#####  *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]{.underline}
Elementary \_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Carl F. Bezjak]{.underline}

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

Official School Name [A.L. Wilson Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address [25 South Main Street]{.underline}

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

\_\_\_\_[Fairchance]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[PA]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[15436-1308]{.underline}\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County [Fayette]{.underline} State School Code Number\*
[2115]{.underline}

Telephone [( 724 ) 564-7434]{.underline} Fax [( 724 )
564-7423]{.underline}

Website/URL [http://www.albertgallatin.k12.pa.us/alwilson]{.underline}
E-mail [cbezjak@albertgallatin.k12.pa.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Walter G. Vicinelly]{.underline}

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

District Name [Albert Gallatin Area School District]{.underline} Tel.[(
724 ) 564-7190]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. David K. Howard]{.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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[2]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other

[9]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$6,010.28]{.underline}

Average State Per Pupil Expenditure: [\$9,602.57]{.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
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

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

[2]{.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**                                                  **7**                             

  **K**       14        16                     **30**       **8**                             

  **1**       23        12                     **35**       **9**                             

  **2**       16        11                     **27**       **10**                            

  **3**       18        15                     **33**       **11**                            

  **4**       18        11                     **29**       **12**                            

  **5**       17        12                     **29**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   183
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[0]{.underline} % Hispanic or Latino

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

[0]{.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:
[5]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      7
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Total of all transferred    9
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 171
                            the school as of October 1  

  **(5)**                   Total transferred students  .05
                            in row (3) divided by total 
                            students in row (4)         

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

8\. Limited English Proficient students in the school: [0]{.underline} %

[0]{.underline} Total Number Limited English Proficient

Number of languages represented: [1]{.underline}

Specify languages: English

9\. Students eligible for free/reduced-priced meals: [41]{.underline} %

Total number students who qualify: [75]{.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: [1]{.underline} %

[1]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

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

\_\_\_\_Emotional Disturbance [15]{.underline} Speech or Language
Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

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

Special resource teachers/specialists [9]{.underline}

Paraprofessionals (Highly Qualified) [2]{.underline}

> Support staff [4]{.underline} [6]{.underline}
>
> Total number [19]{.underline} [15]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[16:1]{.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%         93%         95%         94%

  Daily teacher attendance   96%         96%         95%         96%         94%

  Teacher turnover rate      0%          0%          0%          0%          0%

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

A.L. Wilson Elementary is one of 6 elementary schools, with an
enrollment of 183 students as of October 1, 2005, in the Albert Gallatin
School District. Located in Fairchance, a small rural community in
southwestern Pennsylvania, 41% of our population is deemed low-income.
This Title I school is comprised of Kindergarten through fifth grade
students and utilizes two separate buildings for classrooms. Students in
grades four and five attend classes at the Windy Hill facility, a short
distance from the main elementary school. Our students are either
walkers or are transported to school by car. There is one administrator,
a part-time guidance counselor, a school nurse, and one speech therapist
for students in both buildings. The teaching staff is comprised of 12
classroom teachers. Specialty classes which include art, music, library,
computers, and physical education are provided once a week to our
students. All teachers are properly certified and "highly qualified".
Four teachers hold masters degrees and nine teachers hold bachelors
degrees. Moreover, there is a combined 247 years of teaching experience.

A.L. Wilson takes pride in the fact that over the past four years our
scores have continually improved and, in some instances, have exceeded
the state standards. In the 2004-2005 school year, both math and reading
scores reached 95% on the Pennsylvania State Assessment Test. Adequate
progress targets were met. The curriculum is aligned with state
standards and the anchors are incorporated in daily instruction. The
staff remains steadfast in adhering to the standards, yet flexible in
adapting instruction to the needs of the individual students. Our
teachers put forth much effort in analyzing data, implementing a variety
of programs, assessing interventions, communicating with parents, and
participating in professional development. After school, we provide our
students a computer-based program utilizing the Academy of Reading and
Math. Following the school year, A.L. Wilson hosts a well-received
summer program that again uses the Academy of Reading and Math. This
strengthens skills while maintaining continuity in instruction from the
past year.

The mission of A. L. Wilson is to provide high quality education that
allows all students to achieve educational excellence. We believe that
education is an active process involving the entire community and that a
partnership between the family and school is necessary to achieve that
excellence. We are a school which values all of our students, respects
their individual differences, and is committed to providing every
opportunity for each child to achieve their fullest potential. We are
focussed on our mission, and realize that excellence in education is
worth the time, energy, and investment needed to support our high
expectations.

In spite of dealing with persistent averse economic issues, changing
family dynamics, and the many challenging social factors facing many of
our students, A.L. Wilson is viewed as a source of strength and pride in
the community. Likewise, A.L. Wilson gains strength from its community.
Our community members take comfort in having a neighborhood school. It
is a safe environment in which many generations of families received
their schooling. We are motivated and dedicated to the development of
the whole child. From warmly greeting the children and offering them
breakfast in the morning to walking them to a parent's vehicle at
dismissal, the staff creates a safe, welcoming atmosphere that fosters a
sense of belonging in our children. Furthermore, students experience
achievement when they are recognized for their citizenship, academic
performance, and school attendance with awards donated by local
businesses. In addition, the Pennsylvania State Police make an annual
holiday visit. Each year, the troopers graciously provide donated toys,
stuffed animals, and bicycles to all of our children, exemplifying the
meaning of giving. Our school P.T.O. is ever present and valued. They
work tirelessly in their efforts, conducting fundraising campaigns, and
planning quality educational programs and activities that address the
physical, social, and emotional well-being of our students.

The pressure of achievement is great, however, A.L. Wilson, through the
collaboration of many, has not lost sight of the importance of fostering
a positive creative learning environment and is ever-dedicated to the
development of fine young people in all aspects of life.

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

**1. Assessment Result**

Pennsylvania's system of assessment is known as the "Pennsylvania System
of School Assessment," PSSA. The standards-based assessment provides
relevant data regarding student and school performance. The test
measures the levels at which schools are progressing towards the
Pennsylvania Academic Content Standards in both reading and mathematics.
The assessment originally included only Grades 5, 8, and 11. In 2005, a
Writing Assessment was also completed for Grades 5, 8, and 11. The
Pennsylvania Department of Education, Division of Assessment, reports in
the 2005 -- 2006 Handbook, the Pennsylvania assessment system will
continue to evolve as a result of requirements in the No Child Left
Behind (NCLB) legislation.

For additional information, the Assessment section of the Pennsylvania
Department of Education's website,
[**http://www.pde.state.pa.us**](http://www.pde.state.pa.us/) may be
referenced.

Results of the assessment are reported for individual students, schools,
and districts.

Proficiency levels for students are defined as follows:

Advanced: Superior academic performance indicating an in-depth
understanding and

exemplary display of skills.

Proficient: Satisfactory academic performance indicating a solid
understanding and adequate

> display of skills.

Basic: Marginal academic performance, work approaching, but not yet
reaching

satisfactory performance. This level indicates a partial understanding
and limited

display of skills.

> Below Basic: Inadequate academic performance that indicates little
> understanding and minimal display of skills.

Adequate Yearly Progress (AYP) measures whether each school has met the
improvement goals in three areas: (1) Attendance (2) Academic
Performance and (3) Test Participation. Specifically, to meet AYP in
Pennsylvania, a school must (1) maintain a 90% attendance rate (2) reach
a 45% proficiency rate in mathematics and a 54% proficiency rate in
reading -- including all subgroups and (3) reach a 95% or better
participation rate on each assessment test which includes reading and
mathematics.

A.L. Wilson Elementary School met AYP reaching all five targets.
Eighteen students demonstrated a 94% attendance rate for the year --
with the economically disadvantaged displaying a 93% rate. A.L. Wilson's
2004-2005 enrollment numbers 178 students with 77 students receiving
free and reduced lunches calculating to a 43% building percent rate.
Subgroups were computed when a group had at least 10 students.

The school's overall results in reading indicated that of the 18
students assessed in Grade five, 94% of the students scored Proficient
and above in reading (56% Proficient and 39% Advanced). Only 6% of the
students scored at the Basic level and 0% scored at the Below Basic
level. The school's overall results in mathematics indicated that of the
18 students assessed in Grade five, 94% of the students scored
Proficient and above in mathematics (0% Proficient and 94% Advanced).
Again, only 6% of the students scored at the Basic level and 0% scored
at the Below Basic level.

The school demonstrated a 100% participation rate in reading and
mathematics. Eighteen out of eighteen students were assessed.

Reading scores increased 7% since the 2003-2004 school year with 88% of
the students tested scoring Proficient or above. Mathematics scores
increased 4% since the 2003-2004 school year with 91% of the students
scoring Proficient or above.

A.L. Wilson's success rate is correlated to the professional
qualifications of its teachers. The No Child Left Behind Act requires
that all public school teachers in core academic subjects be "highly
qualified". There are 12 classroom teachers, 9 part-time special
resource teachers/specialists, and 2 paraprofessionals employed at the
A.L. Wilson Elementary School. The percentage of highly qualified
instructors is 100%.

**2. Using Assessment Results**

Data analysis is essential in guiding instruction and decision making.
At A.L. Wilson, receiving the documented results of our accomplishments
generates a sense of pride and satisfaction in both staff and
administration. Conversely, we are motivated to face any challenges that
may be revealed in assessment outcomes. The staff reviews data regularly
to determine the effectiveness of programs and instruction as a whole.
At each grade level, teachers meet to critically review results, discuss
individual student progress, and determine necessary adaptations to
instruction. Teachers also meet with the administration to discuss these
concerns. The type of assessment and when it is administered determines
how we use the data and implement prescriptives to improve student
performance throughout the year. At the beginning of the year, we
administer the Stanford 10 to grades 3 through 5 as a diagnostic test to
determine student strengths and weaknesses. Perusing the results enable
us to gauge our instruction to both the needs of the individual and
those of the entire group. In addition, at various intervals throughout
the school year, we administer the DIBELS Reading assessment to
determine student proficiency in letter recognition, phoneme awareness,
and reading fluency. Students scoring below the benchmark receive
intensive instruction to help remediate areas of weakness while
monitoring progress towards designated goals. The 4 Sight Benchmark
tests are periodically administered to predict success on the
Pennsylvania State Assessment. Test results are provided in a timely
manner so that remediation in areas of need is immediate. While students
receive daily support in the classroom environment, additional
provisions are made for more extensive assistance. Our after school
study skills program, our summer program, and individual tutoring, if
the need arises, may be utilized for extra help. Since our assessment
results greatly impact the focus of our instruction, we depend upon the
message that they provide. The meaning that we derive aids in adapting
our curriculum, and through a collaborative effort, we have been able to
use this data for expediting changes to suit the needs of our students.

**3**. **Communicating Assessment Results**

> Communication with the community, parents, and students is essential
> for their gaining an understanding of data. Objectively defining for
> parents their child's present level of performance and explaining what
> scores reveal assists with the school to home connection. Due to our
> unique transportation situation, the administration and staff are able
> to communicate with parents on a regular basis. Parents feel at ease
> stopping in the office with questions regarding their child as they
> take their children to and from school. In addition, teachers,
> parents, and students have regular correspondence through a weekly
> take-home folder. Each Wednesday, teachers send home samples of
> student work for parents to view. Parents are encouraged to make
> comments and correspond with questions or concerns. Teachers
> diligently provide feedback through personal notes or phone calls.
> Also, the Wednesday Folder provides a means for delivering to parents
> student progress reports at the 30^th^ and 120^th^ days, report cards,
> and various standardized assessment results. Regularly scheduled
> parent-teacher conferences are another method of communicating student
> progress and discussing ways to improve individual student
> achievement. Furthermore, the students, themselves, are made aware of
> assessment tools and rubrics that their teachers use to assess their
> work and performance. Students are given the opportunity to work with
> the teacher to score their own work through use of rubrics, gaining an
> understanding of scores and results. In this way, students take
> ownership of their learning because expectations are clearly defined.
> It is equally important that all community members, regardless of
> their school connection, understand the goals we strive to attain and
> recognize our achievements. Their interest and involvement in our
> school supports our mission of fostering student pride and
> performance. Assessment results are shared with the community through
> the media, including the school web-site, and school newsletters
> designed to display information visually for increased understanding.
> Additionally, assessment results are shared through various school
> functions, open houses held during National Education Week, and the
> school board meetings televised on the community television network.

4.  **Sharing Success**

> The administration and staff at A. L. Wilson is enthused about our
> performance on assessments. We are eager to share with others the
> techniques, strategies, and teaching skills that we feel are catalysts
> to that success. Another great strength from which we draw, and one
> that we feel is a contributing factor to our positive outcomes, is our
> parental support. To that end, we were proud to have principals from
> other Albert Gallatin elementary schools as well as school board
> members, attend our parent- involvement breakfast. At this event, the
> K-3 faculty presented a literature- based activity which demonstrated
> positive parent-child read aloud strategies. While this event was
> taking place, our 4^th^ and 5^th^ grade faculty was presenting to
> parents a mathematics investigation which dealt with the geometry
> standards. One of the teachers was later asked to present this program
> called "Math Scene Investigations" to Title I parents and faculty from
> within our district. This PowerPoint presentation demonstrated the
> teaching of geometry with manipulative models. We are planning a
> spring parent workshop with the intermediate grades' focus being on
> reading skills, and the primary's on mathematics. Representatives from
> district schools have expressed interest in attending this event. On a
> broader level, our principal is involved in sharing information
> through the Intermediate Unit I Leadership Academy in the areas of
> evaluation, raising test scores, and differentiated instruction and
> supervision. Two of our teachers have been involved in "Developing
> Mathematical Ideas" training sessions in which they shared student
> work with other district teachers. They were able to demonstrate
> effective techniques that they employ in developing problem solving
> strategies. All of our faculty members have participated in committees
> and in-service discussions in which they have eagerly shared the
> success story that is the core of A. L. Wilson's character.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum**

Courses at A.L. Wilson Elementary are aligned, but not limited to, the
adopted State Standards. Attention is given to Bloom's Taxonomy and the
need to address higher order thinking while still addressing varied
learning styles and abilities. We are striving to select appropriate
research-based strategies and programs. Accommodations and adaptations
are used where appropriate in all courses.

> Our Language Arts program shows an integration of Reading, Writing,
> Listening and Speaking. DIBELS is the assessment tool used to drive
> classroom planning to address individual strengths and weaknesses.
> Rubrics, journal writing, and verbal reflections are embedded in this
> curricula.
>
> Science in our school is based on the FOSS (Full Option Science
> System) and STC (Science and Technology for Children) learning
> modules. The modules provide a vehicle for the constructivist thinking
> approach. Professional development for faculty is a key component for
> success. The building administrator received professional development
> through [Lenses on Learning]{.underline} to prepare for observation of
> the science classroom.
>
> This school year saw the introduction of [Investigations in Numbers,
> Data, and Space]{.underline}, developed through TERC, to advance
> mathematical learning for [all]{.underline} students. Again, [Lenses
> on Learning]{.underline} training for the building administrator links
> the curricula, classroom practices and observations.
>
> Health, Safety and Physical Education are currently being revised.
> Planned courses are being written aligned to the adopted State
> Standards. The Health and Wellness Committee is playing a strong role
> in the development of this curriculum. The Physical Education Program
> has introduced [The First Golf Tee Program]{.underline} which
> integrates a strong character education element.
>
> Social Studies is incorporated into our reading curriculum with the
> selections providing a background for exploration and comparisons of
> the peoples, their lands, and their cultures. The students learn about
> diversity through event-centered thematic units. Several classes
> utilize newsmagazines such as, the *Weekly Reader* and *Time for
> Kids*. Pennsylvania History is taught at the fourth grade level.
>
> The Art and Music curriculum is spiral in nature and shows development
> and expansion each year. Emphasis is on the display and exhibition of
> student works. Hallways are the background for student art creations
> and student performances showcase talents developed in the music
> classroom.
>
> Computer Literacy classes are provided weekly for the students in
> kindergarten through grade 5. The classes are based on adopted
> technology standards. Students move from learning basic mouse and
> keyboard skills in kindergarten to learning skills in word processing
> and PowerPoint by grade 5. Students also have access to Accelerated
> Reader, Math Traveler, Skills Tutor, Academy of Math, Academy of
> Reading, and Learning Milestones for enrichment and tutoring.

**2.** **Elementary School** **Reading**

Reading is the foundation for success in all content areas. Students who
excel academically have strong reading skills. One goal of the A.L.
Wilson reading program is to develop the reading skills of our students
to ensure that they are able to draw meaning from the text presented to
them in a variety of situations. Our reading program is data, as well
as, standards driven. We believe that a systematic approach to
instruction best serves our entire school population. A.L Wilson
assesses students' reading skills regularly beginning in kindergarten
and continuing through fifth grade. The DIBELS assessment provides for
the individual evaluation of children, whereby progress toward
established benchmarks is monitored throughout the year. Grade level
specific skills are assessed. Instruction is then tailored to meet the
needs of the individual child. The district has selected the McGraw-Hill
reading series which emphasizes whole language and phonetic approach to
reading instruction. This series allows the students to experience
authentic literature selections with various types of genre, guiding the
students to discover reading through exceptional texts and
illustrations. Moreover, as opposed to learning isolated skills,
students gain meaning from analyzing quality reading selections and
responding to the literature through writing. The phonics component
focuses on strengthening word attack skills, enabling the students to
decode unknown words for reading fluency and comprehension. Students of
all levels participate in supplemental activities aimed to challenge the
fluent readers, instruct the independent readers, and provide support
for the emergent readers. In addition, a variety of "reading centered"
activities are provided to our students. The STARS (Sharing Time and
Reading Stories) program provides new library books and activities for
each kindergarten student enrolled in the summer school program. The
objective is for parents to read with their child and use the related
activities, provided by the librarian, for addition skill development.
P.T.O. sponsored Book Fairs and yearly participation in the "Read Across
America" program are part of a collaborative effort of enriching our
curriculum and encouraging a positive attitude toward literacy for all.

**3.** **Mathematics**

> The structure of our mathematics program is in keeping with our vision
> of maintaining a strong, standards-based curriculum balanced with
> instructional methods that address the needs of all learners. It
> provides students with the essential skills and knowledge to become
> critical thinkers and problem solvers, and to relate those skills to
> everyday applications. This takes a cooperative, collaborative effort
> among the teachers at every grade level. In the primary grades, the
> children are given a base upon which to build more advanced skills.
> They are introduced to a wide variety of concepts and are able to
> explore them through use of individual, small group, cooperative, peer
> and whole class instruction. When students are able to construct their
> own knowledge of mathematical concepts in the early years, they enter
> the intermediate grades with a solid foundation of skills and concepts
> necessary to solve higher level thinking problems. All students are
> offered many learning situations in which they are able to utilize
> math manipulatives to solve problems and to develop a concrete
> understanding of mathematical concepts. Included in our program for
> the 2005-2006 year is [Investigations in Number, Data, and
> Space]{.underline}, a K-5, mathematics curriculum which challenges the
> students to use in depth, meaningful mathematical thinking rather than
> to work on superficial, fragmented skills. The use of United
> Streaming, an on demand digital video service, has provided students a
> visual opportunity of seeing mathematics at work. The Academy of Math
> is a valuable software resource that allows students to work on a
> targeted area of weakness determined by pre-testing. Teachers monitor
> progress and provide additional assistance. Finally, conferencing with
> parents to discuss progress and interpret data gives them an
> understanding of their child's grasp of mathematics and also affords
> parents the tools needed to help their child connect mathematics to
> the home environment.

**4.** **Instructional Methods**

> The staff at A. L. Wilson is knowledgeable of and utilizes various
> teaching strategies. Our faculty's use of proven techniques such as
> teacher demonstration, lectures, and student drill and recall are
> paired with methods like cooperative learning, explorations,
> investigations, simulations, and the use of computer technology. Our
> science program uses the "Focus-Explore-Reflect-Apply" learning cycle,
> which is applied to life, earth, and physical sciences. Our language
> arts program employs an integrated approach that allows the children
> to recognize the need for clear writing, speaking, and listening.
> Teachers use modeling throughout language arts instruction,
> emphasizing techniques that they want their students to master. During
> guided reading instruction, a teacher may "think aloud" demonstrating
> the process of interpreting, summarizing, synthesizing, or inferring.
> Teachers demonstrate the use of graphic organizers in all areas of
> communication. Our students "write across the curriculum", responding
> to open-ended questions in all content areas. In our computer lab, the
> students have an opportunity to work on the Academy of Reading and the
> Academy of Math, two programs which build upon basic skills and allow
> growth at the student's own pace. Teachers in the later primary and
> intermediate grades focus a portion of daily instruction on the
> Reading and Mathematics Anchors provided by the PDE. Using the
> anchors, teachers have created materials that make learning fun and
> interesting. As an example, a game of Math Jeopardy was created with
> categories based upon the Pennsylvania Mathematics Standards.
> Supplementing all of these classroom efforts, is an after-school
> tutoring component which provides additional support for students.
> Most importantly, while we rely on research-based strategies, our
> teachers maintain a professional respect and appreciation for one
> another's ideas, suggestions, and perspectives on instructional
> challenges. There is willingness to experiment and a level of
> collegiality, which enables our staff to successfully team-teach
> lessons and share teaching challenges as they arise.

**5.** **Professional Development**

> Professional development is a catalyst for teachers to refine skills
> and grow as educators. The A.L. Wilson staff strives to foster
> intellectual curiosity in students. To accomplish this goal, our
> teachers seek opportunities to continually develop a deep and rich
> knowledge of the concepts they teach. Our teachers have participated
> in a variety of programs aimed at enhancing skills and increasing
> awareness of responsibilities regarding academic standards. Teachers
> have attended Math/Science Partnership collaborative sessions at Seton
> Hill College where training was provided on the use of manipulatives
> in mathematics instruction. Following training, teachers then became
> leaders instructing their peers. It was determined that there was a
> need for additional manipulatives and more opportunities for training.
> Therefore, the math series [Investigations in Numbers, Data, and
> Space]{.underline} was purchased. Training on the use of Science
> Matters modules was provided to teachers. The Science Matters modules
> allow students to discover science through a variety of hands-on
> learning activities in which they gain meaningful understanding of
> science concepts by completing projects using a constructivist
> approach. Participation in LETRS (Literacy Essentials for Teachers of
> Reading and Spelling) training by staff has proven beneficial to
> reading achievement by our students. Through teacher collaboration in
> the use of this program, students have become proficient at word
> analysis, word attack, and reading fluency and comprehension.
> Students' scores on DIBELS indicate reading proficiency. Furthermore,
> training in the Academy of Reading and Math Program, Headsprout, and
> various district initiatives are provided. Our teachers have grown as
> a team collectively working toward a common goal. The collegiality
> among them is strengthened by each opportunity afforded to them. Every
> program helps to revitalize the eagerness of our staff. Moreover, the
> value of professional development is measured by the success of the
> students.

PART VII - ASSESSMENT RESULTS

# A.L.Wilson Elementary School Mathematics 5^th^ Grade

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

  Testing month                       April       March       April       April       April

  **SCHOOL SCORES**                                                                   

  \% At or Above Basic                100 %       97 %        100%        96%         100%

  \% At or above Proficient           95%         91%         100%        71%         86%

  \% At Advanced                      95%         73%         67%         33%         59%

  Number of students tested           18          33          15          24          22

  Percent of total students tested    100%        100%        100%        100%        100%

  Number of students alternatively    0           0           0           0           0
  assessed                                                                            

  Percent of students alternatively   0%          0%          0%          0%          0%
  assessed                                                                            

  **SUBGROUP SCORES**                                                                 

  1\. *Economically Disadvantaged*                                                    

  \% At or Above Basic                \*          \*          \*          \*          \*

  \% At or Above Proficient           \*          \*          \*          \*          \*

  \% At Advanced                      \*          \*          \*          \*          \*

  Number of Students Tested           \*          \*          \*          \*          \*

  2\. *Ethnicity*                                                                     

  White                                                                               

  \% At or Above Basic                100%        97%         100%        96%         100%

  \% At or above Proficient           94%         90%         100%%       71%         86%

  \% at Advanced                      94%         77%         67%         33%         59%

  Number of Students Tested           18          31          15          21          22

  Black                               \*          \*          \*          \*          \*

  Hispanic                            \*          \*          \*          \*          \*

  3\. *Students with an IEP*          \*          \*          \*          \*          \*

  **State Scores (% tested in each                                                    
  performance level)**                                                                

  \% At or Above Basic                88%         80%         78%         75%         78%

  \% At or Above Proficient           69%         62%         56%         53%         53%

  \% At Advanced                      38%         37%         28%         26%         23%
  ----------------------------------- ----------- ----------- ----------- ----------- -----------

\* Subgroups are printed only when the total number of students in a
group is at least 10.

# A.L.Wilson Elementary School Reading 5^th^ Grade

+----------------------------------+------+------+------+------+------+
|                                  | 2    | 2    | 2    | 2    | 2    |
|                                  | 004- | 003- | 002- | 001- | 000- |
|                                  | 2005 | 2004 | 2003 | 2002 | 2001 |
+----------------------------------+------+------+------+------+------+
| Testing month                    | A    | M    | A    | A    | A    |
|                                  | pril | arch | pril | pril | pril |
+----------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**                |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% at or above Basic             | 100% | 97%  | 93%  | 96%  | 87%  |
+----------------------------------+------+------+------+------+------+
| \% at or above Proficient        | 95%  | 88%  | 73%  | 63%  | 73%  |
+----------------------------------+------+------+------+------+------+
| \% at Advanced                   | 37%  | 67%  | 40%  | 13%  | 32%  |
+----------------------------------+------+------+------+------+------+
| Number of students tested        | 18   | 33   | 15   | 24   | 22   |
+----------------------------------+------+------+------+------+------+
| Percent of total students tested | 100% | 100% | 100% | 100% | 100% |
+----------------------------------+------+------+------+------+------+
| Number of students alternatively | 0    | 0    | 0    | 0    | 0    |
| assessed                         |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| Percent of students              | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed           |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| ## SUBGROUP SCORES               |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| 1\. *Economically Disadvantaged* |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 2\. *Ethnicity*                  |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| White                            |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 100% | 97%  | 93%  | 96%  | 87%  |
+----------------------------------+------+------+------+------+------+
| \% At or above Proficient        | 94%  | 87%  | 73%  | 63%  | 73%  |
+----------------------------------+------+------+------+------+------+
| \% at Advanced                   | 33%  | 68%  | 40%  | 13%  | 32%  |
+----------------------------------+------+------+------+------+------+
| Number of Students Tested        | 18   | 31   | 15   | 21   | 22   |
+----------------------------------+------+------+------+------+------+
| Black                            | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| Hispanic                         | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| 3\. *Students with an IEP*       | \*   | \*   | \*   | \*   | \*   |
+----------------------------------+------+------+------+------+------+
| **State Scores (% tested in each |      |      |      |      |      |
| performance level)**             |      |      |      |      |      |
+----------------------------------+------+------+------+------+------+
| \% At or Above Basic             | 81%  | 81%  | 78%  | 80%  | 77%  |
+----------------------------------+------+------+------+------+------+
| \% At or Above Proficient        | 64%  | 62%  | 58%  | 57%  | 56%  |
+----------------------------------+------+------+------+------+------+
| \% At Advanced                   | 23%  | 34%  | 27%  | 18%  | 20%  |
+----------------------------------+------+------+------+------+------+

\* Subgroups are printed only when the total number of students in a
group is at least 10.