##### *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. Terry Hopper]{.underline}

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

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

(As it should appear in the official records)

SchoolMailingAddress\_[728 South
Flood]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Norman]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Oklahoma]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[73069-5463]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_[Cleveland]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_ School Code
Number\*\_[135]{.underline}

Telephone [( 405)366-5914]{.underline} Fax [( 405)366-5916]{.underline}

Website/URL [http://www.norman.k12.ok.us/135/]{.underline} E-mail
[thopper@norman.k12.ok.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Joseph Siano]{.underline}

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

District Name [Norman Public Schools]{.underline} Tel.
[(405)364-1339]{.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 Mrs. Linda Sexton

(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 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:
[\_15\_\_\_]{.underline}Elementary schools

[\_ 4\_\_\_]{.underline}Middle schools

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

[\_\_2\_\_\_]{.underline}High schools

[\_\_1\_ \_]{.underline}Other

[\_23\_\_]{.underline} TOTAL

2\. District Per Pupil Expenditure:
\_[\$5920.52]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\$6532.99]{.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
>
> \[X \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

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

  **K**       24        14                     **38**       **8**                             

  **1**       14        21                     **35**       **9**                             

  **2**       36        27                     **63**       **10**                            

  **3**       33        24                     **57**       **11**                            

  **4**       23        19                     **42**       **12**                            

  **5**       27        20                     **47**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   302
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [78]{.underline} % White

the students of the school: [5]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[8]{.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:
\_[18.0]{.underline}\_\_\_\_\_\_\_[%]{.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***  23
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           30
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   53
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 302
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .175
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          18
  --------- -------------------------------------------- ------------------

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

\_\_\_[10]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_[3]{.underline}\_\_\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_[24]{.underline}\_\_\_\_\_\_%

Total number students who qualify: \_\_[73]{.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:
\_\_[10]{.underline}\_\_\_\_\_%

\_\_[30]{.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.

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

\_\_\_\_Deafness \_\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_[13]{.underline} Specific Learning Disability

[\_11]{.underline} Emotional Disturbance \_[18]{.underline} Speech or
Language Impairment

[\_\_1]{.underline} 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 \_\_[14]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[8]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_\_[2]{.underline}\_\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_[8]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_[33]{.underline}\_\_\_\_
> \_\_\_\_[3]{.underline}\_\_\_

12\. Average school student-"classroom teacher" ratio:
[1-22]{.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   96%         96%         96%         96%         96%

  Daily teacher attendance   92%         91%         94%         96%         94%

  Teacher turnover rate      11%         12%         13%         7%          8%

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

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

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

The mission of McKinley Elementary School is to integrate children,
parents, and the community in the learning process, accept individual
differences, and maintain a loving environment while providing
developmentally appropriate learning experiences at all grades.

McKinley Elementary School is located in a suburban city, three blocks
from a major university. Because of this access, we work with College of
Education professors and students regularly, which helps us keep abreast
of new educational research and successful teaching methodologies. With
a fairly small current population of only 306 students, most of our
students come from homes where education is valued and our parents
actively participate in the educational process. Our school demographic
is quite diverse. We have children from economically disadvantaged
backgrounds with approximately 25% of the students receiving free or
reduced lunches. We also have students who are classified as special
needs (children requiring interventions on some level), including
Learning Disabled, Severely Emotionally Disturbed, and English Language
Learners (meaning English is not the primary language spoken in the
home, and the student may or may not be proficient in English). Because
of its proximity to a major university, our school is diverse in
ethnicity, race and religion. This diversity provides our students with
opportunities to have more exposure to different cultures.

The Norman Public School District's curriculum is structured around
developmentally appropriate practices. Individual teachers design and
implement curricula according to the needs of our population, while
following state mandated criteria set forth in the state curriculum
document known as PASS (Priority Academic Student Skills). As members of
the learning community, the McKinley faculty members are accomplished
teachers whose range of duties and tasks outside the direct instruction
of students contributes to the quality of the school and to student
learning. Of the twenty-two certified educators on staff, 72% have
acquired an advanced degree and 23% have acquired National Board
Certification (NBPTS). Required assessments in our district include
quarterly report cards, the Otis Lennon ability test, state-mandated
Criterion Reference Tests in the 3^rd^, 4^th^ and 5th grades,
Developmental Reading Assessments (DRA) and Healthy Youth Screenings
administered by our local hospital.

McKinley holds monthly Parent Teacher Association (P.T.A.) meetings of
which community members, patrons and teachers are a part. We are
fortunate to have the financial support of our PTA, who purchased
computers for our school computer lab. Our computer lab is equipped with
32 DELL computers, and the library has eleven computers. All lab and
library computers are connected to the Internet and a district-wide
network. Each classroom is equipped with at least one computer that
provides Internet access and with another computer that can be used for
word processing and educational software.

McKinley Elementary is truly a neighborhood school which functions, in
many ways, as a community center. This, we believe, is a result of very
low faculty turnover, a tremendous amount of parental involvement at our
school, and community partnerships that help support many of our
educational endeavors. This collaboration enables us to operate as a
team with a shared vision for our students, their families, and our
community.

**[PART IV-INDICATORS OF ACADEMIC SUCCESS: #1]{.underline}**

Under the No Child Left Behind Federal regulations, Oklahoma has been
approved to use elements of the state-mandated Academic Performance
Index (API) to measure Adequate Yearly Progress. The API measures
success and growth in school and district performances. The API's three
main components consists of the Oklahoma School Testing Program (OSTP),
school completion (attendance, dropout, and graduation rates), and
academic excellence. These components are assigned a numeric score
ranging from 0 to 1500 with a mean of 1000. Yearly performance targets
for reading and math have been established with target goals of 100
percent proficiency by the spring of 2014. Information regarding
additional indicators may be obtained on the Oklahoma State Department
of Education Office of Accountability and Assessment's website:
[http://title3.sde.state.ok.us/studentassessment]{.underline}.

Norman Public School's students participate in the OSTP by third graders
taking the Stanford Achievement Test (SAT-9, norm-referenced) and fifth
graders taking the Oklahoma Core Curriculum Test (OCCT,
criterion-referenced). The OCCT measures mastery of the Oklahoma
Priority Academic Student Skills (PASS) which are determined by Oklahoma
teachers, parents, community, and legislative leaders. These skills are
expected to be mastered by the end of each grade and provide the basis
for Oklahoma's core curriculum. Recently, the third grade assessment was
changed from the Iowa Test of Basic Skills to the SAT--9; therefore,
results used for this report will only include the last three years for
which the SAT-9 was administered.

Fifth grade students' performances on the OCCT are compared to
performances established by the State Board of Education. These
standards, known as the Oklahoma Performance Index (OPI), are used to
specify levels of performance required on each test. Standards are based
upon reviews, evaluations, and recommendations from Oklahoma educators
and citizens. Students' test performances are reported according to one
of four performance scaled-scores: Unsatisfactory, Limited Knowledge,
Satisfactory, and Advanced.

Assessment results show McKinley's success in the participation area of
the testing program. Third grade has had 100% participation over the
past 3 years and fifth grade participation has increased from 94% in
2001 to 100% in 2003 and 2004. McKinley's small population drives the
importance of participation as AYP results can significantly be effected
by just one student.

Reading scores across grades and subgroups have shown increases over the
past four years. Fifth graders improved scores from ranges within the
80^th^ percentile to 94% this past year and third graders' scores
improved from 81% in 2002 to 85% in 2004. Increasing the reading
curriculum (twice a day) and individual assistance achieved improvement.

Regarding subgroups, economically disadvantaged students showed
improvement up until last year. This is attributable to high-mobility of
this small population and may be related to limited federal funding, as
we cannot receive Title 1 resources. Site plan goals have already been
adjusted to address this area. Special education students showed a
dramatic increase from 19% in 2003 to 82% in 2004. This increase
occurred after review of 2003 results which significantly lowered from
2002(53%). Site plan development for this group included increased time
in the resource room and increased individual assistance. Likewise,
American Indian population increased scores through these same resources
along with Title VII, Indian Education Tutoring.

Math indicates significant improvements across grades and subgroups.
3^rd^ graders increased scores from 71% to 81% and "All Students" 5^th^
graders increased scores to 92% satisfactory or above, 53% scoring
Advanced. Improvements occurred among most subgroups also. Piloting a
new math program for the district, focusing one day/week on measurement,
and math extensions for 5^th^ graders are a part of this improvement as
our site plan goal is 7% academic progress in Math within the next three
years.

# **[PART IV- INDICATORS OF ACADEMIC SUCCESS: #2]{.underline}**

Each year our school reviews test data to drive instruction for the
upcoming year by thoroughly comparing curriculum objectives and student
development to standardized test scores. We examine two years prior
(when testing formats correlated) to determine patterns over time. Our
state only tests in third and fifth grade; by looking at two years
earlier we can make meaningful comparisons. Our school counselor
presents the information according to grade level and topics. The
faculty analyzes data to determine patterns. We color code student data
according to student achievement in each subject area tested. We then
look for patterns in data that identify strengths and weaknesses. This
process enables us to determine the specific factors that positively and
negatively impact student achievement. We target areas such as student
ability, teaching strategies, instructional time, testing formats,
professional development and community involvement. Using this
information, a committee composed of teachers representing all grades
address areas for improvement. They take an intensive look at curriculum
materials including textbooks, test scores, state objectives and student
developmental ranges, creating an action plan to be implemented by the
faculty. Goals are created for each grade level regarding identified
skills. This process of data analysis has proven effective in
maintaining high student achievement and continued student growth.

To strengthen school performance, teachers utilize current research to
determine how to best meet student needs. After making necessary
adjustments in areas involving strategies, time, etc., we work to
upgrade classroom materials, teaching tools, and manipulatives. In this
era of budget restraints, parent and community resources are heavily
utilized at our school. We receive many direct donations of time,
materials, equipment, and money. Additionally, individual teachers write
and receive numerous grants from a variety of sources for materials that
help us integrate curriculum.

**[PART IV-INDICATORS OF ACADEMIC SUCCESS: #3]{.underline}**

We view the sharing of student achievement as a critical component of
our valuable partnership with patrons and the community. Of course, we
have high standards to assure that no confidential student information
is ever released to unauthorized persons, and we work to ensure that our
communication of important data in this area never compromises these
standards. Standardized test scores for each child are available to be
picked up in the office by parent or guardian. Our staff contributes to
a weekly parent newsletter (produced by our PTA) to update parents
regarding ongoing curriculum, school-wide units of study, and integrated
enrichment opportunities, as well as student achievement. Parent forums
are provided to encourage questions about all upcoming assessments, and
school staff (classroom teacher, resource teacher(s), principal and/or
counselor) is available to discuss and explain individual results to
students and families. School tests results are made public through this
newsletter, and the district publishes the results in our community and
larger metro-area daily newspaper. Additionally, individual school test
results are accessible through our State Department of Education web
pages, and we provide appropriate information regarding this on our
school web site.

Our school mission includes focusing on the "whole child;" therefore, we
believe that proper communication to students regarding the standardized
testing process is essential. We explain testing procedures,
regulations, and formats. Additionally, we have found affective support
to be extremely beneficial. For example, our counselor works with grade
levels to develop "test smart" skills and help students overcome any
pre-conceived ideas regarding their test potential. By simply making
students aware and offering strategies to cope in these situations, we
feel they perform better on these assessments and can better understand
their individual results.

**[PART IV-INDICATORS OF ACADEMIC SUCCESS: #4]{.underline}**

McKinley is committed to sharing accomplishments with other educators
across our district and state. Staff members serve on district advisory
boards in each core curriculum area to better communicate district
policies and expectations to site teachers. Each teacher is a member of
state and national professional organizations; many hold leadership
positions within these groups.

Our site volunteered last year to pilot a math curriculum we felt would
better student math goals. Grade level representatives serve as
trainers/mentors to district teachers, assisting with implementation,
assessment procedures, and problem-solving.

The successful integration of technology throughout the curriculum is a
high priority. Many of our teachers are technology specialists who work
with staff as needed. A McKinley teacher presents annually at the
Oklahoma Technology Association Administrators' Conference, training
administrators in current trends for the digital classroom.

McKinley values arts in education. One program, "A+ Schools," provides
resources for enrichment in this area. Our site music teacher is an "A+"
trainer, helping faculties statewide achieve meaningful integration of
the arts across the curriculum. Three teachers participate in the
National Writing Project and are Oklahoma Writing Project Teaching
Consultants, conducting workshops statewide (with educators and
students) to share successful methodologies that improve student
writing.

Fifth grade incorporates Law-Related Curriculum into the classroom by
using \"We the People: The Constitution\" and \"Project Citizen\"
programs. One teacher and eight students were selected to attend the
National Council of State Legislators Annual meeting in Salt Lake City,
Utah, last summer.

We host functions for our district and state, including
Arts-in-Education meetings; Delta Kappa Gamma Honor Society for
educators; the Oklahoma Writing Project Governing Board;
university-level science methods courses; specialty in-services, etc. We
welcome University of Oklahoma Teacher Education Interns. Our
experienced teachers have shared their knowledge and skills with over
100 interns in the past three years.

**[PART V-CURRICULUM AND INSTRUCTION: #1]{.underline}**

Our school mission statement provides the framework for implementation
of core curriculum in the arts, literacy, math, science and social
studies that engages all students.

Through the expertise and cooperation of our staff, students are guided
to produce quality works of art and music regularly in formal and
informal settings. Skills learned from the art disciplines carry over
into other curricular areas by way of heightened listening skills,
critical thinking, problem solving and increased ability for
self-evaluation. Teachers recognize and plan for integration through
social, cultural and historical frames of reference. The physical nature
of the arts in time, space and sound are explored through scientific and
mathematical criteria, including areas of balance, duration, value,
volume and perspective. Teachers look to the arts to develop and draw
out skills necessary for student success in perception, reading and
writing. Expertise and experience among the staff is shared through team
planning/teaching.

Teachers assess each child's literacy development within the first few
weeks of school. Information gained is used to pace instruction. In
accordance with No Child Left Behind legislation, students performing
below grade level receive extra help with reading specialists, tutors,
and have reading instruction/skill practice at least twice daily.

Our staff uses the Everyday Mathematics curriculum focusing on student
developmental levels and National Standards for Mathematics. It was
developed to enable children in elementary grades to learn more
mathematical content and become life-long mathematical thinkers. This
curriculum is based on the premise that students can, and must, learn
more mathematics than has been expected from them in the past. The
instructional design of lessons is carefully crafted to capitalize on
student interest and maximize student learning. Everyday Mathematics is
organized into six mathematical content strands that cover a number of
skills and concepts. This provides a rich yet balanced
curriculum---attention to numeration and computation without neglecting
geometry, data, and algebraic thinking. Every strand is addressed
through all grade levels. Each level builds on and extends concepts
understanding so that children approach each new challenge from a firmly
established foundation. Within the content of this curriculum, emphasis
is placed on establishing links from past experience, discussing and
sharing ideas, using and comparing equivalent expressions, and
expressing numbers in context. By becoming a part of everyday work and
play, these ideas shape students' ways of thinking about math, fostering
the development of mathematical intuition and understanding.

Our writing curriculum is based on developmentally appropriate
activities for each grade level and is structured according the "Six
Writing Traits" model. The progression begins in Kindergarten with
meaningful writing experiences including journals, inventive spelling,
recognizing word patterns and high-frequency words, etc. These emerging
writers move to writing sentences on their own. First and second grades
focus on sentence structure, word choice and vocabulary. Paragraphing is
the focus of third and fourth grades. Fifth grade students employ all
six writing traits and, accordingly, are assessed on these through the
Oklahoma Core Curriculum Test.

The scientific method and hands-on learning is the basis for our science
curriculum. Beginning in kindergarten, our curriculum connects
scientific inquiry with developmental understandings and progresses
through all grades. We utilize the "learning cycle" method of
exploration, concept invention, and concept application/expansion. As
opposed to more traditional "Inform-Verify-Practice" methodologies, this
has proven to increase student attainment of higher-level thinking.
Physical and life sciences are studied for one semester each at all
grade levels. After receiving a grant from the Oklahoma Department of
Wildlife, our school PTA provided matching funds to create and equip an
"outdoor classroom." This learning station provides hands-on observation
and study of habitat, wildlife, life cycles, and interactions of
organisms, complete with working pond and observation deck.

Social studies are integrated throughout the curriculum and are
frequently the focus of school-wide enrichment activities, such as
International Fair, Music Festivals, and environmental caravans
("Eco-Motion"). We create multidisciplinary units wherein civics,
history, geography, economics, and government are immersed in other core
subjects.

**[PART V CURRICULUM AND INSTRUCTION: #2a]{.underline}**

Our reading curriculum is based on the "Guided Reading Approach" to
student learning. This strategy creates a context for reader support at
increasingly challenging levels of difficulty. This particular
curriculum approach is mandated by our district and offers multiple
avenues for children to strengthen reading skills, as we teach the
"whole child" in a meaningful and engaging context. As a component of
guided reading, each student is given a Developmental Reading Assessment
to determine the best instructional and independent reading level. Using
basal readers, trade books and literature studies, we teach
comprehension skills and strategies, develop background knowledge,
vocabulary and oral language. This approach allows us to focus on each
child's ability and create learning experiences geared toward individual
learners. In this way, our reading curriculum is a tool for promoting a
love for books and demonstrating that reading is a life long skill. To
increase our effectiveness, we engage our patrons and community for
support at many levels. They donate time, money, materials and equipment
to supplement and enrich our students' reading achievement. We also
promote at-home reading using a variety of incentives, both in the
classroom and school-wide. Older students are paired with younger ones
as "book buddies" or mentors. In each classroom, students are read aloud
to everyday. Each March, we celebrate "Read Across America" (with a
focus on Dr. Seuss), during which students have special activities in
classrooms and are read to by local "celebrities" (principals,
legislators, senators, university coaches, civic leaders).

## **PART V- CURRICULUM AND INSTRUCTION: #3**

\` The mission of McKinley Elementary School is to integrate children,
parents, and the community in the learning process, accept individual
differences, and maintain a loving environment while providing

developmentally appropriate learning experiences at all grades.

In addition to the important life skills of reading and math, McKinley
also stresses the importance of the social studies curriculum in order
to address skills necessary for building community and respecting
cultural differences. We believe in the importance of each student's
self-concept, motivation, and the effects of his/her learning on
relationships. Additionally, the development of character*,* goals, and
civic virtues are addressed within this program of study.

Our social studies curriculum relates directly to the school mission.
Subject matter in this area is developmentally appropriate and follows
our state-mandated curriculum. We understand the importance of families
and communities in the life of each child in our school and embrace
parental involvement and on-going communication. We often look to
patrons and community members to be guest speakers and to model civic
responsibilities to our students. We encourage students to use community
and family sources as part of their research for social studies
activities.

Encouraging students to look at perspectives other than their own is an
essential life skill for becoming productive, global citizens.
Therefore, our students regularly participate in service learning
projects. These social studies projects incorporate real world
application of essential life skills, such as learning the value in
assisting the community, as well as the core curriculum subjects of
math, writing skills, research skills, and practicing democracy.
Understanding diversity and its importance in our society is a key in
learning tolerance and consideration. Furthermore, our goal is for every
student to learn to work comfortably and be accepted/accepting in group
settings which only strengthens their abilities to cooperate, negotiate,
and problem solve. We, as a faculty realize, and teach our patrons that
these affective aspects of the curriculum are also essential to each
student's academic development. When making decisions for future
curricula, McKinley teachers reflect on each student's potential in this
broader sense.

## **PART V- CURRICULUM AND INSTRUCTION: #4**

McKinley uses research based instructional methods to improve student
learning: Cunningham and Allington's [CLASSROOMS THAT WORK]{.underline}
informs the way we present curriculum; Mel Levine's *Schools Attuned*
program guides how we match that curriculum to individual student
learning needs.

[CLASSROOMS THAT WORK]{.underline} presents strategies that have been
statistically proven to transform student learning. Incorporating this
research into our classrooms, McKinley teachers present curriculum by
explicitly teaching children to identify similarities and differences
between concepts, to summarize what they read, and to take pertinent
notes. We reinforce effort by providing specific recognition of student
work and by tailoring homework and practice to stated goals. Students
develop higher level thinking skills because we provide them with
practice in generating and testing hypotheses.

The Schools Attuned Program has taught us to present material so that
students play to their strengths to compensate for their weaknesses.
Curriculum is, therefore, presented in verbal, spatial, and kinesthetic
modes. Teachers provide advanced organizers to scaffold new material to
background knowledge; students are taught to ground abstract material in
nonlinguistic representations; and social cognition is encouraged
through cooperative learning.

No matter what curricular area we are presenting, teachers utilize
technology---from computers to LCD projectors, to Alphasmarts, to
Aver-keys. All students have access to manipulatives: pattern blocks,
base ten blocks, unifix cubes, letter tiles, reading rods, and Leap frog
pads. Students on Individual Reading Plans and Individual Educational
Plans receive focused instruction from our special needs teachers. We
offer individualized accommodations within the classroom based on each
student's needs. Tutors from the local university, as well as parent
helpers reinforce the lessons taught within the classroom in a
one-to-one setting. The professional educators of McKinley Elementary
create, evaluate, select, and modify a flourishing and varied collection
of materials. We also understand the importance of utilizing other
resources such as staff, community members, and students to support
learning.

### **PART V- CURRICULUM AND INSTRUCTION: #5**

McKinley Elementary School's professional development program is based
on data-driven instruction. If results indicate lowered scores, we
attend workshops and conferences to better ourselves. Our
accomplishments suggest that we focus on identified weak areas until
they are no longer weaknesses, but strengths. For example, third grade
2002 math scores were lower than they had been in previous years,
scoring in the 71^st^ percentile. Special education students scored in
the 37^th^ percentile. Over the next two years staff attended multiple
workshops and piloted a new math program for our district, which the
district ultimately adopted. Our scores showed 10% improvement (to 81%)
and 37% improvement for special education students who scored in the
67^th^ percentile. \[Table 3\].

As mandated by our state, our school has seven professional development
days built into each school year. McKinley faculty has chosen to use
these days to focus on goals dictated by data and outlined in our
school's Site Plan, our documentation for the district. We have attended
conferences, served on committees, presented material, and collaborated
with the University of Oklahoma for action research projects. Various
faculty members have attended Dr. Mel Levine's *Schools Attuned*
Training, *A+ Schools,* and guest speakers which have included Harry
Wong, Ruby Payne, and Douglas Reeves.

We are encouraged to pursue and attend any local and professional
development programs. When finances have made attending programs
difficult, faculty members have found alternative resources to attend
using grants and scholarships.

We understand that we are all members of learning communities. It is
important that we not only learn new strategies but also share these
strategies with others. Therefore, we believe it is our duty to be
accomplished teachers who lead by example, by meeting and exceeding
standards, advancing educational reform, and improving learning in our
schools.

Table 1

No Child Left Behind -- Blue Ribbon School

# **Grade 3 Reading**

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

  Edition/Publication Year:       Publisher:    
  9^th^/1995                      Harcourt      
                                  Educational   
                                  Measurement   

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

  -------------------------------------- ----------- ----------- -----------
                                         2003-2004   2002-2003   2001-2002

  Testing Month                          April       March       March

  **SCHOOL SCORES**                                               

  Total Reading                          85%         84%         81%

  Number of Students Tested              40          48          55

  Percent of Total Students Tested       100%        100%        98%

  Number of Students Alternatively       2           0           0
  Assessed                                                       

  Percent of Students Alternatively      5%          0%          0%
  Assessed                                                       

  Number of Students ELL Exempt          0           0           1

  Percent of Students ELL Exempt         0%          0%          2%

                                                                  

  SUBGROUP SCORES                                                 

  **1. Economically Disadvantaged**      55%         76%         70%

  Number of Students Tested              6           7           12

  **2. Special Education**               82%         19%         53%

  Number of Students Tested              5           3           2

  **3. American Indian/Alaskan Native**  87%         63%         59%

  Number of Students Tested              4           3           2
  -------------------------------------- ----------- ----------- -----------

  --------------------------------------- ----------- ----------- -----------
                                          2003-2004   2002-2003   2001-2002

  NATIONAL MEAN SCORE                     71.7        70.9        68.6

  NATIONAL STANDARD DEVIATION             16.8        18.9        17.6
  --------------------------------------- ----------- ----------- -----------

Table 2

No Child Left Behind -- Blue Ribbon School

# **Grade 5 Reading**

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

  Publication Years: 2001-2004   Publisher:    
                                 Harcourt      
                                 Educational   
                                 Measurement   

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

+-----------------------------------+--------+--------+--------+--------+
|                                   | 200    | 2002-  | 200    | 200    |
|                                   | 3-2004 | 2003\* | 1-2002 | 0-2001 |
+-----------------------------------+--------+--------+--------+--------+
| Testing Month                     | April  | March  | March  | March  |
+-----------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**                 |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory        | 100%   | 100%   | 100%   | 100%   |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge     | 100%   | 97%    | 97%    | 94%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory          | 92%    | 85%    | 84%    | 87%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Advanced              | 12%    | 17%    | 28%    | 24%    |
+-----------------------------------+--------+--------+--------+--------+
|                                   |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| Number of Students Tested         | 49     | 60     | 39     | 49     |
+-----------------------------------+--------+--------+--------+--------+
| Percent of Total Students Tested  | 100%   | 100%   | 98%    | 94%    |
+-----------------------------------+--------+--------+--------+--------+
| Number of Students Alternatively  | 0      | 0      | 0      | 0      |
| Assessed                          |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| Percent of Students Alternatively | 0%     | 0%     | 0%     | 0%     |
| Assessed                          |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| Number of Students ELL Exempt     | 0      | 0      | 1      | 2      |
+-----------------------------------+--------+--------+--------+--------+
| Percent of Students ELL Exempt    | 0%     | 0%     | 2%     | 0.04%  |
+-----------------------------------+--------+--------+--------+--------+
| ##                                |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| ## SUBGROUP SCORES                |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| **1. Economically Disadvantaged** |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory        | 100%   | 100%   | 100%   | 100%   |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge     | 100%   | 100%   | 85%    | 84%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory          | 88%    | 57%    | 85%    | 67%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Advanced              | 0%     | 14%    | 14%    | 0%     |
+-----------------------------------+--------+--------+--------+--------+
| Number of Students Tested         | 8      | 7      | 7      | 6      |
+-----------------------------------+--------+--------+--------+--------+
| **2. Special Education**          |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory        | 100%   | 100%   | 100%   | 100%   |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge     | 100%   | 86%    | 75%    | 76%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory          | 83%    | 57%    | 75%    | 51%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Advanced              | 0%     | 0%     | 0%     | 13%    |
+-----------------------------------+--------+--------+--------+--------+
| Number of Students Tested         | 6      | 7      | 4      | 8      |
+-----------------------------------+--------+--------+--------+--------+
| ## STATE SCORES                   |        |        |        |        |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory        | 100%   | 100%\* | 100%   | 100%   |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge     | 95%    | 85%\*  | 92%    | 93%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory          | 76%    | 64%\*  | 72%    | 74%    |
+-----------------------------------+--------+--------+--------+--------+
| At or Above Advanced              | 5%     | 5%\*   | 9%     | 12%    |
+-----------------------------------+--------+--------+--------+--------+

\* State published Regular student group scores only in 2002-2003,
instead of All students.

Table 3

No Child Left Behind -- Blue Ribbon School

# **Grade 3 Math**

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

  Edition/Publication Year:      Publisher:    
  9^th^ / 1995                   Harcourt      
                                 Educational   
                                 Measurement   

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

+-----------------------------------+----------+----------+----------+
|                                   | 2        | 2        | 2        |
|                                   | 003-2004 | 002-2003 | 001-2002 |
+-----------------------------------+----------+----------+----------+
| Testing Month                     | April    | March    | March    |
+-----------------------------------+----------+----------+----------+
| **School Scores**                 |          |          |          |
+-----------------------------------+----------+----------+----------+
| Total Math                        |  81%     | 78%      | 71%      |
+-----------------------------------+----------+----------+----------+
| Number of Students Tested         | 40       | 48       | 55       |
+-----------------------------------+----------+----------+----------+
| Percent of Total Students Tested  | 100%     | 100%     | 100%     |
+-----------------------------------+----------+----------+----------+
| Number of Students Alternatively  | 2        | 0        | 0        |
| Assessed                          |          |          |          |
+-----------------------------------+----------+----------+----------+
| Percent of Students Alternatively | 5%       | 0%       | 0%       |
| Assessed                          |          |          |          |
+-----------------------------------+----------+----------+----------+
| Number of Students ELL Exempt     | 0        | 0        | 1        |
+-----------------------------------+----------+----------+----------+
| Percent of Students ELL Exempt    | 0%       | 0%       | 2%       |
+-----------------------------------+----------+----------+----------+
|                                   |          |          |          |
+-----------------------------------+----------+----------+----------+
| ## SUBGROUP SCORES                |          |          |          |
+-----------------------------------+----------+----------+----------+
|                                   |          |          |          |
+-----------------------------------+----------+----------+----------+
| **1. Economically Disadvantaged** | 67%      | 70%      | 55%      |
+-----------------------------------+----------+----------+----------+
| Number of Students Tested         | 6        | 7        | 12       |
+-----------------------------------+----------+----------+----------+
| **2. Special Education**          | 74%      | 37%      | 37%      |
+-----------------------------------+----------+----------+----------+
| Number of Students Tested         | 5        | 3        | 2        |
+-----------------------------------+----------+----------+----------+
| **3. American Indian/Alaskan      | 89%      | 71%      | 54%      |
| Native**                          |          |          |          |
+-----------------------------------+----------+----------+----------+
| Number of Students Tested         | 4        | 3        | 2        |
+-----------------------------------+----------+----------+----------+

  --------------------------------------- ----------- ----------- -----------
                                          2003-2004   2002-2003   2001-2002

  NATIONAL MEAN SCORE                     68.4        66.15       61.6

  NATIONAL STANDARD DEVIATION             13.3        15.4        16.7
  --------------------------------------- ----------- ----------- -----------

Table 4

No Child Left Behind -- Blue Ribbon School

# **Grade 5 Math**

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

  Publication Years: /2001-2004  Publisher:    
                                 Harcourt      
                                 Educational   
                                 Measurement   

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

+-------------------------------+--------+--------+--------+--------+
| School Year                   | 200    | 200    | 200    | 200    |
|                               | 3-2004 | 2-2003 | 1-2002 | 0-2001 |
+-------------------------------+--------+--------+--------+--------+
| Testing Month                 | April  | March  | March  | March  |
+-------------------------------+--------+--------+--------+--------+
| **SCHOOL SCORES**             |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory    | 100%   | 100%   | 100%   | 100%   |
+-------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge | 100%   | 96%    | 100%   | 98%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory      | 92%    | 93%    | 87%    | 84%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Advanced          | 53%    | 45%    | 40%    | 41%    |
+-------------------------------+--------+--------+--------+--------+
|                               |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of Regular Students    | 49     | 60     | 43     | 49     |
| Tested                        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Percent of Total Students     | 100%   | 100%   | 98%    | 94%    |
| Tested                        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of Students            | 0      | 0      | 0      | 0      |
| Alternatively Assessed        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Percent of Students           | 0%     | 0%     | 0%     | 0%     |
| Alternatively Assessed        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| Number of Students ELL Exempt | 0      | 0      | 1      | 2      |
+-------------------------------+--------+--------+--------+--------+
| Percent of Students ELL       | 0%     | 0%     | 2%     | 0.04%  |
| Exempt                        |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| ##                            |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| ## SUBGROUP SCORES            |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| **1. Economically             |        |        |        |        |
| Disadvantaged**               |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory    | 100%   | 100%   | 100%   | 100%   |
+-------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge | 100%   | 100%   | 100%   | 84%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory      | 88%    | 57%    | 57%    | 67%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Advanced          | 25%    | 14%    | 14%    | 17%    |
+-------------------------------+--------+--------+--------+--------+
| Number of Students Tested     | 8      | 7      | 7      | 6      |
+-------------------------------+--------+--------+--------+--------+
| **2. Special Education**      |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory    | 100%   | 100%   | 100%   | 100%   |
+-------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge | 100%   | 86%    | 100%   | 88%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory      | 66%    | 57%    | 75%    | 50%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Advanced          | 33%    | 0%     | 0%     | 0%     |
+-------------------------------+--------+--------+--------+--------+
| Number of Students Tested     | 6      | 7      | 3      | 8      |
+-------------------------------+--------+--------+--------+--------+
| **STATE SCORES**              |        |        |        |        |
+-------------------------------+--------+--------+--------+--------+
| At or Above Unsatisfactory    | 100%   | 100%\* | 100%   | 100%   |
+-------------------------------+--------+--------+--------+--------+
| At or Above Limited Knowledge | 98%    | 88%\*  | 89%    | 97%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Satisfactory      | 78%    | 72%\*  | 65%    | 72%    |
+-------------------------------+--------+--------+--------+--------+
| At or Above Advanced          | 21%    | 16%\*  | 13%    | 19%    |
+-------------------------------+--------+--------+--------+--------+

\*State published Regular student group scores only in 2002-2003,
instead of All students.