##### *REVISED 3-1-2006 2005-2006 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 [Mr. Mark Inman]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [P. O. Box 266 -- Hwy. 69 South\
]{.underline} (If address is P.O. Box, also include street address)

[Savanna OK 74565-0266\
]{.underline}City State Zip Code+4 (9 digits total)

County [Pittsburg]{.underline} State School Code Number\*
[61I030]{.underline} \_

Telephone [( 918 ) 548-3864]{.underline} Fax [( 918 )
548-3836]{.underline}

Website/URL [www.savanna.k12.ok.us]{.underline} E-mail
<marki@savanna.k12.ok.us> [.]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Mitch Tidwell]{.underline}

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

District Name [Savanna Schools]{.underline} Tel. [( 918 ) 548-3777
.]{.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 [1-3-06]{.underline}\
(Superintendent's Signature)

Name of School Board President/Chairperson [Mr. Leland Anderson
.]{.underline}

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

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

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

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

**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 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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]{.underline}**

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

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

[1]{.underline} High schools

\_\_\_\_\_ Other

[2]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5985]{.underline}

Average State Per Pupil Expenditure: [\$6094]{.underline}

**[SCHOOL]{.underline}**

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

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

4\. [19]{.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**    6         13                     **19**       **7**       13        17          **30**

  **K**       5         9                      **14**       **8**       13        13          **26**

  **1**       17        7                      **24**       **9**                             

  **2**       8         6                      **14**       **10**                            

  **3**       20        8                      **28**       **11**                            

  **4**       9         8                      **17**       **12**                            

  **5**       12        10                     **22**       **Other**                         

  **6**       10        11                     **21**                                         

                                    **TOTAL                                                   **215**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [59]{.underline} % White

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

[2]{.underline} % Hispanic or Latino

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

[36]{.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: [8
%]{.underline}

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

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

  **(2)**                   Number of students who      0
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    17
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 215
                            the school as of October 1  

  **(5)**                   Total transferred students  .079
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           8%
                            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:

9\. Students eligible for free/reduced-priced meals: [56]{.underline} %

Total number students who qualify: [120 .]{.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: [22 %]{.underline}

[48]{.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 [8]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [28]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [7]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> [1]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [12]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [1]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [1]{.underline} \_\_\_\_\_\_\_\_

> Support staff [5]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [20]{.underline} \_\_\_\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers: [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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  95 %        95 %        95 %        96 %        95 %

  Daily teacher attendance  97 %        97 %        98 %        97 %        96 %

  Teacher turnover rate     0 %         5 %         5 %         0 %         5 %
  ------------------------- ----------- ----------- ----------- ----------- -----------

**\
\
[PART III -- SUMMARY]{.underline}**

Number range CHAPTERThe city of Savanna is located in Southeastern
Oklahoma, approximately nine miles south of McAlester. The population in
Savanna has remained stable for the past few years. The population of
the town is around 1200. Within the school district resides one of the
largest ammunition plants in the United States which provides
approximately 1000 permanent jobs and around 250 temporary jobs.

The plant is located to the west of the town, consisting of 45,000 acres
of land. The Oklahoma State Prison which is in McAlester, employees
approximately 400 people. In addition to these two employers, the Boeing
Company, Pliant Corporation, Simonton Windows, and other small
industries and small businesses in McAlester and the surrounding area
provide employment opportunities.

Within 50 miles of Savanna we have a two year educational institution,
Eastern Oklahoma State College, in Wilburton; two 4 year educational
institutions, Southeastern Oklahoma State University in Durant, and East
Central University in Ada. Also in McAlester students can attend a
Higher Education Center which offers classes from all the previously
mentioned institutions.

Savanna Elementary is a school-wide Title I school serving 215 students,
pre-school through 8^th^ grade. Our caring, competent teachers analyze
each child's individual needs and we are dedicated to the success,
safety, and well-being of our students each day. We believe every
student can be successful when given the proper, positive atmosphere
from a caring staff. Our schools' mission statement reflects this
attitude. It states that our mission is to educate students in the basic
areas while helping them develop social skills, a positive self-worth
and working together to develop positive behaviors, and helping build
values and character.

The entire staff at Savanna Elementary has high expectations and strives
to do what is needed for every student to succeed. The positive impact
shows in our excellent performance over the past several years. Although
our school district is in a low socio-economic area (56% Free & Reduced
Meals); our achievement test scores are usually the highest in the
county and the southeastern part of the state.

All students are given assessment tests to determine their academic
ability. Small class sizes enable teachers to differentiate instruction
to meet all levels of ability. The student/teacher ratio is further
reduced by the utilization of full-time classroom aides. The Elementary
School follows the priority academic student skills and the Oklahoma
learner outcomes and we use state approved textbooks in all academic
areas. These textbooks were chosen by a committee of Educators in the
district.

Technology has been an important part of our students' education. A
computer lab was introduced several years ago which is capable of
accommodating an entire class at a time. Every classroom also has
multiple computers connected to the internet. Keyboarding skills are
taught as early as the third grade. Along with the regular curriculum we
offer music in the third grade and beginning with our fourth grade on,
we offer instrumental music. A sports program which includes football,
basketball, track and cheerleading is offered for our students from the
third grade on. These programs along with foreign language are offered
daily. We also have a registered nurse on staff that attends to our
students every day and has been a welcomed addition to our faculty. She
has also been instrumental in offering guidance in our upper elementary
Health classes concerning sensitive issues. These classes have been made
easier since the splitting of classes all day, male and female. The
7^th^ & 8^th^ grade classes are split this way for all academic
subjects. Since doing this several years ago, we've had a rise in
academic performance.

We celebrate the individuality of every child. We feel our
individualized program empowers each child to experience academic
success as they build strong character and positive citizenship.\
\
\
**[Part IV- Indicators of Academic Success]{.underline}**

**\
[#1 Assessment Results]{.underline}:\
**

Number range CHAPTERSavanna Elementary School gives several types of
assessments that dictate the direction we should take in instructing our
students. We are a small low socioeconomic community with a military am
munitions plant, some children we receive from the base, usually on an
average only stay for one or two years, therefore the district has
determined to make a financial obligation to assess all students
annually.

At Savanna we use the National Norm Reference Tests: ITBS (Iowa Test of
Basic Skills), the OCCT (Oklahoma Core Curriculum Test), the State
Criterion-Reference Test. Since Oklahoma was approved to use of
components of the state-mandated Academic Performance Index (API) to
measure Adequate Yearly Progress. The API measures performance and
progress of a school or district based on several factors that
contribute to overall educational success. The API's three main
components consist of the Oklahoma School Testing Program (OSTP), school
completion (attendance, dropout, and graduation rates), and academic
excellence. The possible scores range from 0-1,500 with 1,000 being the
average score of schools and districts.

For 25 years, Savanna has given a norm-referenced test to all grades.
(K-12) The ITBS has been used for the last fourteen. At the third and
fifth grade level the Oklahoma Core Curriculum Test (OCCT,
criterion-referenced) is also given. The OCCT measures the Oklahoma
Priority Academic Student Skills (PASS) which are determined by Oklahoma
teachers, parents, community, and legislative leaders. These skills are
expected to be mastered by the end of each grade level, to provide a
basis for instruction, according to Oklahoma's core curriculum. Each
school is provided with a report card that analyzes student performance
levels. (Advanced, satisfactory, limited knowledge, and unsatisfactory)
The assessment further separates the school's performance into
subgroups, by gender, race/ethnicity, special education/IEP students,
American Indian, and economically disadvantaged and regular education
students.

According to the NCLB Act annual report card our API (academic
performance index) for regular education students in 2004 was 1009
(state API 1086) with a participation rate of 95% and increased to 1323
with 100% participation, which put us above the state average of 1159
for the year of 2005.

Looking at the different classes still comparing 2004 to 2005, and the
percentage of children who scored at a satisfactory level or above, the
Third Grade 3 reading class, subgroup, regular education, scores
increased from 64% to 100% subgroups, American Indian 63% to 100%, and
also econ. disadvantage from 66% to 100%. Grade three math, subgroups,
regular education scores also rose from 64% to 100%, American Indian
moved 76% to 100%, econ-disadvantaged from 66% to 100%.

In grade five reading scores also climbed. In the same subgroups we went
up 47% to 87%, (**American Indian numbers too small to record**). But,
econ-disadvantaged, went from 25% to 82%. Math had much the same result,
regular education, 65% to 100%, econ-disadvantaged, 63%to100%.

In the 8^th^ grade reading, scores again rose in all subgroups, regular
education, 82% to 97%, American Indian, 82% to 89% and
econ-disadvantaged from 76% to 95%. Part of this increase could be
attributed to the fact that 8^th^ grade students in Oklahoma have to
pass a reading test to get an Oklahoma Drivers License. Math score
increases were from regular education 67% to 89%, American Indian 46% to
89% and econ-disadvantaged 67% to 84%.

This Information and other indicators may be obtained on the Oklahoma
State Department of Education Office of Accountability and Assessment's
website: <http://title3.sde.state.ok.us/studentassessment>[.\
**Part IV- Indicators of Academic Success...**]{.underline}

**[#2 Using Assessment Results]{.underline}:**

Number range CHAPTERAt the beginning of each school year, as a part of
our in-service and staff development, all staff and administration go
over the previous year's standardized tests results. Each teacher has
the opportunity to assess their out going class, and then take a look at
the results for the incoming students individually. They look for
patterns in the data and then from the information obtained, determine
the individual strengths and weaknesses of the new class, the teacher
will begin planning and adjusting her curriculum based on what the
assessments show, things such as teaching strategies, testing formats,
parental involvement, and student ability, all play a very important
part in the education of the new class. Also students lower than 50% in
reading and math skills are provided extra help through the Title 1
program, which provides a more individualized and intense tutoring
system.

Savanna has a very high expectation of our student therefore other types
of assessments are also used as a basis for instruction, such as the
Star Reading test from Renaissance Learning, Scott- Foresman Reading
Series Basal tests, teacher-made tests, Stanford Achievement Test for
Special Education Students, and the Gates-MacGinnitie for 8^th^ grade
reading level determination, we also plan to implement the Star Math
Program.

The Oklahoma PASS (Priority Academic Student Skills) skills provide a
basic foundation for instruction. But the assessments gained from our
all of the different monitoring systems help break down the needs of
each individual student, so they may be best served.

**[\
\
\
\
\
Part IV- Indicators of Academic Success...]{.underline}**

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

Number range CHAPTERHere at Savanna we feel that communication is always
a step forward in the success of our school. Anything from weekly grade
checks, mid-nine weeks grade reports, report cards, assignment books,
parent-teacher conferences, new-letters, teacher-notes, phone calls, and
school website ([www.savanna.k12.ok.us](http://www.savanna.k12.ok.us/))
but, mostly person-to person contact. Because our community is so small
any activities in the area bring chance meetings of parents and
teachers. We have always felt that personal contact is the best way to
communicate the needs and/or praises of the students.

Report cards are sent home at nine week intervals with specific numbered
and lettered grades in all academic areas, also comments on attendance
and behaviors. The last report card is sent home with standardized
testing scores and information on how to read said scores. In the early
grades weekly folders with students work and study sheets for upcoming
tests are sent home for parents to review with their child. On the fifth
week of the nine-week term, a grade check is sent home to parents to
help them monitor their child's progress.

Assignment books are used to help a child who has a hard time with
responsibility. This type of organizational tool is very useful for both
parent and child.

Parent-teacher conferences are also scheduled one every nine weeks,
which gives the parent the opportunity to visit with the teacher
concerning the needs of their child or to further review any testing
assessments they may not understand. We have changed the time of some
parent-teacher conferences to accommodate working parents such as after
school to as late as 9 or 10 p.m. This helps our parents and gives them
an opportunity to attend.

Extra curricular activities such as, competitive athletics between other
schools in the county, elementary band concerts, holiday theatrical
productions, and Thanksgiving dinner served for the community at the
school, put our parent-teacher relationship on a more personal level.

Monthly newsletters and an excellent school website packed full of
information on testing and a student's general educational experience,
can also bring the community and school system together, these tools and
others mentioned have been very useful in fulfilling the need for
communication between school, parents, and community.

**[\
Part IV- Indicators of Academic Success...]{.underline}**

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

Number range CHAPTERSavanna has always had an open door policy, when it
comes to people who would like to observe any part of our educational
system. During these visits we always share our views on assessments,
professional development and teaching philosophies. Our teachers are
always appreciative of any opportunity to share their teaching
experiences with other fellow educators and schools because it can only
enhance the knowledge they already have, which in turn helps us to
educate our students. The Savanna staff also visits neighboring schools
for the reasons.

Two nearby Universities, Southeastern State University and East Central
University consider Savanna as an excellent placement for their student
teachers that come from this area. Our staff also finds this beneficial,
as it gives them an opportunity to examine their own teaching
strategies, while helping the enthusiastic new student teacher.

Through the integration of technology our teachers have had the
opportunity to share teaching experiences with other school with the use
of video conferences at the McAlester Professional Development Center,
these types of technological advances are an excellent tool for
educators wishing to share thoughts and feeling about education. We have
an excellent, full-time technology educator on staff. She often provides
workshops to train our teachers on any technological advances that would
help to educate our students.

Savanna also uses the local new-paper (The McAlester News-Capital and
Democrat) to communicate its success through the posting of articles
about things such as, test scores, curriculum and poster contest
winners, honor student list, meeting and workshops being held at the
school, and many other things. Our school website
([www.savanna.k12.ok.us]{.underline}) is also beneficial in sharing our
educational success.

We believe that it is not only our professional duty to share valuable
information with others, but it is a priority, for the continued success
of our school system.

**[\
]{.underline}**

**[Part V - Curriculum and Instruction]{.underline}**

**[#1 Curriculum:]{.underline}**

The curriculum at Savanna Elementary School is based on the State based
PASS (Priority Academic Student Skills) objectives, which are used as
guides for instruction. We feel that by using these objectives as a
basis for what we teach our children. We can meet the requirements
tested on the state-mandated test. The PASS objectives are composed of
specific grade level required objectives for each of our core curriculum
subjects. (English/language arts, reading, math, science, social
studies, physical education, music, world language and technology) We
align our curriculum so that each grade level will build on the
previous. This will allow a smooth transition for a child growing up in
our school system.

English language arts education incorporates the teaching and learning
of reading, writing, speaking, listening, and viewing. The language arts
should not be considered as individual content areas, but as one subject
with five components, supporting each other and enhancing thinking and
learning. Since we believe in the statement put out by the State
Department of Education on a study done by the NRP (National Reading
Panel) that reading failure has tremendous long term consequences for
children, a firm foundation in reading is essential, it is the building
block for all learning. Our kindergarten though sixth grade, emphasizes
a phonetic approach to reading, phonemic awareness, phonics, fluency,
and comprehension. We have an exceptionally strong first and second
grade reading programs. These two teachers share a wealth of knowledge
in their sixty years plus, of combined experience. Students are further
enriched through the use of Accelerated Reader, for extra reading and
learning experiences, and also have access to a complete school library.

Our math series targets problem solving, through the use of Saxon Math,
it provides an ongoing review of previously taught concepts and also
exposes the children to higher order thinking skills. Supplemental
materials are used to teach and memorize math facts, such as "Math Facts
in a Flash" a computer-based drill program, it provides essential
practice needed to challenge each child as they learn, and also
reinforces speed and accuracy, with immediate feedback

Our Science and Social Studies curriculum is also based on the Oklahoma
PASS objectives, using the content standards of Physical Science, Life
Science and Earth/Space Science. In Social Studies, geography, history,
cultural difference, political science, psychology, religion, sociology,
as well as appropriate content from civics, economics, and government.
Our students have competed in local science fairs, built models,
developed charts and time lines, and explore the world of science
through the use of the internet. Our subscription to
[www.unitedstreaming.com](http://www.unitedstreaming.com/) provides
videos on most any subject you can imagine. It is an extremely useful
tool in today's classroom.

Foreign language awareness is introduced in the early grades. Children
are exposed to basic sign language as early as kindergarten, first
through sixth have also explored the Choctaw language, and by the
seventh grade a full year of Spanish is taught by a highly qualified
teacher as a part of our core curriculum, numerous projects and field
trips are organized, along with a Spanish Club that is very active in
helping others while experiencing an education in a very useful foreign
language.

Arts are experienced through music classes three times a week for grades
one through three, which introduces the children to music expression,
appreciation, history and culture. Band then begins at the fourth grade
level with instrumental music. By the seventh and eighth grade, they are
playing in the high school band, performing in concerts, marching in
parades, and entering competitions, for a small school we feel that this
is a very extraordinary situation for our students, most Elementary
schools our size do not have this type of luxury.

**[Part V - Curriculum and Instruction...]{.underline}**

**[#2 Reading:]{.underline}**

Number range CHAPTERThe reading curriculum at Savanna Elementary School
is based on the PASS (Priority Academic Student Skills) objectives
supplied by the state of Oklahoma broad of Education, and also goes with
the US Department of Educations study done by the NRP (National Reading
Panel) which states that reading failure has tremendous long term
consequences for children, thus the development of Put Reading First.
But here at Savanna we have always used a phonetic approach to our
students reading curriculum. Phonemic awareness, phonics, fluency,
vocabulary and text comprehension are skills that have always been used
in classroom instruction.

Kindergarten is where these building blocks are first introduced. Here
phonemic awareness is a daily practice used to educate our children. For
example, in the first grade they began to read on the first day of
school, practice in phonics and sight word reading skills on a daily
basis reinforce the text of the day. The Economy Series for Reading is
used, we know that it is an old system but it is in part what we
attribute our children's reading success, the other would be the thirty
plus years our first grade teacher has in experience. We are small, so
each individual child reads his/or her story one to two times per day,
then read at home with parent for homework. Fluency and text
comprehension are stressed as the student reads, the child will advance
at his/or her own pace. Most students advance at a very fast rate. These
same methods are used in the second grade as well, which also has a
teacher of twenty-five plus years. We work extremely hard on reading,
for we believe that it is the building block for all education.

In third grade third through six the "Scotts-Foresman Reading Across
Text" reading series is used because it in integrates state and national
test preparation with every lesson, so that teaching does not have to
stop in order to prepare for high-stakes tests. Writing is taught as a
natural and integral part of the curriculum. Daily journals are kept, to
help students develop creative minds. These things are practiced daily,
because we are accountable for the development of strong readers and
writers who will be prepared for test day and every day of their lives.

**[\
\
Part V - Curriculum and Instruction...]{.underline}**

**[#3 Mathematics.:]{.underline}**

Number range CHAPTERMath and other curriculum areas also adopt text
books that incorporate test preparation. Our math series focuses on
problem solving, procedures, and higher level thinking skills.
Confidence in problem solving is built by using strategies that will
prepare a child for success in mathematics. In the lower grades Saxon
Math, and many supplement materials are used, our teachers feel it
provides that higher order of thinking because it teaches them things
required for success in mathematics. We use computer-based programs for
extra intense practice and immediate feedback, and implementation of the
"Star Math Program" by "Renaissance Learning" is planned, to provide
extra assessment in math to further benefit our students.

Our teachers try to develop a conceptual grasp of number, space, and
situational problems, using activities that make use of everyday objects
and especially designed materials, with active involvement of students
doing mathematics with thoughtful manipulatives, in an atmosphere that
encourages children to debate, discuss, test, and apply ideas. Ongoing
classroom-based assessments and individual conferences are important for
gathering the insights necessary to design effective personalized
instruction. Teachers use whole group, small group, or individualized
instruction to provide the right support based on the assessments
gathered for each student. Using a wide range of appropriate reasoning
and problem-solving experiences from the onset, develops a sense of
confidence in a student's ability to think and communicate
mathematically, in all, emphasizing the power of mathematics in helping
children understand and interpret questions faced in our world and solve
problems that occur in it.

**[\
\
Part V - Curriculum and Instruction...]{.underline}**

**[#4 Instructional Methods:]{.underline}**

Number range CHAPTERAt Savanna we use various assessments and
instructional methods for early identification and intervention of
at-risk students. We reviewed the life experiences and conditions that
research has shown were associated with student achievement, and
determined that the difficulty of the curriculum was important to all
students, even those who were struggling. Also for the students with
special needs Special Education classes and Title 1 translate into more
of a one-on-one environment, our District is very fortunate to have an
ample supply of volunteers that assist with such things as tutoring and
one-on-one reading. The district has also committed financially to make
sure every teacher also has an aid in the classroom, which improves that
amount of time a teacher has to spend with his/or her students.

In the seventh and eighth grade, class size has been reduced by
splitting classes by gender, in the core curriculum areas, (Math,
Language, Science, Social Studies, and Physical Education) which in most
cases is very conducive to learning at this age.

Classroom instruction involves many different strategies, from large
group to small group instruction, to one-on-one attention. Teachers use
technological media, such as Elmo projectors for large and small group
presentations, to state of the art computer Labs, with an abundant
supply of programs and internet-based activities. Teachers also use
assessments such as the "Star Reading Program" to identify the
appropriate reading level for each student, so that they can do
independent reading at a frustration free level.

Communication between school, home, and community is also essential for
the success of our students, without the support of each; a child could
"slip through the cracks" so to speak. Therefore our staff works hard to
ensure that "[No]{.underline} Child is Left Behind" and to secure
academic success for all children.

**[\
\
\
\
Part V - Curriculum and Instruction...]{.underline}**

**[#5 Professional Development:]{.underline}**\
\
Number range CHAPTERThe goal of Savanna Elementary is to improve student
skills in all areas, and to ensure this, all teachers continue their
education beyond initial licensing and certification. Every teacher at
Savanna is highly qualified and strives to better themselves for the
good of the students.

Oklahoma's teachers are noted as some of the best in the nation. This is
in part because of the State Department of Education's focus on ongoing
training and professional development. Thanks to convenient Professional
Development Centers and more than one million dollars in federal funds
divided state wide between school districts, designated just for
additional teacher training. Our teachers have every opportunity to meet
the goals and requirements of our district.

Our staff development has been driven by teacher interest in improving
teaching skills related to the core subjects. The McAlester PDC offers
video conferences on a variety of subjects involving core curriculums.
We also used online Staff Development programs and videos that have been
approved by our district staff development committee. At the beginning
of each school year the district also provides on site workshops for
computer training courses (Power Point, Mass Student Data System for
grades, report and attendance, etc.). Weekly staff meetings, focus on,
needs assessments and updates. In 2004 six of our teachers also when
through the "Schools Attuned Program" and returned with useful
strategies to impact our students learning processes.

We are also in the process of applying for a grant to will help cover
expenses needed to send all of our teachers through the "Great
Expectations Program," we feel it will be very beneficial for our staff.
Great Expectations is a state initiative that is bringing major change
and innovation to public school classrooms in Oklahoma. These reforms
positively affect how teachers teach and how students learn.

**\
PART VII - ASSESSMENT RESULTS\
Public Schools**

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

**\
\
*No Child Left Behind - Blue Ribbon School***

**\
Grade: 3 \_\_\_[Math]{.underline}\_\_\_**

  ----------------------- ------------- ----------------------------------
  **Subject:** Math       **Grade:** 3  **Test:** Stanford Achievement
                                        Test

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

  ----------------------- -----------------------------------------------
  **Publication Years:**  **Publisher:** Harcourt Educational Measurement
  9^th^ / 1995            

  **Scores are reported   NCEs\_\_\_\_ Scaled Scores\_\_\_**\_
  here as (check one)**:  Percentiles\_\_X\_\_**
  ----------------------- -----------------------------------------------

+-----------------------------------+----------+-----------+----------+
| **Testing Month - School Year**   | *        | **March** | *        |
|                                   | *April** |           | *March** |
|                                   |          | **20      |          |
|                                   | **200    | 03-2004** | **200    |
|                                   | 4-2005** |           | 2-2003** |
+-----------------------------------+----------+-----------+----------+
| **SCHOOL SCORES**                 |          |           |          |
+-----------------------------------+----------+-----------+----------+
| **[Savanna Schools]{.underline}** | 100 %    | 64 %      | 66 %     |
| Percent of Regular Students       |          |           |          |
| testing at Satisfactory Level or  |          |           |          |
| Above                             |          |           |          |
+-----------------------------------+----------+-----------+----------+
| [**State**]{.underline}           | 77 %     | 61 %      | 65 %     |
| Percentile of Regular Students    |          |           |          |
| Testing at                        |          |           |          |
|                                   |          |           |          |
| Satisfactory Level or Above       |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 12       | 14        | 14       |
+-----------------------------------+----------+-----------+----------+
| Percent of Total Students Tested  | 100 %    | 100 %     | 100 %    |
+-----------------------------------+----------+-----------+----------+
| Number of Students Alternatively  | 0        | 0         | 0        |
| Assessed                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Percent of Students Alternatively | 0 %      | 0 %       | 0 %      |
| Assessed                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students ELL Exempt     | 0        | 0         | 0        |
+-----------------------------------+----------+-----------+----------+
| Percent of Students ELL Exempt    | 0 %      | 0 %       | 0 %      |
+-----------------------------------+----------+-----------+----------+
|                                   |          |           |          |
+-----------------------------------+----------+-----------+----------+
| [SUBGROUP SCORES]{.underline}     |          |           |          |
+-----------------------------------+----------+-----------+----------+
| **1. Economically Disadvantaged** | \*       | \*        | 61 %     |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 6        | 9         | 11       |
+-----------------------------------+----------+-----------+----------+
| **2. Special Education**          | \*       | \*        | \*       |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 1        | 2         | 1        |
+-----------------------------------+----------+-----------+----------+
| **2. American Indian / Alaskan    | \*       | \*        | \*       |
| Native**                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 5        | 8         | 5        |
+-----------------------------------+----------+-----------+----------+
|                                   |          |           |          |
+-----------------------------------+----------+-----------+----------+

**Note: In 2004-05 Oklahoma developed new criterion referenced
assessments in Grade 3 reading and mathematics to measure achievement of
students on the Priority Academic Student Skills. Since this is the
first year of implementation, no trend data is available.\
\
**\*Less than ten students tested

**[STATE CRITERION-REFERENCED TESTS...]{.underline}**

***No Child Left Behind - Blue Ribbon School\
***

**Grade: 3 \_\_\_[Reading\_]{.underline}\_\_\_**

  ----------------------- ------------- ----------------------------------
  **Subject:** Reading    **Grade:** 3  **Test:** Stanford Achievement
                                        Test

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

  ----------------------- -----------------------------------------------
  **Publication Years:**  **Publisher:** Harcourt Educational Measurement
  9^th^ / 1995            

  **Scores are reported   NCEs\_\_\_\_ Scaled Scores\_\_\_**\_
  here as (check one)**:  Percentiles\_\_X\_\_**
  ----------------------- -----------------------------------------------

+-----------------------------------+----------+-----------+----------+
| **Testing Month - School Year**   | *        | **March** | *        |
|                                   | *April** |           | *March** |
|                                   |          | **20      |          |
|                                   | **200    | 03-2004** | **200    |
|                                   | 4-2005** |           | 2-2003** |
+-----------------------------------+----------+-----------+----------+
| **SCHOOL SCORES**                 |          |           |          |
+-----------------------------------+----------+-----------+----------+
| **[Savanna Schools]{.underline}** | 100 %    | 64 %      | 60 %     |
| Percent of Regular Students       |          |           |          |
| testing at Satisfactory Level or  |          |           |          |
| Above                             |          |           |          |
+-----------------------------------+----------+-----------+----------+
| [**State**]{.underline}           | 86 %     | 63 %      | 55 %     |
| Percentile of Regular Students    |          |           |          |
| Testing at                        |          |           |          |
|                                   |          |           |          |
| Satisfactory Level or Above       |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 12       | 14        | 14       |
+-----------------------------------+----------+-----------+----------+
| Percent of Total Students Tested  | 100 %    | 100 %     | 100 %    |
+-----------------------------------+----------+-----------+----------+
| Number of Students Alternatively  | 0        | 0         | 0        |
| Assessed                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Percent of Students Alternatively | 0 %      | 0 %       | 0 %      |
| Assessed                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students ELL Exempt     | 0        | 0         | 0        |
+-----------------------------------+----------+-----------+----------+
| Percent of Students ELL Exempt    | 0 %      | 0 %       | 0 %      |
+-----------------------------------+----------+-----------+----------+
|                                   |          |           |          |
+-----------------------------------+----------+-----------+----------+
| [SUBGROUP SCORES]{.underline}     |          |           |          |
+-----------------------------------+----------+-----------+----------+
| **1. Economically Disadvantaged** | \*       | \*        | 51 %     |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 6        | 9         | 11       |
+-----------------------------------+----------+-----------+----------+
| **2. Special Education**          | \*       | \*        | \*       |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 1        | 2         | 1        |
+-----------------------------------+----------+-----------+----------+
| **2. American Indian / Alaskan    | \*       | \*        | \*       |
| Native**                          |          |           |          |
+-----------------------------------+----------+-----------+----------+
| Number of Students Tested         | 5        | 8         | 5        |
+-----------------------------------+----------+-----------+----------+
|                                   |          |           |          |
+-----------------------------------+----------+-----------+----------+

**Note: In 2004-05 Oklahoma developed new criterion referenced
assessments in Grade 3 reading and mathematics to measure achievement of
students on the Priority Academic Student Skills. Since this is the
first year of implementation, no trend data is available.**

\*Less than ten students tested

**[STATE CRITERION-REFERENCED TESTS...]{.underline}**

***No Child Left Behind - Blue Ribbon School\
***

**Grade: 5 \_\_\_[Math\_]{.underline}\_\_\_**

  ----------------------- --------------- -------------------------------
  **Subject:** Math       **Grade:** 5    **Test:** Oklahoma Core
                                          Curriculum Test

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

+----------------------+-----------------------------------------------+
| **Publication        | **Publisher:** Harcourt Educational           |
| Years:**             | Measurement                                   |
+----------------------+-----------------------------------------------+
| **Scores are         | NCEs\_\_\_\_ Scaled Scores\_\_\_**\_          |
| reported here as**   | Percentiles\_\_X\_\_**                        |
|                      |                                               |
| **(check one):**     |                                               |
+----------------------+-----------------------------------------------+

+---------------------------------+------------+----------+-----------+
| **Testing Month - School Year** | **April**  | *        | **March** |
|                                 |            | *April** |           |
|                                 | **2        |          | **20      |
|                                 | 004-2005** | **200    | 02-2003** |
|                                 |            | 3-2004** |           |
+---------------------------------+------------+----------+-----------+
| **SCHOOL SCORES**               |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 100 %      | 65 %     | 83 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 33 %       | 0 %      | 18 %      |
+---------------------------------+------------+----------+-----------+
| Number of Regular Students      | 11         | 17       | 17        |
| Tested                          |            |          |           |
|                                 |            | 17       |           |
+---------------------------------+------------+----------+-----------+
| Percent of Total Students       | 100 %      | 100 %    | 100 %     |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students              | 0          | 0        | 0         |
| Alternatively Assessed          |            |          |           |
|                                 |            | 0        |           |
+---------------------------------+------------+----------+-----------+
| Percent of Students             | 0 %        | 0 %      | 0 %       |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students ELL Exempt   | 0          | 0        | 0         |
|                                 |            |          |           |
|                                 |            | 0        |           |
+---------------------------------+------------+----------+-----------+
| Percent of Students ELL Exempt  | 0 %        | 0 %      | 0 %       |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| [SUBGROUP SCORES]{.underline}   |            |          |           |
+---------------------------------+------------+----------+-----------+
| **1. Economically               |            |          |           |
| Disadvantaged**                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | \*       | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 100 %      | \*       | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 100 %      | \*       | 84 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 18 %       | \*       | 17 %      |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 10         | 8        | 12        |
+---------------------------------+------------+----------+-----------+
| **2. Special Education**        |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 2          | 2        | 1         |
+---------------------------------+------------+----------+-----------+
| **STATE SCORES**                |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %\*   |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 98 %       | 99 %     | 98 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 84 %       | 78 %     | 72 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 30 %       | 21 %     | 16 %\*    |
+---------------------------------+------------+----------+-----------+

Note: State published Regular student group scores only in 2002-2003,
instead of all students.\
\*Less than ten students tested

**[STATE CRITERION-REFERENCED TESTS...]{.underline}**

***No Child Left Behind - Blue Ribbon School\
***

**Grade: 5 \_\_\_[Reading\_]{.underline}\_\_\_**

  ----------------------- --------------- -------------------------------
  **Subject:** Reading    **Grade:** 5    **Test:** Oklahoma Core
                                          Curriculum Test

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

+----------------------+-----------------------------------------------+
| **Publication        | **Publisher:** Harcourt Educational           |
| Years:**             | Measurement                                   |
+----------------------+-----------------------------------------------+
| **Scores are         | NCEs\_\_\_\_ Scaled Scores\_\_\_**\_          |
| reported here as**   | Percentiles\_\_X\_\_**                        |
|                      |                                               |
| **(check one)**:     |                                               |
+----------------------+-----------------------------------------------+

+---------------------------------+------------+----------+-----------+
| **Testing Month - School Year** | **April**  | *        | **March** |
|                                 |            | *April** |           |
|                                 | **2        |          | **20      |
|                                 | 004-2005** | **200    | 02-2003** |
|                                 |            | 3-2004** |           |
+---------------------------------+------------+----------+-----------+
| **SCHOOL SCORES**               |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 100 %      | 82 %     | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 87 %       | 47 %     | 76 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 7 %        | 0 %      | 0 %       |
+---------------------------------+------------+----------+-----------+
| Number of Regular Students      | 11         | 17       | 17        |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Total Students       | 100 %      | 100 %    | 100 %     |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students              | 0          | 0        | 0         |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Students             | 0 %        | 0 %      | 0 %       |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students ELL Exempt   | 0          | 0        | 0         |
+---------------------------------+------------+----------+-----------+
| Percent of Students ELL Exempt  | 0 %        | 0 %      | 0 %       |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| [SUBGROUP SCORES]{.underline}   |            |          |           |
+---------------------------------+------------+----------+-----------+
| **1. Economically               |            |          |           |
| Disadvantaged**                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | \*       | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 90 %       | \*       | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 80 %       | \*       | 67 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 0 %        | \*       | 0 %       |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 10         | 8        | 12        |
+---------------------------------+------------+----------+-----------+
| **2. Special Education**        |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | \*         | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 2          | 2        | 1         |
+---------------------------------+------------+----------+-----------+
| **STATE SCORES**                |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %\*   |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 96 %       | 95 %     | 85 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 79 %       | 76 %     | 74 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 9 %        | 5 %      | 5 %\*     |
+---------------------------------+------------+----------+-----------+

Note: State published Regular student group scores only in 2002-2003,
instead of All students.\
\*Less than ten students tested

**[STATE CRITERION-REFERENCED TESTS...]{.underline}**

***No Child Left Behind - Blue Ribbon School\
***

**Grade: 8 \_\_\_[Math\_]{.underline}\_\_\_\
**

  ----------------------- --------------- -------------------------------
  **Subject:** Math       **Grade:** 8    **Test:** Oklahoma Core
                                          Curriculum Test

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

+----------------------+-----------------------------------------------+
| **Publication        | **Publisher:** Harcourt Educational           |
| Years:**             | Measurement                                   |
+----------------------+-----------------------------------------------+
| **Scores are         | NCEs\_\_\_\_ Scaled Scores\_\_\_**\_          |
| reported here as**   | Percentiles\_\_X\_\_**                        |
|                      |                                               |
| **(check one)**:     |                                               |
+----------------------+-----------------------------------------------+

+---------------------------------+------------+----------+-----------+
| **Testing Month - School Year** | **April**  | *        | **March** |
|                                 |            | *April** |           |
|                                 | **2        |          | **20      |
|                                 | 004-2005** | **200    | 02-2003** |
|                                 |            | 3-2004** |           |
+---------------------------------+------------+----------+-----------+
| **SCHOOL SCORES**               |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 96 %       | 93 %     | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 89 %       | 67 %     | 31 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 25 %       | 4 %      | 9 %       |
+---------------------------------+------------+----------+-----------+
| Number of Regular Students      | 28         | 23       | 32        |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Total Students       | 100 %      | 100 %    | 100 %     |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students              | 0          | 0        | 0         |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Students             | 0 %        | 0 %      | 0 %       |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students ELL Exempt   | 0          | 0        | 0         |
+---------------------------------+------------+----------+-----------+
| Percent of Students ELL Exempt  | 0 %        | 0 %      | 0 %       |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| [SUBGROUP SCORES]{.underline}   |            |          |           |
+---------------------------------+------------+----------+-----------+
| **1. Economically               |            |          |           |
| Disadvantaged**                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 95 %       | 90 %     | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 84 %       | 67 %     | 78 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 16 %       | 5 %      | 11 %      |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 19         | 19       | 18        |
+---------------------------------+------------+----------+-----------+
| **2. Special Education**        |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 0          | 7        | 3         |
+---------------------------------+------------+----------+-----------+
| **STATE SCORES**                |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %\*   |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 94 %       | 96 %     | 95 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 76 %       | 77 %     | 73 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 20 %       | 20 %     | 16 %\*    |
+---------------------------------+------------+----------+-----------+

Note: State published Regular student group scores only in 2002-2003,
instead of All students.\
\*Less than ten students tested

**[STATE CRITERION-REFERENCED TESTS...\
]{.underline}**

***No Child Left Behind - Blue Ribbon School\
***

**Grade: 8 \_\_\_[Reading\_]{.underline}\_\_\_**

  ----------------------- --------------- -------------------------------
  **Subject:** Reading    **Grade:** 8    **Test:** Oklahoma Core
                                          Curriculum Test

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

+----------------------+-----------------------------------------------+
| **Publication        | **Publisher:** Harcourt Educational           |
| Years:**             | Measurement                                   |
+----------------------+-----------------------------------------------+
| **Scores are         | NCEs\_\_\_\_ Scaled Scores\_\_\_**\_          |
| reported here as**   | Percentiles\_\_X\_\_**                        |
|                      |                                               |
| **(check one)**:     |                                               |
+----------------------+-----------------------------------------------+

+---------------------------------+------------+----------+-----------+
| **Testing Month - School Year** | **April**  | *        | **March** |
|                                 |            | *April** |           |
|                                 | **2        |          | **20      |
|                                 | 004-2005** | **200    | 02-2003** |
|                                 |            | 3-2004** |           |
+---------------------------------+------------+----------+-----------+
| **SCHOOL SCORES**               |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 100 %      | 100 %    | 97 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 97 %       | 82 %     | 84 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 4 %        | 0 %      | 6 %       |
+---------------------------------+------------+----------+-----------+
| Number of Regular Students      | 24         | 23       | 32        |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Total Students       | 100 %      | 100 %    | 100 %     |
| Tested                          |            |          |           |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students              | 0          | 0        | 0         |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Percent of Students             | 0 %        | 0 %      | 0 %       |
| Alternatively Assessed          |            |          |           |
+---------------------------------+------------+----------+-----------+
| Number of Students ELL Exempt   | 0          | 0        | 0         |
+---------------------------------+------------+----------+-----------+
| Percent of Students ELL Exempt  | 0 %        | 0 %      | 0 %       |
+---------------------------------+------------+----------+-----------+
|                                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| [SUBGROUP SCORES]{.underline}   |            |          |           |
+---------------------------------+------------+----------+-----------+
| **1. Economically               |            |          |           |
| Disadvantaged**                 |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 100 %      | 100 %    | 100 %     |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 95 %       | 76 %     | 89 %      |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 0 %        | 0 %      | 6 %       |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 16         | 18       | 18        |
+---------------------------------+------------+----------+-----------+
| **2. Special Education**        |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 0 %        | \*       | \*        |
+---------------------------------+------------+----------+-----------+
| Number of Students Tested       | 0          | 7        | 3         |
+---------------------------------+------------+----------+-----------+
| **STATE SCORES**                |            |          |           |
+---------------------------------+------------+----------+-----------+
| At or Above Unsatisfactory      | 100 %      | 100 %    | 100 %\*   |
+---------------------------------+------------+----------+-----------+
| At or Above Limited Knowledge   | 96 %       | 97 %     | 96 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Satisfactory        | 81 %       | 82 %     | 79 %\*    |
+---------------------------------+------------+----------+-----------+
| At or Above Advanced            | 9 %        | 6 %      | 6 %\*     |
+---------------------------------+------------+----------+-----------+

Note: State published Regular student group scores only in 2002-2003,
instead of All students.\
\*Less than ten students tested