##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal \_[Mrs. Susan McCloud]{.underline}

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

Official School Name \_\_\_[T. C. Cherry Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [1001 Liberty Way]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address [Bowling
Green]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[KY]{.underline} [42104-3112]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 270 )746-2230]{.underline} Fax [(270 ) 746-2235]{.underline}

Website/URL [www.b-g.k12.ky.us]{.underline} Email
[smccloud@b-g.k12.ky.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)

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

Name of Superintendent [Dr. John Settle\_\_\_]{.underline}

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

District Name [Bowling Green Independent School District]{.underline}
Tel. [( 270 ) \_746-2200 \_]{.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 Mrs. Deborah Williams

President/Chairperson

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

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

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

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

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

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

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

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

[1\_\_\_\_]{.underline} Alternative schools

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

2\. District Per Pupil Expenditure:
\_\_[\$6,850]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$6,601]{.underline}\_\_\_\_\_\_\_

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

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

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

4\. \_\_[7]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       26        23                     **49**       **7**                             

  **1**       19        26                     **45**       **8**                             

  **2**       13        18                     **31**       **9**                             

  **3**       25        27                     **52**       **10**                            

  **4**       9         12                     **21**       **11**                            

  **5**       22        12                     **34**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   232
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [81.47]{.underline} % White

the students in the school: [10.78]{.underline} % Black or African
American

[1.29]{.underline} % Hispanic or Latino

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

[0]{.underline} % American Indian/Alaskan Native

[\_5.60]{.underline} % Other

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[17.85]{.underline}\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 28
              ***to*** 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        40
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    224
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .1785
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    17.85
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_[1.29]{.underline}\_%

\_\_[3]{.underline}\_\_\_Total Number LEP

ESL students in the school: [2.32%]{.underline} [10]{.underline} Total
Number ESL

Number of languages represented: \_\_\_[6]{.underline}\_\_\_

Specify languages: Hungarian, Albanian, Korean, Chinese, Spanish,
Cambodian

9\. Students eligible for free/reduced-priced meals:
\_\_[54]{.underline}\_\_%

\_\_\_\_[127]{.underline} \_Total Number Students Who Qualify

> If this method is not a reasonably 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:
\_[6]{.underline}\_\_\_%

\_\_\_[15]{.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 \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[1]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[5]{.underline}\_\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[17]{.underline}\_Speech or Language
Impairment

[4]{.underline}\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[\_3\_\_]{.underline}Developmentally Delayed [\_1\_]{.underline}
Emotional/Behavioral Disorder

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 \_\_\_[11]{.underline}\_\_\_
\_\_\_\_[0]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[4]{.underline}\_\_\_
\_\_\_\_[5]{.underline}\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_
> \_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_\_[25]{.underline}\_\_\_\_
> \_\_\_\_[8\_]{.underline}\_\_

12\. Student-"classroom teacher" ratio: \_\_[21/1]{.underline}\_\_\_\_

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 95.23       95.21       94.56       95.14       95.5

  Daily teacher attendance 81%         80%         80%         80%         80%

  Teacher turnover rate    11%         33%         44%         11%         33%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

T.C. Cherry Elementary School in Bowling Green, Kentucky is a
kindergarten through fifth grade facility situated well within the city
limits of a bustling, rapidly growing college community. Walking through
the front doors, a visitor's eyes are immediately drawn to the bold
colors, beautiful artwork and murals up and down the hallways. Very
quickly, however, their attention is drawn to the very unusual quiet of
the school. They watch amazed as children slip quickly and quietly up
and down the hall -- sometimes alone, sometimes in whole classes, but
always so orderly they often go by almost unnoticed.

The extreme quiet and order encountered upon first entering the school
might lead a visitor to mistakenly believe that little is happening in
our school. However, students are actively engaged in learning and
teachers are working to meet the needs of diverse learners. Over 54% of
T. C. Cherry students face the challenges of poverty and the schools
actually sits on the edge of the Bowling Green Enterprise Community Zone
-- an area of the city the federal government has designated as an
underdeveloped community due to the lack of educational attainment by
its residents, high poverty, and high unemployment. Despite these
barriers to student achievement, T. C. Cherry students succeed each year
due to research-based instructional practices and high expectations from
teachers and parents. In fact, the Kentucky Department of Education has
recognized us as a "Pacesetter School" for the remarkable achievement of
our students on the state assessment this biennium.

It is the belief of those involved with T. C. Cherry that learning is
the centerpiece of all our work and we are all stakeholders. A key trait
of the school is that the continued growth and learning of each
individual is given a very high priority and this means ALL people, not
just students. Teachers are encouraged to stretch and learn through
extensive professional development opportunities, parents are encouraged
to be active participants in the school as volunteers, as committee
members, and as team members for educational decision making. Focus is
given to higher order thinking skills, and problem solving as a group
effort is evident both in classrooms and faculty meetings leading to a
strong sense of ownership for all involved.

You can best sum up what our school is all about by standing in our
multi-purpose room each morning and listening as our students tell you
with pride that the T. C. Cherry family believes in the importance of
learning cooperation, responsibility, open-mindedness, and problem
solving, or as you witness their belief in treating others with dignity
and respect.

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

1.  **The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system. For formatting, if possible use the sample tables (no charts
    or graphs) at the end of this application. Limit the narrative to
    one page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. If the state allows the use of the SAT or ACT as part of its
    accountability system, at least 90 percent of the students in the
    appropriate classes must take the tests. If fewer than 90 percent
    take the tests, do not report the data.**

a\. Disaggregate the data for any ethnic/racial or socioeconomic groups
that comprise sufficient numbers to be statistically significant.
Schools should use their own state's interpretation of statistical
significance. Show how all subgroups of students achieve at high levels
or improve dramatically in achievement for at least three years. Explain
any disparity among subgroups.

b\. Specify which groups, if any, are excluded from a test, the reasons
for the exclusion, as well as the number and percentage of students
excluded. Describe how these students are assessed.

c\. Attach all test data to the end of this application and continue to
number the pages consecutively.

The Kentucky Core Content Test (KCCT) is an essential part of the
Commonwealth Accountability and Testing System (CATS). The test is a
combination of open-response and multiple-choice items that assess
Kentucky's fourth grade students in Reading, Science, and Writing
On-Demand, and our fifth grade students in Mathematics, Social Studies,
Arts and Humanities, Practical Living and Vocational Studies. The test
covers Kentucky Core Content for Assessment and the Kentucky Program of
Studies. Results from the KCCT are combined with results from a
norm-referenced test (the CTBS/5), writing portfolios, and several
non-academic measures to complete the school accountability index. The
CTBS/5 is also given at the third grade level and was designed to
measure concepts, processes, and skills taught throughout the nation.
Test items reflect educational objectives commonly found in state
curriculum guides and national standards.

The KCCT was developed for the Kentucky Department of Education (KDE) by
WestEd/Data Recognition Corporation and according to KDE, has no edition
or version number because KDE holds the copyright and continually makes
revisions. The NRT used is published by CTB McGraw-Hill and is the
CTBS/5 Survey Version/Terra Nova Series.

Student performance on the various sections of the assessment is scored
as Novice, Apprentice, Proficient, or Distinguished, with Novice being
the lowest and Distinguished being the highest. Novice work is defined
as showing a minimal understanding of core concepts and being unclear or
ineffective. Work at the Apprentice level demonstrates knowledge of core
concepts and skills without consistency, substance, or detail. A
Proficient student demonstrates an understanding of major concepts and
can apply them, make connections, and solve problems, although perhaps
overlooking or misunderstanding less obvious ideas or details. At the
Distinguished level, student work must show an in-depth understanding of
core concepts and processes, innovative and efficient problem-solving
strategies, effective communication, and insightful interpretations or
extensions. The goal for our state is to have every child reach the
level of Proficient in all areas by the year 2014.

One T. C. Cherry student was excluded from testing in 2000 and another
student was excluded in 2001 and 2002. One of these exclusions was due
to the hospitalization of the student and the other was in accordance
with the provision that allows for the exclusion of ESL students that
have not been enrolled in Kentucky schools for at least two full years
prior to testing. These students took the CAT5 in the fall of those
years. An area of emphasis for the disaggregation of data this year in
Kentucky has been the search for achievement gaps, or disparities,
between various populations. We at T.C. Cherry are very proud of the
fact that no achievement gaps were found in our data and we see no
disparities among subgroups. It is our belief that all children can
achieve at high levels, and it is our continuing mission to see that
there is truly no child left behind.

**2. Show in one-half page (approximately 200 words) how the school uses
assessment data to understand and improve student and school
performance**

When T.C. Cherry began to participate in the Model Schools Behavior
Initiative several years ago, one of the first things we learned was the
importance of data collection and analysis. We began a process of
self-evaluation and monitoring that has grown into one of the most
valuable tools in our quest for increased student achievement and school
improvement.

We constantly collect, disaggregate, analyze, compare and monitor data
in an effort to determine our areas of need, our strengths and
successes, and to ensure that all children are progressing toward
proficiency. Surveys, assessment data, evaluation instruments, school
records, and individual longitudinal student databases are all used by
our faculty to keep us abreast of where we are and what we need to do
next. We examine our assessment data from many angles to look for gaps,
patterns, and trends

to plan for the future of our stakeholders.

Data is used at T. C. Cherry to monitor student achievement, plan
curriculum and instruction, and it is the basis of our professional
development, our individual Professional Growth Plans, and our School
Improvement Plans.

**3. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.**

Test results and student performance are shared with the stakeholders of
T.C. Cherry School through a variety of methods. Last fall, the
headlines in our school newsletter and local paper read, "T.C. Cherry
leads the state in school improvement." One of our best means of
informing the public of our continual success has been the local news
media that knew before we did how high our test results ranked on the
Kentucky Core Content Test. Other ways we disseminate information
include staff meetings, PTO meetings, student and parent conferences,
Kentucky Core Content Recognition Night, the district website and school
webpage, SBDM minutes, Academic Receptions, and the Kentucky School
Report Card.

Individual test results are given and explained to parents at
Parent-Teacher Conferences held shortly after the embargo on scores is
lifted. The school guidance counselor conducts conferences with parents
to explain individual test results. Progress Reports and Report Cards
which are designed using the seven critical attributes of Kentucky's
Primary Program are sent to parents at the middle and end of each
quarter.

The varied communications we provide for parents, students, and the
community informs them of the achievements in our school. With this
knowledge of our achievements, all stakeholders can continually strive
for improvement.

**4. Describe in one-half page how the school will share its successes
with other schools**

Over the past few years, T.C. Cherry has garnered attention from other
public school districts across Kentucky and Tennessee. Over 100 schools
have visited our building to observe our research-based practices (e.g.
Randy Sprick's proactive approach to teaching model behavior, our
multifaceted approach to literacy, and our model for designing
standards-based units of instruction). Each time a school visits, we
provide them with a one-half-day seminar entitled, "T.C. Cherry's
Journey Towards Proficiency for All Students". In addition to having
this coherent and reasonable plan already in place for communicating our
success, if we are chosen for this award we will also work with our
local professional development coordinating agency, the Green River
Educational Cooperative, to establish a network of schools desiring to
implement our model.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

T.C. Cherry School offers a curriculum that uses a holistic approach to
instruction where the social, emotional, aesthetic, and intellectual
needs of all students are addressed to provide an optimum environment of
learning. Teachers not only devote a great deal of classroom time to
reading, writing, and thinking skills, but also to learning how to treat
others with dignity and respect. We learned over time that kindness and
caring are the key elements of an effective school culture, and our
culture drives the curriculum, which is rigorous, intentional, and
chosen to meet the needs of all of the children who look to us to plan
their education.

The content and performance standards of our curriculum are based on
Kentucky's Learning Goals, Kentucky Performance Standards, the Kentucky
Program of Studies, and the Kentucky Core Content. With teachers
identifying essential skills, fully integrating the curriculum, and
recognizing that basic skills must be taught in context, learning takes
place in all areas:

Mathematics[:]{.underline} We recognize that students need to practice
core concepts and principles (e.g., communicating ideas by developing a
strong number sense) in the context of the schema of our daily lives as
well as receive developmentally appropriate instruction and practice. We
strive to utilize materials that deliver both computational proficiency
and higher-order problem solving skills and concepts.

Language Arts: By integrating reading and writing into other core
subjects, students are able to communicate to a variety of audiences in
real life situations. Language Arts is a reciprocal process that
involves predicting, questioning, summarizing, and clarifying. Our
curriculum represents a variety of materials and research-based programs
that accommodate the wide range of student learning styles and varied
needs that exist among our students.

Science[:]{.underline} A variety of hands-on performance events are used
to facilitate development of science process skills. T.C. Cherry strives
to make a connection between educational experiences and the local and
global community. Science textbooks and materials are scrutinized
closely before adoption to ensure they are aligned with Kentucky Core
Content.

Social Studies: Social Studies is a natural point for integration, so
interdisciplinary units developed by our teachers integrate social
studies themes with art, literature, writing, math, and science. These
central themes build on the strengths of our learners and foster a sense
of shared responsibility which promotes an understanding of democratic
ideals and practices. As with science, we are careful to choose
textbooks and materials that reflect Kentucky Core Content and
standards.

Arts and Humanities[:]{.underline} T. C. Cherry has recently received an
Arts and Humanities Foreign Language Integration Grant which will allow
teachers to include the teaching of American Sign Language (ASL) in the
curriculum. ASL will be included in our interdisciplinary units and will
be taught to all stakeholders in our school.

We are intentional in our belief that all students can learn at high
levels and we use many resources to develop courses of study that focus
on student achievement and growth through deeper understanding and a
solid foundation of skills.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

T. C. Cherry's reading curriculum is a success-producing aggregate of
phonics instruction, language development, higher-order questioning, and
the writing process. Our High Performance Management Committee has
researched and developed a literacy plan that calls for an emphasis on
job-embedded professional development, early intervention and prevention
strategies, an ESL curriculum, parent outreach, and a school curriculum
coordinator. This plan is implemented by providing teachers with
extensive training in Reading Mastery, Junior Great Books, the writing
process, the Kentucky Reading Project, and the Curry-Samara Model of
unit development. We have a rigorous reading and writing block daily
with constant monitoring of student progress. Children are grouped
according to ability and needs and disperse to various classrooms during
this block of time where they receive instruction on their level and are
taught to mastery. We also utilize the Fast For Word computerized
literacy training program to meet the needs of our students.

Complementing our direct instruction reading program, we incorporate
whole language activities to help our children develop an appreciation
of literature and the many uses of language. We believe that language is
best learned in an environment in which what is being decoded relates to
things about which the young child is genuinely curious. BALANCE is the
watchword throughout the process of selecting and implementing our
curriculum. As a result, our students are demonstrating high success in
reading. With an increasingly diverse ethnic population and a free or
reduced lunch population of 54%, our scores on the KCCT/CATS assessment
for the last biennium placed us among the top-performing schools in the
state of Kentucky.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

According to Kentucky's Learner Goals, for students to become
responsible group members, they must effectively use interpersonal
skills, productive team membership skills, and demonstrate consistent,
responsive, and caring behavior. To accomplish these goals, T.C. Cherry
has implemented a behavior curriculum which mirrors our school mission
statement: The T.C. Cherry family believes in the importance of learning
cooperation, responsibility, open-mindedness, problem solving, and
treating others with dignity and respect.

Our behavior is consistent throughout the building with common area
procedures and behavioral expectations for such areas as morning
assembly, lunch, dismissal, hallway, and field trips being taught
directly and intentionally through a variation of the

Mastery Learning model. Each classroom teacher implements the CHAMPS
behavior curriculum in his or her own classroom. Children are taught
appropriate behavior including voice level, how to get help, how to
participate in the activity at hand, and how to transition from one
activity to the next.

The time and effort we have invested in our behavior curriculum and its
implementation and monitoring have substantially increased our
instructional time in all areas. This proactive practice of addressing
behavior first in order to maximize teaching and learning later has been
a major factor in our success. Because of this, the culture and climate
of T.C. Cherry are positive and conducive to growth and achievement.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

Our school provides a structured learning environment that addresses
both behavior and academics, thereby fostering and motivating a safe
environment for our children, one in which all children can learn. The
many facets of our instruction -- direct instruction, discovery
learning, hands-on activities and projects, mastery learning,
technologically assisted instruction, cooperative groups, large group,
small group and individual instruction are all used at different times
in different combinations along with flexible grouping both horizontally
and vertically. This approach provides a venue to meet all of our
student's needs, leaving no gaps in achievement. The T. C. Cherry
faculty is astutely aware that many children do not succeed in a
one-size-fits-all approach to instruction. Varying learning styles call
for varying instructional methods and ours are driven by student need
and closely monitored through internal data-keeping systems which drive
the search for alternate instructional methods to reach children who are
not achieving to their maximum. Even with the evident success of our
instructional methods, our faculty continually searches out pertinent
literature and researches new methods which would improve our
instructional program and give our students even more success.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Constantly seeking to raise student achievement, we use test data and
needs surveys completed by parents and teachers to reveal strengths and
weaknesses in our instruction and determine the needed areas of growth.
Teachers are encouraged to engage in professional development that is
rooted in knowledge-based teaching and focused on student learning. We
seem to get the best results when our professional development focuses
on assessment standards, the reviewing and analyzing of student work to
look for holes and gaps in the curriculum, and collaboration on best
instructional practices. Teachers often individually seek out
professional development in areas that are of personal interest to them
or that target a professional need. We also conduct many school-wide
professional development days where we focus on a common goal or
undertaking.

The most comprehensive and extensive professional development our school
has experienced was the Model Schools training we received as part of a
state grant over a three-year period- four two-day sessions each year
with two national consultants, a state consultant, and an on-site
advisor. As a result, we were able to turn our school around from a
mediocre institution to a model school of behavior and academics. The
school-wide consistent procedures for behavior and well-defined CHAMPS
procedures have resulted in very positive gains in student achievement.
We hold at least one full day of school-wide professional development
each year devoted to analyzing and refining the system. Professional
development undertakings are chosen to correspond with the goals of our
school improvement plan and our individual professional growth plans.

Our principal and instructional leader views the school as a community
of learners- a place where all stakeholders can lead scholarly lives.
Our quality professional development makes this a reality.

**[Table 1]{.underline}**

**[Fifth Grade- Mathematics]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[Free or Reduced Lunch/Not Free or Reduced Lunch]{.underline}**

  ---------------------------------- ----------- ----------- ----------- ------- -------
                                     2001-2002   2000-2001   1999-2000           

  Testing month                      April       April       April               

  SCHOOL SCORES                                                                  

  Total                              97.9        67.7        67.1                

  At or Above Novice                 100%        100%        100%                

  At or Above Apprentice             90%         62%         65%                 

  At Proficient or Distinguished     72%         49%         43%                 

  Number of students tested          30          37          40                  

  Percent of total students tested   13%         14%         15%                 

  Number of students excluded        1           0           1                   

  Percent of students excluded       .03%        0%          .02%                

  SUBGROUP SCORES                                                                

  1.Free or Reduced Lunch                                                        

  At or Above Novice                 100%        100%        100%                

  At or Above Apprentice             79%         55%         40%                 

  At Proficient or Distinguished     57%         44%         20%                 

  2.Not Free or Reduced Lunch                                                    

  At or Above Novice                 100%        100%        100%                

  At or Above Apprentice             95%         69%         90%                 

  At Proficient or Distinguished     80%         53%         65%                 

  STATE SCORES                                                                   

  Total                              66.09       63.9        60.5                

  At or Above Novice                 100%        100%        100%                

  At or Above Apprentice             67%         65%         61%                 

  At Proficient or Distinguished     36%         34%         31%                 

  State Mean Score                   561         558         553                 
  ---------------------------------- ----------- ----------- ----------- ------- -------

**[Table 2]{.underline}**

**[Fifth Grade -- Mathematics]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[Gifted and Talented/Special Education]{.underline}**

  --------------------------- ----------- ----------- ----------- --------- -------
                              2001-2002   2000-2001   1999-2000             

  Testing Month               April       April       April                 

  SCHOOL SCORES                                                             

  TOTAL                       97.9        67.7        67.1                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      90%         62%         65%                   

  At Proficient or            72%         49%         43%                   
  Distinguished                                                             

  Number of students tested   30          37          40                    

  Percent of total students   13%         14%         15%                   
  tested                                                                    

  Number of students excluded 1           0           1                     

  Percent of students         .03%        0%          .02%                  
  excluded                                                                  

  SUBGROUP SCORES                                                           

  1\. Gifted and Talented                                                   

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        91%                   

  At Proficient or            100%        100%        82%                   
  Distinguished                                                             

  2\. Special Education                                                     

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      71%         34%         40%                   

  At Proficient or            42%         17%         0%                    
  Distinguished                                                             

  STATE SCORES                                                              

  TOTAL                       66.09       63.9        60.5                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      67%         65%         61%                   

  At Proficient or            36%         34%         31%                   
  Distinguished                                                             

  State Mean Score            561         558         553                   
  --------------------------- ----------- ----------- ----------- --------- -------

**[Table 3]{.underline}**

**[Fifth Grade -- Mathematics]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[African-American/Caucasian]{.underline}**

  --------------------------- ----------- ----------- ----------- --------- -------
                              2001-2002   2000-2001   1999-2000             

  Testing Month               April       April       April                 

  SCHOOL SCORES                                                             

  TOTAL                       97.9        67.7        67.1                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      90%         62%         65%                   

  At Proficient or            72%         49%         43%                   
  Distinguished                                                             

  Number of students tested   30          37          40                    

  Percent of total students   13%         14%         15%                   
  tested                                                                    

  Number of students excluded 1           0           1                     

  Percent of students         .03%        0%          .02%                  
  excluded                                                                  

  SUBGROUP SCORES                                                           

  1\. African-American                                                      

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      80%         43%         50%                   

  At Proficient or            40%         43%         0%                    
  Distinguished                                                             

  2\. Caucasian                                                             

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      92%         68%         73%                   

  At Proficient or            79%         50%         49%                   
  Distinguished                                                             

  STATE SCORES                                                              

  TOTAL                       66.09       63.9        60.5                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      67%         65%         61%                   

  At Proficient or            36%         34%         31%                   
  Distinguished                                                             

  State Mean Score            561         558         553                   
  --------------------------- ----------- ----------- ----------- --------- -------

**[Table 4]{.underline}**

**[Fourth Grade -- Reading]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[Free or Reduced Lunch/Not Free or Reduced Lunch]{.underline}**

  --------------------------- ----------- ----------- ----------- --------- -------
                              2001-2002   2000-2001   1999-2000             

  Testing Month               April       April       April                 

  SCHOOL SCORES                                                             

  TOTAL                       109         102         69.06                 

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        69%                   

  At Proficient or            93%         87%         44%                   
  Distinguished                                                             

  Number of students tested   30          30          35                    

  Percent of total students   13%         11%         13%                   
  tested                                                                    

  Number of students excluded 0           1           0                     

  Percent of students         0%          .03%        0%                    
  excluded                                                                  

  SUBGROUP SCORES                                                           

  1\. Free or Reduced Lunch                                                 

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        66%                   

  At Proficient or            100%        75%         33%                   
  Distinguished                                                             

  2\. Not Free or Reduced                                                   
  Lunch                                                                     

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        73%                   

  At Proficient or            89%         94%         60%                   
  Distinguished                                                             

  STATE SCORES                                                              

  TOTAL                       81.9        80.6        79.9                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      85%         84%         83%                   

  At Proficient or            60%         58%         57%                   
  Distinguished                                                             

  State Mean Score            548         547         546                   
  --------------------------- ----------- ----------- ----------- --------- -------

**[Table 5]{.underline}**

**[Fourth Grade -- Reading]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[Gifted and Talented/Special Education]{.underline}**

  --------------------------- -------------------- -------------------- -------------------- --------- -------
                              2001-2002            2000-2001            1999-2000                      

  Testing Month               April                April                April                          

  SCHOOL SCORES                                                                                        

  TOTAL                       109                  102                  69.06                          

  At or Above Novice          100%                 100%                 100%                           

  At or Above Apprentice      100%                 100%                 69%                            

  At Proficient or            93%                  87%                  44%                            
  Distinguished                                                                                        

  Number of students tested   30                   30                   35                             

  Percent of total students   13%                  11%                  13%                            
  tested                                                                                               

  Number of students excluded 0                    1                    0                              

  Percent of students         0%                   .03%                 0%                             
  excluded                                                                                             

  SUBGROUP SCORES                                                                                      

  1\. Gifted and Talented                                                                              

  At or Above Novice          100%                 100%                 100%                           

  At or Above Apprentice      100%                 100%                 100%                           

  At Proficient or            100%                 100%                 67%                            
  Distinguished                                                                                        

  2\. Special Education                                                                                

  At or Above Novice          100%                 100%                 100%                           

  At or Above Apprentice      100%                 100%                 100%                           

  At Proficient or            50%                  67%                  0%                             
  Distinguished                                                                                        

  STATE SCORES                                                                                         

  TOTAL                       [81.9]{.underline}   [80.6]{.underline}   [79.9]{.underline}             

  At or Above Novice          [100%]{.underline}   [100%]{.underline}   [100%]{.underline}             

  At or Above Apprentice      [85%]{.underline}    [84%]{.underline}    [83%]{.underline}              

  At Proficient or            [60%]{.underline}    [58%]{.underline}    [57%]{.underline}              
  Distinguished                                                                                        

  State Mean Score            [548]{.underline}    [547]{.underline}    [546]{.underline}              
  --------------------------- -------------------- -------------------- -------------------- --------- -------

**[Table 6]{.underline}**

**[Fourth Grade -- Reading]{.underline}**

**[The Kentucky Core Content Test]{.underline}**

**[African-American/Caucasian]{.underline}**

  --------------------------- ----------- ----------- ----------- --------- -------
                              2001-2002   2000-2001   1999-2000             

  Testing Month               April       April       April                 

  SCHOOL SCORES                                                             

  TOTAL                       109         102         69.06                 

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        69%                   

  At Proficient or            93%         87%         44%                   
  Distinguished                                                             

  Number of students tested   30          30          35                    

  Percent of total students   13%         11%         13%                   
  tested                                                                    

  Number of students excluded 0           1           0                     

  Percent of students         0%          .03%        0%                    
  excluded                                                                  

  SUBGROUP SCORES                                                           

  1\. African-American                                                      

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        80%                   

  At Proficient or            100%        33%         20%                   
  Distinguished                                                             

  2\. Caucasion                                                             

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      100%        100%        74%                   

  At Proficient or            91%         93%         48%                   
  Distinguished                                                             

  STATE SCORES                                                              

  TOTAL                       81.9        80.06       79.9                  

  At or Above Novice          100%        100%        100%                  

  At or Above Apprentice      85%         84%         83%                   

  At Proficient or            60%         58%         57%                   
  Distinguished                                                             

  State Mean Score            548         547         546                   
  --------------------------- ----------- ----------- ----------- --------- -------