**[U.S. Department of Education November 2002]{.underline}**

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

**Cover Sheet**

Name of Principal \_\_\_\_\_[Mr. Michael
McDermott\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Official School Name \_\_\_[Campbellton Elementary
School\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

School Mailing Address [\_3693 Hwy.
185\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[New
Haven\_\_\_\_\_\_\_\_\_\_\_\_Mo.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_63068-2704\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code +4 (9 digits total)

## Tel. (636) 239-3969 Fax (636) 239-2748\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

[Website/URL]{.underline}:
[www.washington.k12.mo.us](http://www.washington.k12.mo.us______/)
Email: <Mike.McDermott@Washington.k12.mo.us>

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:
\_\_\_[\_03/28/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

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

Name of Superintendent: \_\_\_[Dr. Greg
Wilson\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

District Name: [Washington School District Tel. (636)
239-2727\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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:
\_\_\_[\_03/28/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Superintendent's Signature)

Name of School Board

## President/Chairperson Mrs.Katie Geisert\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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:
\_\_\_[\_03/28/03\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

**DISTRICT**: Washington School District

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

> [\_1\_]{.underline} Middle schools
>
> [\_0\_]{.underline} Junior high schools
>
> [\_1\_]{.underline} High schools

\_[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 6,079.00]{.underline}

Average State Per Pupil Expenditure: [\$ 6,971.90]{.underline}

**SCHOOL**: Campbellton Elementary School

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

\[ \] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[ \] Small city or town in a rural area

\[X\] Rural

4\. [\_1\_]{.underline} Number of years the principal has been in
his/her position at this school.

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

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 14%" />
<col style="width: 11%" />
<col style="width: 3%" />
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 13%" />
<col style="width: 0%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade</td>
<td># of Males</td>
<td><p># of</p>
<p>Females</p></td>
<td><p>Grade</p>
<p>Total</p></td>
<td></td>
<td>Grade</td>
<td><p># of</p>
<p>Males</p></td>
<td colspan="2"><p># of</p>
<p>Females</p></td>
<td><p>Grade</p>
<p>Total</p></td>
</tr>
<tr class="even">
<td>K</td>
<td>13</td>
<td>3</td>
<td>16</td>
<td></td>
<td>7</td>
<td>NA---</td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>1</td>
<td>9</td>
<td>7</td>
<td>16</td>
<td></td>
<td>8</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>2</td>
<td>10</td>
<td>7</td>
<td>17</td>
<td></td>
<td>9</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>3</td>
<td>13</td>
<td>8</td>
<td>21</td>
<td></td>
<td>10</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>4</td>
<td>15</td>
<td>12</td>
<td>27</td>
<td></td>
<td>11</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td>5</td>
<td>12</td>
<td>14</td>
<td>26</td>
<td></td>
<td>12</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td>6</td>
<td>9</td>
<td>11</td>
<td>20</td>
<td></td>
<td>other</td>
<td></td>
<td></td>
<td colspan="2"></td>
</tr>
<tr class="odd">
<td colspan="10">143 <strong>Total students in the applying
school</strong></td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [96.0\_]{.underline}% White

the students in the school: [3.4]{.underline} % Black or African
American

[\_.6\_]{.underline}% Hispanic or Latino

\_[0]{.underline}\_% Asian/Pacific Islander

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

100% Total

7\. Student turnover, or mobility rate, during the past
year:\_[5.4%]{.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                | 2                 |
|         |                                       |                   |
|         | transferred to the school             |                   |
|         |                                       |                   |
|         | after October 1 until the             |                   |
|         |                                       |                   |
|         | end of the year.                      |                   |
+---------+---------------------------------------+-------------------+
| \(2\)   | Number of students who                | 6                 |
|         |                                       |                   |
|         | transferred from the                  |                   |
|         |                                       |                   |
|         | school after October 1                |                   |
|         |                                       |                   |
|         | until the end of the year.            |                   |
+---------+---------------------------------------+-------------------+
| \(3\)   | Subtotal of all                       | 8                 |
|         |                                       |                   |
|         | transferred students \[sum of rows    |                   |
|         | (1) and (2)\]                         |                   |
+---------+---------------------------------------+-------------------+
| \(4\)   | Total number of students              | 149               |
|         |                                       |                   |
|         | in the school as of                   |                   |
|         |                                       |                   |
|         | October 1                             |                   |
+---------+---------------------------------------+-------------------+
| \(5\)   | Subtotal in row (3)                   | .053              |
|         |                                       |                   |
|         | divided by total in row (4)           |                   |
+---------+---------------------------------------+-------------------+
| \(6\)   | Amount in row (5)                     | 5.36              |
|         |                                       |                   |
|         | Multiplied by 100                     |                   |
+---------+---------------------------------------+-------------------+

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

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

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

Specify languages: English

9\. Students eligible for free/reduced-priced meals:\_\_\_[17
%]{.underline}

[25\_]{.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.

This is a reasonably accurate estimate of our low-income families.

10\. Students receiving special education services: [12 %\_]{.underline}

[18\_\_\_]{.underline} Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the

Individuals with Disabilities Act.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

##  0 Deafness 6 Other Health Impaired

[0]{.underline} Deaf-Blindness [10]{.underline} Specific Learning
Disability

[0]{.underline} Hearing Impairment [2]{.underline} Speech or Language
Impairment

[0]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [0]{.underline} Visual Impairment
Including Blindness

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

Number of Staff

Full-time Part-time

Administrators \_\_[1\_\_]{.underline}\_ \_\_[0\_\_\_]{.underline}

Classroom teachers \_\_[7]{.underline}\_\_\_ [\_\_3\_\_\_]{.underline}

Special resource teachers/specialists [\_\_1\_\_\_]{.underline}
\_\_[6\_\_\_]{.underline}

Paraprofessionals [\_\_2\_\_\_]{.underline} [\_0\_\_\_]{.underline}

Support staff [\_\_ 5\_\_]{.underline} \_\_[0\_\_\_]{.underline}

Total number \_[\_16\_\_]{.underline} [9\_\_\_]{.underline}

12\. Student-"classroom teacher" ratio: \_ [20:1\_]{.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        96%         97%         96%         93%         93%
  attendance                                                           

  Daily teacher        98%         98%         98%         98%         98%
  attendance                                                           

  Teacher turnover     0           0           0           2           0
  rate                                                                 

  Student dropout rate NA          NA          NA          NA          NA

  Student drop-off     NA          NA          NA          NA          NA
  rate                                                                 
  -------------------- ----------- ----------- ----------- ----------- -----------

#### [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.

Campbellton Elementary is located near Washington Missouri. Although we
are a small rural school set in a predominantly agricultural area, our
educational expectations and aspirations are world class. Our school has
been in existence for 137 years and predates Washington school district
itself. Campbellton Elementary School has its roots in a one-room
schoolhouse established in 1866 under the tutelage of a German-born
schoolmaster. One hundred thirty-seven years later, Campbellton
elementary continues to symbolize Americana with its warm and welcoming
environment.

The curriculum at Campbellton Elementary School is a living document
that is continuously evolving. It is based on sound educational
principles, best practices and brain research. At the same time we
continue to embrace the values of our rich farming heritage.
Campbellton's Character Education curriculum (Caring Schools
Communities) is embraced by the local community as a very important part
of their children's education. Developing and enriching moral values
such as respect, responsibility, honesty, courage, and compassion is
thoroughly integrated into all aspects of our student's lives and the
rigors of the academic program. It supports our school's Mission
Statement: "the Mission of Campbellton School is to provide an
educational environment of excellence for our children which, will
foster and accelerate their intellectual, physical, social, and personal
development". To this end, a variety of opportunities which are
congruent with our philosophy include participation in the highly
respected orchestra and D.A.R.E. programs. Our entire school takes
action on these beliefs and participates in food/clothing drives for
disadvantaged families in our community. Our school encourages
after-school activities in: scouting, intra-murals, and an art club.

Community support can be seen at our musical programs in which three
generations of families pack our standing room only gymnasium. School
plays performed annually by the special education students typically
have 100% parental attendance. Curriculum fairs and student art
exhibitions are not only educational presentations, but also community
social events. Many parents and grandparents have attended here
themselves; they feel ownership in this school and its activities. There
is no doubt that Campbellton School and the local community are
inextricably intertwined. We host several intergenerational events
including Veterans Day and Grandparents Day activities which are key
social events in this community. This academic reputation is validated
by its being recognized as one of the top ten schools in the state of
Missouri. Typically forty to fifty percent of the top ten graduating
seniors at the High School originate from our little elementary school
out here in Campbellton.

Campbellton is a small rural school with lofty academic expectations and
stellar accomplishments. Our curriculum is articulated among grade
levels and assures continuity of learning, solid practice,
reinforcement, and extension activities. Teachers assure that all major
learning modalities and individual student differences are addressed.
The individual attention that students receive on a daily basis is
undeniably a quiet but effective strength. Teamwork is a strong
component of our school and can be symbolized by this very application.
Over fifty percent of our staff donated their after hours time into
writing, editing and contributing ideas for it. The way of Campbellton
Elementary is simply to emphasize the qualities and capabilities of each
student; while increasing the dignity and worth of all persons
everywhere.

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

**1. STATE CRITERION-REFERENCED TEST**---Communication Arts

Grade:\_[3]{.underline}\_ Test\_ [MAP Missouri Assessment
Program\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication year: [MAP/2002]{.underline} Publisher:\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[What groups are excluded form testing? Why, and how were they
assessed?\_\_\_\_\_\_\_No groups or\_\_\_\_\_\_]{.underline}

[individuals were excluded from
testing.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_]{.underline}

Number excluded[:\_0\_]{.underline} Percent excluded[:
0*%*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing Month            April       April       April       April       April

  SCHOOL SCORES                                                            

  TOTALS                   NA          NA          NA          NA          NA

  At or Above Basic        21 100%     25 96.1%    22 84.6%    20 86.9%    

  At or Above Proficient   14 66.6%    16 61.5%    16 61.5%    8 34.7%     

  At Advanced              0           0           0           1           

  Number of students       21          26          26          23          
  tested                                                                   

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

  Number of students       0           0           0           0           
  excluded                                                                 

  Percent of students      0%          0%          0%          0%          
  excluded                                                                 

  SUBGROUP SCORES                                                          NA

  1\. Ethnic Minorities    1 4.7%      1 3.8%      0           0           

  At or Above Basic        1 4.7%      1 3.8%      0           0           

  At or Above Proficient   1 4.7%      0           0           0           

  At Advanced              0           0           0           0           

  2\. Free and Reduced     2 9.5%      0           0           4 17.4%     
  Lunch                                                                    

  At or Above Basic        2 9.5%      0           0           3 13.0%     

  At or Above Proficient   0           0           0           1 4.3%      

  At Advanced              0           0           0           0           

  3\. IEP Students         4 19%       3 11.5%     1 3.8%      6 26%       

  At or Above Basic        4 19%       3 11.5%     0           5 21.7%     

  At or Above Proficient   2 9.5%      1 3.8%      0           1 4.3%      

  At Advanced              0           0           0           0           

  STATE SCORES                                                             

  TOTALS                   68,013      70,544      69,686      69,103      

  At or Above Basic        50,148      50,343      48,705      47,004      

  State Mean Score         73.7%       71.4%       69.9%       68.0%       

  At or Above Proficient   24,062      22,284      22,103      19,917      

  State Mean Score         35.4%       31.6%       31.7%       28.8%       

  At Advanced              1,215       717         1,126       851         

  State Mean Score         1.8%        1.0%        1.6%        1.2%        
  ------------------------ ----------- ----------- ----------- ----------- -----------

###  

### **1. STATE CRITERION-REFERENCED TEST**---Mathematics\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Grade:\_[4]{.underline}\_ Test\_ [MAP Missouri Assessment
Program\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication year: [MAP/2002]{.underline} Publisher:\_[CTB
McGraw-Hill\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

[What groups are excluded from testing? Why, and how were they assessed?
No groups were excluded. In 99/00 one student was excluded from testing;
this child met all 5 of the excluding criteria established by the
Missouri Department of Elementary and Secondary Education.]{.underline}

Number excluded[:\_1\_]{.underline} Percent excluded[: 4.8*%*\_in 99/00
only.\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

  Testing Month            April       April       April       April       April

  SCHOOL SCORES                                                            

  TOTALS                   NA          NA          NA          NA          NA

  At or Above Basic        27 100%     26 92.8%    19 95%      28 90.3%    

  At or Above Proficient   19 70.4%    22 78.5%    11 55%      10 32.2%    

  At Advanced              3 11.1%     5 17.8%     4 20%       0 0%        

  Number of students       27          28          20          31          
  tested                                                                   

  Percent of total         100%        100%        95.2%       100%        
  students tested                                                          

  Number of students       0           0           1           0           
  excluded                                                                 

  Percent of students      0%          0%          4.8%        0%          
  excluded                                                                 

  SUBGROUP SCORES                                                          NA

  1\. Ethnic Minorities    1 3.7%      1 3.5%      0           0           

  At or Above Basic        1 3.7%      0           0           0           

  At or Above Proficient   1 3.7%      0           0           0           

  At Advanced              0           0           0           0           

  2\. Free and Reduced     3 11.1%     7 25%       0           9 29%       
  Lunch                                                                    

  At or Above Basic        3 11.1%     5 17.8%     0           9 29%       

  At or Above Proficient   2 7.4%      4 14.3%     0           2 6.4%      

  At Advanced              1 3.7%      0           0           0           

  3\. IEP Students         4 14.8%     3 10.7%     5 25%       3 9.6%      

  At or Above Basic        4 14.8%     1 3.5%      5 25%       3 9.6%      

  At or Above Proficient   1 3.7%      0           2 10%       0           

  At Advanced              0           0           1 5%        0           

  STATE SCORES                                                             

  TOTALS                   68,013      70,544      69,686      69,103      

  At or Above Basic        50,148      50,343      48,705      47,004      

  State Mean Score         78.9%       79.6%       77.7%       77.9%       

  At or Above Proficient   24,062      22,284      22,103      19,917      

  State Mean Score         37.6%       37.7%       36.7%       35.3%       

  At Advanced              1,215       717         1,126       851         

  State Mean Score         7.7%        8.2%        8.0%        6.4%        
  ------------------------ ----------- ----------- ----------- ----------- -----------

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

Campbellton Elementary uses assessment data to understand and improve
instruction and student performance in many ways. Test results are
carefully analyzed by a team of teachers and administrators. The
Missouri Assessment Program (MAP) content specifications standards for
each subject area are compared with (disaggregated) annual assessment
data and used to make self-improvement decisions regarding curriculum
and instruction. The search is to identify and remediate negative
patterns and trends by identifying average points earned within each
benchmark item. All available data is scrutinized for areas of strength
and weakness. As areas of weakness are identified, action plans are
developed to immediately improve methods of instruction and/or adapt
instruction to the climate and learning styles of a particular group of
students. Areas of strength are rejoiced and congratulated within the
school through faculty meetings and celebrations. Community involvement
occurs through both traditional letters from the principal and through
more dynamic presentations at public meetings showcasing the student's
successes in our school.

Campbellton teachers use both the state and district education standards
to modify, evaluate and implement change as is necessary to develop
content area programs that are appropriate to and meet the needs of all
students. Our goal is to continue to increase student achievement in all
academic areas, which requires input and decision making from a wide
array of resources---including parents. Teachers meet with the building
administrator and parents to address the curricular needs and review
assessment data while developing goals. Curriculum documents are
annually updated to align with our school's goals, mission and vision
for our future.

Current trends and educational research are recognized as valuable and
included in our living curriculum. Performance events and an emphasis on
non-fiction writing are current targeted areas of on-going improvement
that were developed by this committee. These areas of improvement become
topics for professional development activities. The accumulated
knowledge of the professionals in our school is reflected in our student
achievement and performance.

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

Parents, students and the community are informed of student assessment
data through a variety of methods. Each month a principal newsletter
goes home to every family outlining the educational progress that our
students are making, suggestions for learning activities that parents
can engage in with their children and assessment data reviews. These
reviews have targeted how our school does in comparison to others, and
how we compare to national percentiles. Each student receives daily
assistance in his/her unique areas of need; however, at testing time
students who scored well in the previous year receive public recognition
at a special ceremony. This both honors those successful students
(entire classrooms) and serves to motivate the upcoming group of
students about to begin their assessment phase. Every parent receives a
copy of their child's assessment data and individually meets with the
teacher who discusses the significance and differences between median
national percentiles, scaled scores, stanines and grade mean
equivalents. Two-way communication between the family and school is
essential in the educational process at Campbellton. E-mail is used
frequently to communicate with parents regarding student progress and
every day concerns. One of the best way to communicate with our
community is through word of mouth. Parent volunteers working within our
building are the best form of public communications possible. Personal
testimonials carry a great deal of weight in our community.

The St.Louis metropolitan newspaper prints a multi-page comparative
study which shows Missouri Assessment Program (MAP) performance data of
all the school districts and each individual school building in the
area. Several area newspapers publish similar data emphasizing districts
and schools not included in the larger report, but which exist in the
immediate locale. This particular edition is an annual event which
community members look forward to each year. Our school consistently
scores above national, state and district norms. Additionally our school
board meetings are public events (also covered by the newspaper) with
assessment data showcased through various presentations. Several
students writing performances are honored at these community meetings.

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

Campbellton Elementary has shared instructional strategies with other
schools largely through mentoring relationships between teachers and
workshops sponsored by successful teachers. One teacher is currently
involved in a web-page design that currently describes both day-to-day
activities and the overall aspects of her successful curriculum. The
teachers at Campbellton regularly attend and present their knowledge at
professional development activities. Our reading specialist is very
active and shares instructional practices with teachers in multiple
schools on an on-going basis. Mentoring is a common practice for
Campbellton teachers.

Another teacher has constructed a sizeable collection of resource
materials and instructional practices that allow students to perform
exceptionally well on Missouri Assessment Program (MAP). This staff
member is a forerunner in the data-driven decision making process and
was one of the first to begin altering her instruction based on the
assessment results of her students. Careful analysis of performance
standards and benchmark skills, have fine tuned her instruction and
classroom activities which enable students to consistently perform at
very high levels. Our teachers commonly assist other teachers who also
become valuable resources within the learning community. We have been
exploring the possibility of publishing this collection making it
available to teachers far beyond our district. Consistent success is the
shared result of a caring faculty sensitive to the individual needs of
each child, teamwork in sharing best practices that produce results,
earnest effort and professional development targeting areas of need.

**[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.

Our school curriculum is challenging and based upon the philosophy that
every child can learn at high levels. Our evidence to support this
statement is included on pages 8 and 9 where our special education,
minority and economically disadvantaged students are shown to perform
well. Twenty-three point seven percent ( 23.7%) of these students scored
at or above the proficient level. We believe that effective learning is
a partnership between the school and home and that parents have certain
responsibilities in their child's education. We believe in educating the
whole child which encompasses student's personal intellectual growth,
critical thinking, problem solving skills, making use of current
technologies, fine arts experiences, and with a special emphasis on
character education.

All of our curriculums are continually developed, aligned and renewed
through a regular committee process involving multi-stage evaluations
performed by teams representing teachers, parents and administrators.
Every content area curriculum meets or exceeds the Missouri
Show-Me-Standards and National Education Standards. Campbellton had to
list a single strength it would be in our teachers' ability to
individualize instruction for each child ensuring that high expectations
are met including accelerated instruction for advanced or gifted
students. Our mission and focus is clearly defined as constantly
improving student achievement. For many years after-school tutoring has
been provided by a teacher volunteer to any students who need additional
instruction or assistance. Although we currently do not offer foreign
language instruction at the elementary level, it is recognized as an
area of need and will be addressed in the near future.

Communication arts (encompassing English, spelling, reading and
writing), Social Studies, Science, Mathematics and Character Education
and citizenship are all tied to key competencies that we teach and
evaluate. This ensures that learning has taken place and our objectives
have been met. We utilize a number of assessment methods articulated at
each grade level to ensure that every student is learning.

Reading is an extremely important part of all instruction at the
elementary level. The Gates-MacGinitie reading test is given to every
student each year to ensure adequate progress is made. Any student who
demonstrates a problem is quickly identified. The Terra-Nova language
and reading tests (with national norms) are also administered on an
annual basis. In all classrooms at every grade students are assessed
weekly within our reading series to ensure that every child's needs are
met Character Education is taught both through planned activities in a
purposeful manner (with specific educational goals) and through the
simple way our students go through life. Our school utilizes the Caring
Schools Communities program. Character education is truly a life-long
process of learning that we all experience each day of our lives.

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

Campbellton Elementary School follows the curriculum of Houghton Mifflin
reading K-6---2003, The Nations Choice edition. This was selected by a
committee of teachers and administrators after extensive surveys of
available materials. In accordance with the National Reading Report of
2000 and the federal legislation of Reading First, the district team
decided this series best met the sound scientific research requirement.
Over the past three years our teachers have received extensive training
in the 4-block Cunningham-Hall Framework. The committee concluded that
this series would fit well into this method of instruction.

The focus of early grades is on both phonological and phonemic awareness
with introduction to decoding and word recognition skills. These skills
are reinforced through daily word work at every grade level with
students receiving modeled writing lessons and many opportunities to use
their word knowledge in the writing segment of the 4--block framework.
Teaching specific and strategic reading comprehension skills is the
major focus in the guided reading segment. This whole-class instruction
time utilizes the grade-level textbook and literature sets. During
self-selected reading students choose books at their independent reading
levels.

We systematically screen every student on an annual basis using the
Gates-MacGinitie reading assessment. Any students identified as at-risk
receive small-group instruction from a reading specialist in addition to
normal classroom instruction. Families of these students participate in
parent conferences with suggested home intervention activities.
Classroom teachers modify instructional practices to address the needs
of all students. After-school tutoring is also provided by a dedicated
classroom teacher volunteering her time---this has occurred for years.

Campbellton teachers maintain classrooms that are stimulating and offer
abundant reading and writing opportunities. They have high expectations
for their students and the students consistently meet them.

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

Our science curriculum is one area of strength at Campbellton. It is
directly connected to the reasoning skills and performance based
knowledge that is truly important for students. We use inquiry
techniques emphasizing critical thinking skills, and teach science
processes not as a separate component but as an integral part of
science. Our mission statement defines our school as fostering and
accelerating the intellectual growth of students. Science is a strong
vehicle for that aspect of personal development. In the 2002 MAP science
test (Terra-Nova), our student scored at the 93.4 median national
percentile. Within the state of Missouri 29% of our students scored in
the advanced quintile, 52% proficient and 19% nearing proficient. Our
standards-based curriculum carefully teaches key competencies and core
skills that students need to know.

Particularly in today's global community, it is imperative that our
students have a firm grasp of social studies concepts. Our students
excel in this area; in 2002 our median national percentile score was 80.
Within the state of Missouri 15% of our students scored in the advanced
quintile, 44% proficient and 37% nearing proficient. Our students
understand the importance of celebrating cultural differences in today's
complex geo-political world. Student knowledge of current events,
citizenship and our government exemplifies how our students are expected
to know than mere minimum standards. The academic success that our
students enjoy is a reflection of teaching the Show-Me Standards using
the Curriculum Frameworks accompanied by the high expectations that all
teachers embrace. By focusing on each individual objective in the
Curriculum Frameworks and relating that concept to their daily lives,
students master and maintain the knowledge standards set forth by the
state of Missouri.

A long-term partnership with parents has enabled our educational program
to flourish. Parental involvement is a key part of our success. Each
evening children sit down with their parents and review key concepts
learned throughout the day/week. Our home partnership is an expected
activity and part of our school culture and tradition.

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

**student learning.**

Campbellton teachers are devoted to making sure that our instructional
methods are as varied as the needs of our student population. Because we
are a small school, we can easily identify individual needs and learning
styles. This is paramount in the planning and completion of meaningful
lessons tailored to each students needs. We live the belief of the
direct connection between instructional strategies, student achievement
and our ability to adapt teaching methods to meet the needs of the
individual child. Every aspect of a student's life here at Campbellton
is connected with high expectations: this includes everything from
behavioral expectations and academic excellence to student citizenship.

Students are actively engaged in learning whether it is through
participation in a performance event or by using interactive technology
to enhance learning. The scientific method is used in hands-on
activities to promote higher level thinking skills and organization of
observations and facts. Performances and activities are frequently used
as part of our Character Education program---"Caring Schools
Communities". Smart boards, computers and other technologies are used
daily by teachers to involve all students in high level thinking
activities. Students learn a variety of computer programs such as:
Microsoft Word, PowerPoint and Excel; which will be valuable to the
students throughout their academic careers and well into the future.
Students are regularly engaged in independent projects involving use the
Internet for researching educational topics and communication. For
instance: our fifth grade class was studying a famous author and
corresponded with this person via the Internet in the classroom. This
made for a memorable experience that the children will never forget.
Presentations, problem solving and experiences such as the
aforementioned utilizing multiple resources and technology are required
of all our students. This is simply part of our school culture and
compliments the high expectations to which we hold students in all
areas.

Writing is stressed in all areas of the curriculum. Cross-curricular
units lend themselves to all types of writing including nonfiction,
expository, and narrative. Persuasive writing and poetry allow students
to delve more deeply into themselves for expressive purposes, exercising
their unique creativity and the formation of educated opinions.
Throughout every aspect of our curriculum the individual differences of
each child are taken into consideration. Nothing accelerates success
like building upon a child's unique individual strengths. Each child is
expected to excel to his or her potential and beyond.

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

Campbellton teachers are devoted life-long learners; we are committed to
continuous self improvement. A very high percentage of the teachers have
either completed their Masters work or are currently working on a
Master's degree. In light of this the school has developed and maintains
an atmosphere of professionalism that encourages furthering knowledge
through higher education and professional development activities.
Investing in ones own intellectual bank is wise indeed.

Teachers assess their students' needs based on assessment data,
observation of class dynamics, and their own experience. They are
encouraged and inspired to attend classes that both promote their own
learning and to target areas of concern shown through student testing.
Workshops are sought out to help teachers reach levels of expertise in
areas of professional need. For example: currently our students' writing
assessments show that they need additional practice in the area of
non-fiction writing. Therefore, we as responsive teachers are engaging
in further professional development in that area. Systematically
addressing needs such as the aforementioned is the best way to increase
student achievement. Skills and knowledge are honed to aid in the
improvement of the overall classroom and in the education of each
individual child.

Teachers and support staff at Campbellton recognize their own strengths
and fields of interest. Everyone is willing to share knowledge with
colleagues in formal in-house workshops and informally throughout each
day. Some of our teachers are mentoring new teachers in other schools
within our district. Our faculty is composed of experienced veteran
teachers; therefore our emphasis is on ongoing professional growth
activities. We have committed our faculty meeting time to professional
development activities such as: technology and character education
strategies. The easy rapport and strong support among our teachers makes
it second nature to contribute an idea, a strategy, or a tidbit of
information to each other. We all understand that continuing our growth
as professionals is vital to the life of our educational community and
to the strength of our students' achievement and success.

###### Missouri Assessment Description for the NCLB Blue Ribbon Application March 2003

The state assessment system referred to as the MAP (Missouri Assessment
Program) currently assesses students in communication arts in grades 03,
07, 11 and mathematics in grades 04, 08, and 10. An achievement level,
measuring student progress toward the Show-Me Standards, is determined.
Levels of achievement are identified by one of five descriptors---Step
1, Progressing, Nearing Proficient, Proficient, or Advanced.

####### General Descriptions

Step 1: Students are substantially behind in terms of meeting the
Show-Me Standards. They demonstrate only minimal understanding concepts
and little or no ability to apply that knowledge.

Progressing: Students are beginning to use their knowledge of simple
concepts to solve basic problems, but they still make many errors.

Nearing Proficient: Students understand many key concepts, although
their application of that knowledge is limited.

Proficient: This is the desired achievement level for all students.
Students demonstrate the knowledge and skills called for by the Show-Me
Standards.

Advanced: Students demonstrate in-depth understanding of all concepts
and apply that knowledge in complex ways.