged to become
lifelong learners and productive citizens." The beliefs are:

-   All students can learn

-   We should use a variety of instructional strategies to support
    different learning styles.

-   Student learning must be promoted in a safe and secure environment.

-   Teachers, administrators, parents, and the community share
    responsibility for educating all students.

-   Students provided with a solid academic foundation will become
    self-directed learners.

-   Students who are guided in the area of character development become
    confident, competent members of society.

-   Technology is an integral part of the school's instructional
    program.

Our student population reflects the wonderful diversity of our
community. We serve children who have lived all over the world along
with children who have very special educational needs. Our educational
program acknowledges this diversity and the staff incorporates this
knowledge into the curriculum and instructional plan. Teachers use a
variety of strategies, including differentiated instruction and research
based best practices to address the diverse needs of the students. The
Special Education staff serves Students With Disabilities in the least
restrictive environment (inclusion to resource). Our school day is
designed with blocks of uninterrupted instructional time to accommodate
our language arts and math programs. Teachers monitor student progress
through various forms of, and frequent assessment. We are flexible in
accommodating the needs of ALL children.

Students are recommended for screening for our district's gifted and
talented program using the Otis-Lennon School Ability Test results,
teacher and/or parent recommendation. Our students who qualify for this
program participate in an accelerated program one full school day per
week. Students receive instruction and participate in enrichment
projects and activities that are integrated across the curriculum.

Other supportive instructional programs include the Early Intervention
Program (EIP) for grades K-5th. EIP students are identified through the
previous year's CRCT scores in Reading/Math (scores indicating
non-mastery of state standards) and teacher recommendations based on
classroom performance.

Our school day begins with school-wide "Brain Gym" - research based
exercises that increase brain function. We extend our learning day
through the After School Academy program. ASA is offered three days a
week, October through April, for an hour and a half daily. It is for any
students experiencing difficulty in the classroom. This program is
staffed by certified teachers and is designed to reinforce reading,
language arts, and math skills.

Other school activities that support the development of the whole child
(achievement and character) include visits from authors and illustrators
of children's books, writing across the curriculum and exploring other
cultures through pen pal writing activities, participation in Red Ribbon
-Drug Awareness Week, Read Across America Day, Children's Book Week,
National TV Turnoff Week, 100^th^ Day Celebrations, Safety Patrol, Peer
Mediator program, WFPE news show (morning news program directed and
broadcast by students), orchestra program, chorus, Accelerated Reader
and Pizza Hut's Book-It Reading Program, Caldecott Club, and "Soaring
Eagles" luncheons and Character Development Education program. In
addition, yearly competitions include the school/county spelling bee and
math competitions, science fair, chorus festival, Jump Rope for Heart,
Battle of the Books, the county track meet, and field days.
Instructional Field studies extend learning beyond the classroom and
include trips to Fort Discovery Science Museum, Phinizy Swamp Nature
Park, various theatre plays and Riverbanks Zoo.

School Council and serves as advisory boards for school improvement. The
seven member team provides support for the school as a liaison between
community and school. This school has an active PTA and volunteer
program. Our Partners in Education include: T.G.I. Fridays Restaurant,
Bojangles, Cici's Pizza, Bi-Lo grocery, Fort Gordon Credit Union, the
Garrison Commander's office, various military units and the Men Making A
Difference Mentoring Group.

Our mascot is the FPS Eagle representing staff, students, and the
community efforts in encouraging everyone to SOAR to excellence! All of
the educators and staff at "The Park" embrace this philosophy and work
to this goal.

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

1.  **Assessment Results**

GEORGIA CRCT -- The Georgia Criterion Referenced Competency test is
designed to measure how well students acquire knowledge and skills
described in the Georgia Quality Core Curriculum (QCC) and most recently
the Georgia Performance Standards (GPS). CRCT results from recent years
are included in this application.

All students in Georgia in grades one through eight takes the CRCT.
These tests measure how well the students have mastered the state
curriculum. The assessment gives information on academic achievement at
the student, class, system and state levels. All students take the CRCT
test in Reading, English/Language Arts, and Math. Students in third,
fourth and fifth grades are also tested in Social Studies and Science.
Reading has four domains: Reading for Vocabulary Improvement, Reading
for Locating and Recalling Information, Reading for Meaning, and Reading
for Critical Analysis. English/Language Arts domains are: Sentence
Construction and revision, Grammar and Mechanics, Paragraph Content and
Organization, and Research Process/Source Materials. Math domains are:
Number Sense and Numeration, Geometry and Measurement, Patterns and
Relationships/Algebra, Statistics and Probability, Computation and
Estimation, and Problem Solving.

Georgia CRCT results determine if a school or school district has made
Adequate Yearly Progress (AYP). There are three levels of proficiency:
[Performance Level I and Does Not Meet Standard,]{.underline}
[Performance Level II and Meets Standard and Performance Level III and
Exceeds Standard.]{.underline} Information on the Georgia Criterion
Referenced Competency Test (CRCT) is available at
[http://www.doe.k12.ga.us](http://www.doe.k12.ga.us/)[.]{.underline}

Freedom Park Elementary School has had very successful CRCT Test scores
over the last three years. Ninety-five percent or more of Freedom Park's
third graders have scored in the Meets or Exceeds category in Reading,
English/Language Arts, and Math in the last three years. Ninety percent
or more of fifth graders have scored in the Meets or Exceeds category in
Reading, English/Language arts, and Math in the last three years. The
State Department of Education recognized Freedom Park with the Gold
Award (two consecutive years) which honors schools making the greatest
gains in academic achievement on the statewide assessment. Freedom Park
Elementary School has made Adequate Yearly Progress consecutively for
the last five years.

In our efforts to ensure that every child is as successful as possible,
we select and place students in fluid groups based on test data that
change as students 'proficiency increases (on grade level and across
grade levels).

1.  **[Using Assessment Results]{.underline}**

All decision making is based on various test data collected from many
sources of assessment. At the beginning of each year, grade level and
subject specific teams share test data and make decisions regarding the
data. Students' test results are re-rostered through use of the
Interactive Results Manager (IRM) system. The county provides the IRM
software to analyze CRCT data. Teachers use this program to review and
disaggregate data by ethnicity, gender, and social status. Individual
plans are designed for identified weaknesses. Classroom strengths and
weaknesses are reviewed, grade level goals and school-wide goals are
determined.

The principal, data team, and teachers evaluate student success by
identifying and comparing individual norm-referenced and
criterion-referenced test scores. These identified goals are the focus
of instruction and improvement throughout the year. The School
Improvement Plan is reviewed annually to adjust and set new goals. CRCT
results are the major indicator for a successful instructional program
at Freedom Park. The ITBS gives us a broader look at student standings
nationally as opposed to statewide comparison.

Voyager Interactive Progress (VIP) is used by the school in grades K-3
to assess the steps of early literacy (letter naming fluency, initial
sound fluency, nonsense word fluency, reading connected text, and retell
fluency). Voyager provides a series of quick, reliable measures that
allow regular monitoring of student's reading progress. Teachers also
use informal testing options such as the Accelerated Reader (STAR
diagnostic test), math benchmarking, rubrics, daily pop quizzes,
projects, and tests.

The ability to analyze assessment data and apply best practice
strategies to address the needs of ALL students and a focus on positive
character development has helped Freedom Park to maintain a high level
of achievement for ALL students.

**[3. Communicating Assessment Results]{.underline}**

Communication is crucial to the success of Freedom Park's educational
program. At our Open House, which is held at the beginning of the school
year, teachers and administrators meet with parents to share
expectations and district policies for student promotion as well as the
assessment criterion used to determine a successful school - Adequate
Yearly Progress indicators (academic performance, attendance and test
participation). This information is also disseminated to the community
through the Freedom Park School Council, a committee that looks at ways
to help with school improvement. Parents are also encouraged to go to
the Freedom Park website and link to the Georgia Department of Education
site to view the Freedom Park Elementary School Report Card.

Voyager Reading meetings are held bi-monthly to disseminate and discuss
Vital Indicators of Progress for kindergarten through third grade
students. This information is provided not only to track student
progress district-wide, but to also review how these results have
impacted students' progress in the past. It also predicts how it will
impact them in the future, so that necessary adjustments can be made.

Results from standardized and norm referenced testing are sent home
throughout the year, with a pamphlet that provides guidance for
interpreting test results. Teachers also use assessment results as
information to discuss individual strengths and weaknesses of the
students, with parents.

When teachers are given their class roster for the ensuing year,
teachers use the computer to "re-roster" the students that will be in
their classes based upon the previous year's test results. They use this
data to rank, identify, and target specific strengths and weaknesses so
that they can be addressed immediately when students return in the Fall.
Teachers and administrators also examine the data across and on specific
grade levels to determine if there are any trends or patterns regarding
learning that we need to address school wide.

During the year, students participate in various "mock" and practice
testing sessions. When these practice tests are done, computer reports
are generated and shared with parents. Progress reports are completed
and sent home mid-point each six-week grading period. Teachers also send
home papers with students weekly to keep parents abreast of student
progress. District-wide parent-teacher conferences are held twice a
year; once in the Fall, and again in the Spring, to share test results
and plan strategies to address student needs.

For students experiencing difficulties that negatively impact learning,
Student Support Team conferences are held and current data discussed
with a panel of involved parties (including teachers, counselor,
psychologist, administrators and student's parents)

**[4. Sharing Success]{.underline}**

Administrator meetings (principals, curriculum directors, the guidance
and testing department, etc.) are held monthly. At these meetings,
principals and their schools are applauded for their students' successes
and various accomplishments. These accomplishments are also recognized
and shared at school board meetings. The local news media usually
attends the school board meetings and also publicizes school events.

At Freedom Park, we display banners from the Georgia Department of
Education, make announcements at Parent Teacher Association and school
council meetings, and use our school marquee, website and newsletters to
communicate successes with the community.

On the military post where we are housed, we have the additional
resource of attending their monthly "Community In Brief" meetings to
share successes of the school. The officers in attendance share this
information with the various units under their command.

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

1**. Curriculum**

The GA Quality Core Curriculum is being replaced by the GA Performance
Standards (GPS) through a phase in model over a period of several years.
The GA Performance Standards implementation requires the development of
enduring learning concepts instead of students merely learning
disconnected skills. This requires the teaching to include higher order
thinking skills and researched strategies to ensure that students gain
the enduring learning.

Freedom Park School's curriculum is guided by curriculum maps developed
by the Richmond County School System. Developers included teachers from
Freedom Park as well as district administrators. The curriculums are not
only aligned with national and state standards but also identify
standards into three categories: Essential-required critical concepts,
Important and Compact-skills that can be taught in conjunction with
important and or essential standards. This is especially useful for
teachers who are new to the school as well as more experienced teachers.

**Reading/Language Arts**: GPS in this area is in full implementation at
Freedom Park. In Kindergarten through Third grades, teachers use the
Voyager Literacy Program to teach the concepts of phonological
awareness, phonics, literacy, fluency, vocabulary and comprehension
strategies. Writing and grammatical mechanics are developed through
writings across the curriculum, journal writings, and extends to a
variety of writing genre: to inform, narrative, persuasive, and
responses to literature. Teachers guide students through the writing
process by providing relevant commentary about writings. Writing
portfolios are maintained to track student success.

**Math**: GPS standards are currently being implemented in grades 3-5.
Math concepts are developed through hands on investigations and
authentic problem-solving. This year at Freedom Park we were lucky to be
included in a group project with GA Southern University, which provides
intensive training in math instruction and facilitation of student
learning. Math Domains include Numbers and Operations, Measurement,
Geometry, Data Analysis, Probability, Process skills and Algebra. We
also collaborated with another local school to develop a plan for GPS
math implementation.

**Social Studies:** Strands in Social encourage the development of
responsible and aware citizens. Through the study of historical events
and their relationship to today, students prepare for decision making in
the future. At Freedom Park the Student Council and Safety Patrol are
student responsibilities that support the social studies curricular
concepts. The social studies curriculum is composed of geographical,
governmental, civic, economic, and historical concepts. GPS
implementation will begin in 2007.

**Science:** Science standards implementation began this year. Standards
are largely based on national science standards. Domains include: Earth,
physical, and life sciences. The science curriculum focuses on hands on
performance to acquire concepts. At Freedom Park we have created a
science lab that is maintained by teacher and student scientists at the
school. Teacher use video streaming to simulate actual field study.
Annually, we host a huge science fair and a standards-based, community
affair, called Science Night. Teachers and various community agencies
(environmentalists, coroners, meteorologists, etc) come together at the
school for a standards-based, investigative, and interactive event.

Quality support for the curriculum is also provided through our music
and physical education program. String and chorus are also available for
Freedom Park students.

**2a. Reading**

Teachers in grade k-3^rd^ use the Voyager Literacy program for reading.
It is a scripted program focusing on student phonemic awareness, fluency
and comprehension. Voyager provides statistical data that drives the
instruction of the students in those grades. Voyager's benchmark data -
Indicators of Progress (VIP), is very specific in identifying student
strengths and weaknesses. Teachers get recognition for achieving high
percentages of student mastery of reading skills as indicated on the VIP
results manager.

Students in the 4^th^-5^th^ grades use Harcourt-Brace Reading program.
Students are required to read 25 books and demonstrate mastery on
various types of reading assessments. Teachers also use novels to teach
reading.

The Accelerated Reader (AR) and Book-It Pizza Hut program programs
supplement the reading program by providing students incentives and
motivation to achieve reading goals. Each student receives recognition
for achieving individual and group goals.

Parental support is a vital component of the reading program. Voyager
packets are sent home for parents to time and work with students to
develop reading fluency. Parents sign weekly reading logs to monitor and
encourage reading at home.

At Freedom Park we believe that reading is the foundation for all
academic achievement. To that end we encourage student participation in
local competitions to hone reading skills. Teachers emphasize reading
across the curriculum and use a multidisciplinary approach to achieve
this goal.

**3. Additional Curriculum Area: Math**

Conceptual math is at the core of our mathematics curriculum. GPS Math
Standards requires students to "think" math, not just find the right
answer. Teachers incorporate daily math problem-solving activities.
Calendar activities, multi-disciplinary uses of math computation and
hands-on activities support the development of math concepts.
Computation is supported through rote memorization after students
understand the purpose for the math. Manipulating objects within the
environment helps in this development of mathematical concepts.

Teachers in all grades use Mountain Math as a supplemental program to
review and preview grade level math concepts throughout the year. It is
based on actual application of skills to respond to questions. This is
aligned with the GA performance standards. Teachers in kindergarten
through second grades use the "Everyday Math" program to address math
concepts through calendar activities. Support personnel such as EIP
augmented and special education teachers go in and provide additional
support for students identified as needing assistance to develop
competency.

Students in all grade levels have are encouraged write about math.
Teachers structure the learning so that students find that there are a
variety of ways to solve problems. They are also encouraged to share the
various strategies. This helps to develop confidence in the students.

Periodic benchmark testing, performance and formative assessments,
responding to math task questions provides data that assists team to
provide additional assistance or enrichment to students as needed.

**4. Instructional Methods**

High standards and high expectations for all students, kindergarten
through fifth grade is the norm at Freedom Park Elementary School. All
teachers are dedicated to providing differentiated instruction to
students and presenting lessons that engage students in higher order
thinking skills.

Instruction at Freedom Park is data driven. Instructional decisions are
based on identified needs of after thorough analysis of assessment data.
Teachers use data from various assessments such as the Georgia
Kindergarten Assessment Program, CRCT, ITBS, writing assessments, six
week math assessments, Voyager Benchmark exams, and on-going formative
classroom assessments. Teachers analyze the data and prioritize student
needs based on performance. Teachers work collaboratively to implement
productive activities to accomplish the performance standards with
emphasis placed on differentiation of instruction and intervention
support to either accelerate or enrich learning. The pacing of
instruction is guided by curriculum maps provided by the county subject
area coordinator. Teachers follow the suggested maps and pacing guides,
but they adjust pacing to provide extra support or extension
opportunities as needed.

To meet the educational needs of students, teachers use a variety of
strategies. They use exemplary practices from Max Thompson's Learning
Focused Strategies Notebook.

Teachers work collaboratively in grade level planning sessions to share
ideas, strategies and successes as well as to share concerns about
individual students. They value the professional advice of their peers
as they brainstorm the best ways for individuals to master the
standards.

Freedom Park Teachers and students strive for excellence in instruction
and performance. Parent support is a vital component of student literacy
at Freedom Park Elementary School. Teachers provide learning materials
for the parents to use at home, suggestions about appropriate
educational websites, and information about resources available in the
community. Teachers also conduct parent help sessions, such as CRCT
meetings, to share information about how they may assist their children.
By establishing a working relationship early in the year with the
parents, teachers maximize instructional opportunities for the students.

**5. Professional Development**

Professional development is provided at the school level as well as the
district level. Professional development goals are set based on student
performance results. Funding provided by both school and district is
used to enhance teacher performance and increase student achievement.
Administration also attends training that is provided by the state and
district.

Our primary focus has been on the implementation of GA Performance
standards and the use of Robert Marzano's best practice strategies to
increase student achievement. Our school improvement plan includes
strategies to ensure that students become independent thinkers, so we
have teachers who are also attending classes on thinking maps. We use a
train the trainer model. Teachers go and learn, then come back and
redeliver information to colleagues. Teachers are currently
participating in the Max Thompson's Learning Focused Schools training.
New teachers are encouraged to observe at Freedom Park and at other
local schools. One of our teachers attended training based upon the
brain research now we use that research to stimulate the thought
processes of students and staff daily -- Brain Gym exercises.

In order to stay abreast of the research and new practices, teachers
work in cooperative groups to share information. Collaborative time
permits teacher to develop the strategies that they have learned. Team
meetings are used to facilitate the process. Technology training is
provided for teachers and paraprofessionals onsite. These classes are
taught by the Media specialist. Employees do get professional learning
units for this training that can be used towards recertification and
licensure.

We believe some of our best resources for improved instruction are in
the teachers at the "The Park." Teachers serve on teams that support GA
Performance standards at state and local levels. Several teachers have
achieved higher educational degrees from local universities and on-line
coursework. Professional development plans and spending is decided based
on student as well as staff needs for success.

**PART VII - ASSESSMENT RESULTS**

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