##### *Revised March 24, 2005*

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

*U.S. Department of Education*

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

Name of Principal **[Mr. Eugene Hoover]{.underline}**

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

Official School Name **[Gramercy Elementary School]{.underline}**

(As it should appear in the official records)

School Mailing Address **[601 East Second Street]{.underline}**

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

**[Gramercy\_ LA 70052-5610]{.underline}**

city State Zip Code+4 (9 digits total)

County **[\_\_St.
James]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\* **[047002]{.underline}**

Telephone [**( 225 ) 869-3001**]{.underline} Fax [**( 225 )
869-3107**]{.underline}

Website/URL [**www.stjames.k12.la.us/gramercy**]{.underline} E-mail
**[ehoover@stjames.k12.la.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\* **[Dr. P. Edward Cancienne]{.underline}**

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

District Name [**St. James**]{.underline} Tel. **[( 225 )
869-5375]{.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 **[Mr. Willis Octave, Board
President]{.underline}**

President/Chairperson

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**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [\_\_\_**8**\_\_]{.underline}
Elementary schools

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

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

[\_\_\_**2**]{.underline}\_ High schools

[\_\_\_**1**\_\_]{.underline} Other

**[\_\_11\_]{.underline}** TOTAL

2\. District Per Pupil Expenditure:
[\_\_\$\_8394\_\_\_\_\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure:
[\_\_\$3411\_\_\_\_\_\_\_\_\_]{.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\. **[6\_\_\_]{.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**    24        24                     **48**       **7**       NA        NA          NA

  **K**       18        21                     **39**       **8**       NA        NA          NA

  **1**       22        22                     **44**       **9**       NA        NA          NA

  **2**       15        24                     **39**       **10**      NA        NA          NA

  **3**       23        28                     **51**       **11**      NA        NA          NA

  **4**       28        20                     **47**       **12**      NA        NA          NA

  **5**       18        28                     **46**       **Other**   9         5           **14**

  **6**       22        29                     **51**                                         

                                    **TOTAL                                                   **380**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of **[35 %]{.underline}** White

the students in the school: **[64 %]{.underline}** Black or African
American

**[1 %]{.underline}** Hispanic or Latino

**[0 %]{.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:
**[\_\_6\_%]{.underline}**

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  **10**
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           **12**
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   **22**
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of **380**
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  **.06**
            (4)                                          

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

8\. Limited English Proficient students in the school:
**[\_\_\_\_\_1]{.underline}\_\_%**

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

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

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
**[\_\_\_78\_\_\_\_\_]{.underline}%**

Total number students who qualify: **[\_\_297\_\_\_\_]{.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:
    **[\_\_\_18]{.underline}\_\_%**

> **[\_\_\_69\_\_]{.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.

**[\_\_0\_\_]{.underline}**Autism **[\_\_ 1\_]{.underline}** Orthopedic
Impairment

**[\_\_0\_\_]{.underline}**Deafness **\_\_\_2**\_ Other Health Impaired

**[\_\_0\_\_]{.underline}**Deaf-Blindness **[\_\_\_6\_]{.underline}**
Specific Learning Disability

**[\_\_0\_\_]{.underline}**Emotional Disturbance
**[\_\_24\_\_]{.underline}**Speech or Language Impairment

**[\_\_0\_]{.underline}** Hearing Impairment **[\_\_\_0\_]{.underline}**
Traumatic Brain Injury

> **[\_\_5\_\_]{.underline}**Mental Retardation
> [**\_\_\_0**\_]{.underline} Visual Impairment Including Blindness

**[\_\_2\_]{.underline}** Multiple Disabilities [**19**]{.underline}
Developmental Delay

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

    **Number of Staff**

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

Administrator(s) **\_\_\_\_\_[1]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_**

Classroom teachers **\_\_\_\_[17]{.underline}\_\_\_
\_\_\_\_[0]{.underline}**\_\_\_

Special resource teachers/specialists \_\_\_ **[10]{.underline}\_\_\_
[\_\_\_\_0]{.underline}**\_\_\_

Paraprofessionals **\_\_\_ [8\_\_\_\_]{.underline}
[\_\_\_\_0]{.underline}**\_\_\_

> Support staff [\_\_\_ **13**]{.underline}**\_\_\_\_
> [\_\_\_\_0]{.underline}**\_ \_\_
>
> Total number [\_\_\_ **49**]{.underline}**\_\_\_\_ [\_\_
> 1]{.underline}**\_\_\_

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

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

  Daily student attendance   **95 %**    **96 %**    **95 %**    N/A         N/A

  Daily teacher attendance   96%         95%         96%         N/A         N/A

  Teacher turnover rate      25%         24%         22%         N/A         N/A
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

With the mission statement, "GES strives for educational success,"
Gramercy Elementary School leads St. James Parish in student academic
achievement. Located in the town of Gramercy, a rural parish in the
southeastern part of Louisiana, Gramercy Elementary serves approximately
three hundred and eighty students in pre-school through sixth grade.
Gramercy Elementary remains a "neighborhood school," with a large
percentage of students living within walking distance of the school,
churches, post office, and Main Street. The original school building was
completed in 1972, and it has provided a quality education for the
students, parents, and grandparents of our community. As a result of our
high academic standards and caring staff, Gramercy Elementary proudly
services pre-school through sixth grade including all east bank
non-categorical pre-school handicapped and severe-profound students.

Gramercy Elementary has been recognized as a "School of Exemplary
Academic Growth" by the Louisiana State Accountability system. This
recognition included monetary rewards that were used to purchase
materials for tutoring and to increase technology in the classroom to
continue our academic growth. Gramercy Elementary has also received a
"School Performance Score" of two stars, which is quite remarkable
considering the fact that 78% of our students qualify for free or
reduced lunch.

Gramercy Elementary prides itself in maintaining a great relationship
with the community. Business partners provide much needed financial
support for our Parent Teacher Organization which allows the school to
purchase materials so that each student can have the necessary
workbooks, supplies, and tutoring materials to increase achievement on
standardized tests. The local fire department and police department are
actively involved with the school, creating a positive school
environment. Local clergy visit the school on Thursday mornings to
deliver positive messages. Business leaders often visit the school to
talk about career opportunities.

Gramercy Elementary has strong support from parents. Many parents
volunteer for a wide range of activities in which our school is
involved. Gramercy Elementary has an "open door" policy, which invites
parents to visit classrooms often. Workshops are held for reading, math,
science, and LEAP to inspire parents to learn about the curriculum that
is offered and practical ideas are given for helping students at home.

Gramercy Elementary School has a staff of energetic teachers who are
highly qualified and relentless in the pursuit of academic excellence.
Teachers go the extra mile to ensure that all students succeed. Teachers
communicate expectations, concerns, and praise so that parents know how
their child is progressing. Parents appreciate the open door policy and
the communication they receive from the teachers.

In pursuit of excellence, Gramercy Elementary has both Title I and
Reading First funds that assist in the education of all students. In
addition, teachers implement a Grade Level Expectation based curriculum
for all core content areas. To achieve our mission, "GES strives for
educational success," it takes teachers who care, parents and community
members who are really involved, and children who believe in working
hard to do their best.

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

1\. Gramercy Elementary School is committed to multi-faceted assessment
practices to improve student performance as well as its instructional
strategies. In addition to the Louisiana Educational Assessment Program
(LEAP) and the Iowa Test of Basic Skills (ITBS), we are currently
utilizing Dynamic Indicators of Basic Literacy Skills (DIBELS) and
Lightspan Assessment published by PLATO Learning, Inc. to determine the
effectiveness of our curriculum. Individual departments also use
developmentally appropriate instruments to carry on specific assessments
at specific grade levels.

Presently all students in kindergarten through third grade are assessed
three times a year using the DIBELS. This assessment system measures the
five components of reading, which include phonological awareness,
phonics, comprehension, fluency, and vocabulary. Its instructional
recommendations identify levels of achievement including intensive
intervention, strategic intervention, and benchmark. Classroom teachers
and interventionists utilize these results to profile students and
design instructional practices to meet individual needs. Students are
re-evaluated at three-week intervals to determine if modifications are
needed.

The Lightspan Assessment, administered to second, third, fourth, fifth,
and sixth grade students, gives classroom formative and district
benchmark assessments with powerful reports based on state standards in
reading and math. This standards-driven assessment provides data
management tools that disaggregate test data by gender, ethnicity, and
socioeconomic status. This test generates data targeting school needs to
positively affect the outcome of the Louisiana Educational Assessment
Program.

The high-stakes test given in Louisiana is the Louisiana Educational
Assessment Program for the 21^st^ century better known as the LEAP.
(This test was designed to stop social promotion and to give students
who may not have learned basic curriculum more time, attention, and
resources to succeed in school and in life.) A practice test is given in
the fall and winter, and the complete test is given in early spring to
fourth grade students. This test measures student achievement in
language arts, math, science, and social studies. Scores are grouped
according to five levels of proficiency: Unsatisfactory, Approaching
Basic, Basic, Mastery, and Advanced. This year, students must attain the
Basic Level on the LEAP in math and language arts and in either science
or social studies in order to be promoted to fifth grade. Students who
are unsuccessful are given the opportunity to be retested after
attending remediation classes (See www.doe.state.la.us).

The Iowa Test of Basic Skills is administered each spring to students in
second, third, fifth, and sixth grades. This norm- referenced assessment
measures language arts, math, science and social studies skills.
Teachers utilize the data to see individual and class performance.
Instructional decisions are made based on this data. Iowa test results
are also used to report progress to families and to provide a bridge
between classroom instruction and our after-school tutorial program. To
close the achievement gap in test scores, we provide intervention
through Reading First, after school tutoring and inclusion for special
education students. Beginning next year, our preschool students with
IEP's will also participate in inclusion in our four year old program.

Assessment is an ongoing process to ensure that "no child is left
behind."

2\. **Using Assessment Data.** Gramercy Elementary School continuously
uses assessment data to understand students and school performance.
Results from DIBELS, Lightspan, LEAP, and ITBS

are analyzed after each application to determine curriculum decisions,
instructional strategies, student placement, and remediation programs.

The DIBELS assessment helps us to determine the strengths and weaknesses
of individual students in the five components of reading defined by
Reading First. Instructional recommendations classify students into
benchmark, strategic, or intensive categories. Students who are
classified in the strategic or intensive groups receive intervention
provided by trained interventionists. These students are continuously
progress monitored to determine if instruction is effective, and
children who become proficient are released from the program.

Both Lightspan and ITBS results are used to identify areas of concern
for students who will be preparing to take LEAP. "At risk" students
qualify for both in-school and after-school tutorial programs. Classroom
teachers analyze class profiles to make adjustments in the curriculum.

LEAP results are analyzed and specific areas are targeted for
improvement. For example, comprehension was an overall weakness for our
students. To address this deficiency, we conducted faculty studies on
implementing graphic organizers into our curriculum. After administering
the practice LEAP in the fall semester, the data is analyzed and "at
risk" students are assigned after school LEAP tutoring tailored to meet
their needs.

3\. **Communication of Results.** *Reaching for Results* publishes an
annual "School Report Card" which contains the Louisiana School
Accountability System results for Gramercy Elementary. The report card
includes our School's Performance Score, which is determined by the
yearly calculation of three items: LEAP 21 Assessment, Iowa Test of
Basic Skills, and attendance. It shows how well our school is performing
and how much it has improved. The School Report also shows how Gramercy
Elementary compares to other schools within our district, state, and
nation. Our local newspapers also publish the results annually.

Teachers receive LEAP 21 and ITBS results. The results are reviewed with
students,

and individual student reports are sent home for parents to review.
Overall results are also discussed with parents during the monthly
Parent Teacher Organization meetings. Our fourth grade parents attend an
annual meeting prior to testing to familiarize them with LEAP concepts
and format.

Parents are also informed of student performance during nine-week
assessment periods by progress reports and report cards. Additionally,
parents of kindergarten, first, second, and third grade students receive
benchmark and progress monitoring reports from Reading First.
Teacher-parent conferences are also scheduled to discuss student
performance.

4\. **Sharing Success.** Gramercy Elementary School shares its successes
with other schools through monthly principals' meetings, parish-wide
staff development programs, the News Examiner, and the St. James Parish
website.

Our principal has shared many successful experiences of our school with
other administrators. He has elaborated on the "Good Party" which was
designed to encourage and reward students for commendable behavior. Our
after-school tutoring program, which offers free remediation services
provided by staff members, is also remarked upon during principal
meetings. The "Morning Glory" program, which promotes good character
development for all students, is another aspect of our school that is
often shared. Additionally he has explained to fellow administrators the
effectiveness of providing extra curricular activities for our youth,
such as basketball, Girl Scouts, Boy Scouts, dance team, Beta Club,
Student Council, and 4-H.

Many of our faculty members have served as presenters during our
parish-wide staff development programs. Lesson plan design, Reading
First intervention, Grade Level Expectations, special education
inclusion, and curriculum modifications are just a few areas that have
been expounded upon.

The Reading First Team will make a presentation on parental involvement
at the state meeting, which will be held in February. We will share our
ideas and activities to engage parents in their children's reading
experiences.

Innovative teachers' ideas have been shared on Cox Communications
Network to acquaint the educational community as well as the general
public on what is happening at Gramercy Elementary School.

We hope to celebrate our No Child Left Behind -- Blue Ribbon School
award by inviting community leaders, business affiliates, parents,
students and educators to our Blue Ribbon Award program. This event will
be publicized in The Morning Advocate, Times Picayune, and News
Examiner.

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Gramercy Elementary School is an exemplary school due to the
dedication of its faculty and staff working together to ensure the
successful performance of all students. The students are challenged on a
daily basis regarding the curriculum mandated by the state. The teachers
collaborate horizontally and vertically to ensure that the curriculum is
aligned.

Gramercy Elementary is a Reading First school, meeting all the federally
mandated guidelines. The Scott Foresman series, which we are currently
using, aligns to the scientifically based research of Reading First.
Accountability is built into every part of the reading program to ensure
every child's success. The reading and math curriculums are aligned with
the Louisiana Grade Level Expectations . Classroom teachers incorporate
center activities, reading corners, and reading incentives into their
core-reading program to ensure all students are actively involved and to
address individual learning styles. As a motivational tool, we use the
Accelerated Reader program, which improves students' critical-thinking
skills and builds an intrinsic love of reading. It also provides
teachers with an easy and effective way to monitor all forms of guided
reading practice. Teachers get more detailed, objective data to target
instruction and ensure success for every student, regardless of
instructional level. Daily Oral Language is also an integral part of our
curriculum, which reviews and reinforces basic skills in the areas of
spelling, capitalization, punctuation, grammar, and usage. In addition,
the program gives students repeated opportunities to develop and
practice oral language and proofreading skills. It is used to maintain
skills throughout the school year and to diagnose problem areas for
remedial attention. The lessons treat key topics from geography,
history, science, the arts, literature, mythology, and multicultural
studies, so they can be used as springboards for activities across the
entire curriculum.

In math, we are using the Scott Foresman -- Addison Wesley series, which
strives to challenge students with relevant learning that is aligned
with state standards. It recognizes the real-life needs and concerns of
students and is supported by research. The book is divided into
meaningful sections of organizational patterns, which focus on key
concepts, allowing students time to learn, while teachers monitor their
understanding. Teachers also use Problem of the Day, which involves
students in divergent, mathematical thinking, by using various
strategies to solve problems. Daily Oral Math is also an essential part
of our curriculum. It provides review of essential skills, emphasizes
high order thinking skills, and encourages creative approaches to
problem solving. For example, on certain problems, one student might use
paper and pencil, another the calculator, and still another, mental
mathematics, so that the students realize that multiple approaches are
acceptable to solve a problem.

Our science and social studies curriculum have been aligned to the
Louisiana Grade Level Expectations.

In science, all teachers begin by introducing their students to the
scientific method, which enables them to

explore the world of science through investigations and "hands-on"
experimentation. Teachers use a variety

of resources including literature books that correlate with the unit of
study. We also involve parents by inviting

them to the Science and Math Fun Night. Parents are allowed to complete
integrated science and math activities

with their children.

Students in fourth, fifth, and sixth grades are required to participate
in the science or social studies fair.

To accentuate the social studies curriculum, we conduct mock elections,
assign current event projects, plan field

trips that coordinate with lessons, and design programs to encourage
awareness of multicultural differences

among students. Our students participate in various activities sponsored
by our local VFW and Historical Society.

To meet the needs of our students, our physical education teacher
creates a curriculum based on the Louisiana Physical Education Content
Standards. All physical education classes participate in "Jump Rope for
Heart" to raise money for the American Heart Association, and students
compete for recognition in the President's Challenge Physical Fitness
Awards program. During our Red Ribbon Week, our students participate in
activities aimed at educating our students on the dangers of drug abuse.

2\. **Reading.** Gramercy Elementary kindergarten, first, second, and
third grade classes utilize Scott Foresman as its comprehensive reading
program. The scope and sequence is followed as prescribed by the
publisher. This program is in compliance with the St. James Parish and
Louisiana Department of Education applications for Reading First
monetary awards administered through the *No Child Left Behind Act.* All
students receive ninety minutes of daily reading instruction in this
core program, which addresses phonological awareness, phonics,
vocabulary, fluency, and comprehension. Students who are identified by
DIBELS as needing strategic or intensive remediation receive additional
reading instruction with Reading First interventionists. Students in
intervention also make use of supplemental materials based on individual
needs. Periodic testing occurs to monitor students and evaluate their
progress toward benchmark goals. In fourth, fifth, and sixth grades,
students are grouped within the class according to ability and placed in
the district selected Scott Foresman basal reading program. The students
are given nine weeks assessments provided through the basal. The state's
grade level expectations are assessed three times a year using tests
provided by Plato Learning Company. To enhance our reading curriculum,
Accelerated Reader is also implemented into each classroom in grades one
through six. Units based on novels are also integrated into the reading
curriculum in grades three through six.

Project Read is used as a supplemental program to address the needs of
our "at risk" students, especially those identified as dyslexic. The
series teaches the fundamental skills of language. Once these skills are
mastered, they become the bridge to independent application and transfer
to other curriculum areas. The practices of Project Read are based on
three educational principles: direct instruction of concepts and skills
of language, concepts presented in their dependent order, and the use of
multisensory strategies, materials, and activities.

3\. **Technology.** At Gramercy Elementary, technology is an important
part of our curriculum. Each teacher has successfully completed INTECH
training, and each classroom has computers for the students' and
teachers' use. A computer lab with approximately twenty-five computers
is made available for student and teacher use. Our students are well
prepared to meet the standards of computer knowledge.

The teachers at Gramercy Elementary present lessons through technology
in a variety of ways. PowerPoint presentations created by teachers are
used for anticipatory sets, guided practice, and closure. Through the
use of custom animation and sound effects, the students are actively
engaged in learning. Students in the upper grades have also helped
create some PowerPoint presentations. Rather than writing on the boards,
many teachers at GES use Microsoft Word, which is shown on a large
screen television that is connected to a computer or through the use of
a laptop, projector, and screen.

With the various software programs utilized by teachers, our students
are able to produce different types of work. From the reading classroom
to the math and social studies classes, students can be found organizing
information using the computer. Using Graph Master, students create bar
graphs, pie charts, line graphs, and pictographs to organize data.
Through the use of Timeliner 5.0, Gramercy's students develop visually
appealing timelines by browsing for clip art or actual images from the
Internet to incorporate within their creations. A large range of graphic
organizers from Inspiration 7.5 allows our students to better visualize
their thoughts and information.

Besides learning through educational software, students at GES
frequently use Microsoft Word and the Internet. Students often type
their short stories and poems, changing font styles, text colors, and
adding in clip art. During centers or other alternative
performance-based assessments, our children use various search engines
for specific topics related to the lesson. Our students use the Scott
Foresman website, along with other interactive online games, to
reinforce skills in language arts and mathematics. Most teachers have
desktop shortcuts in order for students to easily access commonly used
websites. This method truly engages the students in fast-paced, higher
order thinking techniques. By participating in online games, students
have fun while mastering skills. Another way the students utilize the
computers is through Accelerated Reader, a computer-based reading
incentive program geared to students' independent reading abilities.

At Gramercy Elementary, we know that in order to prepare our students
for the future, we must allow them to explore, learn from, and master
the use of technology.

4\. **Instructional Methods.** Gramercy Elementary is committed to the
continuous improvement of instruction. There is shared responsibility
for improving teaching and learning throughout the school as teachers
and the administrator schedule regular opportunities to plan, work and
learn with one another. Methods of instruction are based on the rigorous
vertically and horizontally aligned grade level curriculum and are
specified by the results of frequent assessments such as DIBELS, nine
weeks district level standards-based tests, Lightspan Assessment,
teacher made tests as well as Louisiana Education Assessment Program
(LEAP, CRT tests) and IOWA (norm referenced tests). Teachers implement a
variety of strategies to meet student needs that include: use of graphic
organizers in all content areas, meaningful display of content and
students' work throughout the school, differentiated instruction, small
group instruction, intervention strategies provided by highly skilled
reading interventionists focusing on early detection and remedy of
reading problems, extended time for learning by way of after- school
tutoring programs, in-school tutoring for high risk students, use of
manipulatives to develop concepts, as well as implementing technology in
lessons, and an emphasis on making content relevant and personal.
Gramercy Elementary is excited about its full time instructional
specialist whose major responsibility is to help teachers improve
instructional delivery by way of providing teachers with group and
individual training, specific teaching suggestions, classroom
monitoring, demonstration lessons, and team teaching. She researches new
and innovative methods of addressing academic and instructional issues
and shares pedagogy with the staff. The specialist assists the principal
and teachers with analysis of test data and uses the results to create
action plans that enhance instruction. Gramercy Elementary recognizes
that curriculum without dynamic, implicit, meaningful instruction is
inadequate.

5\. **Professional Development.** Gramercy Elementary faculty and staff
maintain a common purpose that is rooted in a deep understanding of the
strengths and needs of their students. The continual growth of that
purpose is the basis of all staff development. Each school year begins
with a full day of staff development. School issues, identified through
analysis of students' test scores and teacher data, are outlined on that
first day and are addressed through study group meetings (horizontal
alignment of content and instruction) that are held on a monthly basis
throughout the year. Gramercy Elementary's administrator takes great
pains to schedule grade-level teachers' planning periods at the same
time block. This allows grade level conferencing (vertical alignment of
content and instruction) to discuss teaching strategies and content,
plan projects and integrated lessons, and solve problems or concerns
that arise. The principal and instructional specialist play significant
roles in all staff development by facilitating meetings to assure that
concerns are data driven, and solutions are reached by consensus and
reflect current research. Additionally, teachers annually attend five
(5) days of district-wide staff development that focus on a district
initiative derived from the district's needs assessment. The school
administrator and instructional specialist reinforce all content and
strategies presented, and provide additional support and follow-up
training. Demonstration lessons and peer monitoring are used regularly
to reinforce the practices discussed and developed in study groups,
grade level meetings, and district staff development into daily
teaching. Teachers apply procedures and strategies learned during
professional development to their instructional practices. Pre and Post
test are given to evaluate the effectiveness of the strategies.

**PART VII -- ASSESSMENT RESULTS**

# LEAP 21

# English Language Arts Grade 4

+-------------------------------+------+------+------+------+------+
| **Testing Year**              | **2  | **2  | **2  | **2  | **1  |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 04** | 03** | 02** | 01** | 00** |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 84   | 50   | 43   | 55   | 39   |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 38   | 3    | 11   | 4    | 9    |
+-------------------------------+------+------+------+------+------+
| \% At or Above Advanced       | 6    | 0    | 0    | 0    | 0    |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 32   | 58   | 53   | 49   | 53   |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent students              | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. African American / Black  |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 72   | 48   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 17   | 0    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 0    | 0    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 18   | 22   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| 2\. White                     |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 100  | 54   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 62   | 7    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 15   | 0    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 13   | 23   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| 3\. Economically              |      |      |      |      |      |
| Disadvantaged                 |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 76   | 53   | 35   | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 24   | 3    | 0    | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 0    | 0    | 0    | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 21   | 38   | 29   | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 62   | 58   | 57   | 60   | 55   |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 22   | 14   | 18   | 15   | 16   |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 3    | 1    | 3    | 1    | 2    |
+-------------------------------+------+------+------+------+------+

\~ indicates less than 10 students tested

# 

# 

# 

# 

# 

# LEAP 21

**Math Grade 4**

+-------------------------------+------+------+------+------+------+
| **Testing Year**              | **2  | **2  | **2  | **2  | **1  |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 04** | 03** | 02** | 01** | 00** |
+-------------------------------+------+------+------+------+------+
| # SCHOOL SCORES               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 66   | 47   | 38   | 41   | 53   |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 31   | 10   | 11   | 2    | 13   |
+-------------------------------+------+------+------+------+------+
| \% At or Above Advanced       | 3    | 2    | 4    | 0    | 2    |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 32   | 60   | 53   | 49   | 53   |
+-------------------------------+------+------+------+------+------+
| Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| tested                        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Number of students            | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| Percent students              | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed        |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| 1\. African American          |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 50   | 37   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 0    | 0    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 0    | 0    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 18   | 22   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| 2\. White                     |      |      | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 85   | 60   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 69   | 20   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 8    | 3    | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 13   | 23   | N/A  | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| 3\. Economically              |      |      |      |      |      |
| Disadvantaged                 |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 52   | 40   | 24   | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 14   | 3    | 0    | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 0    | 0    | 0    | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
| Number of students tested     | 21   | 38   | 29   | N/A  | N/A  |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # STATE SCORES                |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| \% At or Above Basic          | 57   | 57   | 51   | 53   | 62   |
+-------------------------------+------+------+------+------+------+
| \% At or Above Proficient     | 17   | 16   | 13   | 13   | 22   |
+-------------------------------+------+------+------+------+------+
| \% At Advanced                | 2    | 3    | 2    | 2    | 3    |
+-------------------------------+------+------+------+------+------+

\~ indicates less than 10 students tested

# 

# 

# ITBS -- Iowa Test of Basic Skills

(Data is reported for two years since ITBS was under new norms in 03.)

***Reported in Percentiles***

  ----------------- -------- -------- -------- -------- -------- --------
                    Grade 3           Grade 5           Grade 6  

                    2004     2003     2004     2003     2004     2003

                    53       69       52       51       42       42

  Total Students    47       35       50       52       54       42
  Tested                                                         
  ----------------- -------- -------- -------- -------- -------- --------

# 

# Subgroup Data Grade 3

  ----------------- --------- -------- ---------- -------- -------- --------
  Subgroup          Reading            Language            Math     

                    2004      2003     2004       2003     2004     2003

  Black             39        42       45         73       45       47

  White             58        73       75         91       67       83

  Free              40        42       48         72       49       47

  Reduced           53        72       67         91       58       83
  ----------------- --------- -------- ---------- -------- -------- --------

# Subgroup Data Grade 5

  ----------------- --------- -------- ---------- -------- -------- --------
  Subgroup          Reading            Language            Math     

                    2004      2003     2004       2003     2004     2003

  Black             33        35       62         51       50       40

  White             43        56       57         69       55       68

  Free              33        37       55         53       48       41

  Reduced           46        51       67         66       59       64
  ----------------- --------- -------- ---------- -------- -------- --------

# Subgroup Data Grade 6

  ----------------- --------- -------- ---------- -------- -------- --------
  Subgroup          Reading            Language            Math     

                    2004      2003     2004       2003     2004     2003

  Black             27        25       46         41       38       31

  White             47        44       59         53       62       52

  Free              27        28       46         41       39       34

  Reduced           51        42       58         53       64       50
  ----------------- --------- -------- ---------- -------- -------- --------