2010 - Blue Ribbon Schools Program
Type of School: (Check all that apply) / []Charter / [X]Title I / []Magnet / []Choice
Name of Principal: Mrs. Irma Troslcair
Official School Name: Eunice Elementary School
School Mailing Address:
451 South 9th Street
Eunice, LA 70535-5298
County: St. Landry Parish School State School Code Number*: 009
Telephone: (337) 457-2380 Fax: (337) 457-2389
Web site/URL: euniceelem.slp.k12.la.usE-mail:
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge all information is accurate.
Date
(Principal‘s Signature)
Name of Superintendent*: Mr. Michael Nassif
District Name: St. Landry Parish School Tel: (337) 948-3657
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(Superintendent‘s Signature)
Name of School Board President/Chairperson: Mr. Huey Wyble
I have reviewed the information in this application, including the eligibility requirements on page 2 (Part I - Eligibility Certification), and certify that to the best of my knowledge it is accurate.
Date
(School Board President‘s/Chairperson‘s Signature)
*Private Schools: If the information requested is not applicable, write N/A in the space.
The original signed cover sheet only should be converted to a PDF file and emailed to Aba Kumi, Blue Ribbon Schools Project Manager () or mailed by expedited mail or a courier mail service (such as Express Mail, FedEx or UPS) to Aba Kumi, Director, Blue Ribbon Schools Program, Office of Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, Washington, DC 20202-8173
The signatures on the first page of this application certify that each of the statements below concerning the school‘s eligibility and compliance with U.S. Department of Education, Office for Civil Rights (OCR) requirements is true and correct.
1. The school has some configuration that includes one or more of grades K-12. (Schools on the same campus with one principal, even K-12 schools, must apply as an entire school.)
2. The school has made adequate yearly progress each year for the past two years and has not been identified by the state as “persistently dangerous” within the last two years.
3. To meet final eligibility, the school must meet the state’s Adequate Yearly Progress (AYP) requirement in the 2009-2010 school year. AYP must be certified by the state and all appeals resolved at least two weeks before the awards ceremony for the school to receive the award.
4. If the school includes grades 7 or higher, the school must have foreign language as a part of its curriculum and a significant number of students in grades 7 and higher must take the course.
5. The school has been in existence for five full years, that is, from at least September 2004.
6. The nominated school has not received the Blue Ribbon Schools award in the past five years, 2005, 2006, 2007, 2008 or 2009.
7. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a district-wide compliance review.
8. OCR has not issued a violation letter of findings to the school district concluding that the nominated school or the district as a whole has violated one or more of the civil rights statutes. A violation letter of findings will not be considered outstanding if OCR has accepted a corrective action plan from the district to remedy the violation.
9. The U.S. Department of Justice does not have a pending suit alleging that the nominated school or the school district as a whole has violated one or more of the civil rights statutes or the Constitution‘s equal protection clause.
10. There are no findings of violations of the Individuals with Disabilities Education Act in a U.S. Department of Education monitoring report that apply to the school or school district in question; or if there are such findings, the state or district has corrected, or agreed to correct, the findings.
PART II - DEMOGRAPHIC DATAAll data are the most recent year available.
DISTRICT (Questions 1-2 not applicable to private schools)
1. Number of schools in the district: (per district designation) / 20 / Elementary schools (includes K-8)6 / Middle/Junior high schools
6 / High schools
0 / K-12 schools
32 / TOTAL
2. District Per Pupil Expenditure: 7990
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ ] Small city or town in a rural area
[ X ] Rural
4. 8 Number of years the principal has been in her/his position at this school.
5. Number of students as of October 1 enrolled at each grade level or its equivalent in applying school only:
Grade / # of Males / # of Females / Grade Total / Grade / # of Males / # of Females / Grade TotalPreK / 12 / 12 / 24 / 6 / 0
K / 25 / 38 / 63 / 7 / 0
1 / 24 / 35 / 59 / 8 / 0
2 / 24 / 20 / 44 / 9 / 0
3 / 23 / 29 / 52 / 10 / 0
4 / 29 / 23 / 52 / 11 / 0
5 / 0 / 12 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 294
6. Racial/ethnic composition of the school: / % American Indian or Alaska Native
% Asian
34 / % Black or African American
% Hispanic or Latino
% Native Hawaiian or Other Pacific Islander
66 / % White
% Two or more races
100 / % Total
Only the seven standard categories should be used in reporting the racial/ethnic composition of your school. The final Guidance on Maintaining, Collecting, and Reporting Racial and Ethnic data to the U.S. Department of Education published in the October 19, 2007 Federal Register provides definitions for each of the seven categories.
7. Student turnover, or mobility rate, during the past year: 26%
This rate is calculated using the grid below. The answer to (6) is the mobility rate.
(1) / Number of students who transferred to the school after October 1 until theend of the year. / 31
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 40
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 71
(4) / Total number of students in the school as of October 1. / 274
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.259
(6) / Amount in row (5) multiplied by 100. / 25.912
8. Limited English proficient students in the school: 0%
Total number limited English proficient 0
Number of languages represented: 0
Specify languages:
9. Students eligible for free/reduced-priced meals: 75%
Total number students who qualify: 220
If this method does not produce an accurate estimate of the percentage of students from low-income families, or the school does not participate in the free and reduced-price school meals program, specify a more accurate estimate, tell why the school chose it, and explain how it arrived at this estimate.
10. Students receiving special education services: 18%
Total Number of Students Served: 53
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
4 / Autism / 1 / Orthopedic Impairment0 / Deafness / 9 / Other Health Impaired
0 / Deaf-Blindness / 5 / Specific Learning Disability
0 / Emotional Disturbance / 11 / Speech or Language Impairment
3 / Hearing Impairment / 2 / Traumatic Brain Injury
2 / Mental Retardation / 2 / Visual Impairment Including Blindness
0 / Multiple Disabilities / 14 / Developmentally Delayed
11. Indicate number of full-time and part-time staff members in each of the categories below:
Number of StaffFull-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 13 / 0
Special resource teachers/specialists / 5 / 1
Paraprofessionals / 10 / 0
Support staff / 6 / 0
Total number / 35 / 1
12. Average school student-classroom teacher ratio, that is, the number of students in the school divided by the Full Time Equivalent of classroom teachers, e.g., 22:1 22 :1
13. Show the attendance patterns of teachers and students as a percentage. Only middle and high schools need to supply dropout rates. Briefly explain in the Notes section any attendance rates under 95%, teacher turnover rates over 12%, or student dropout rates over 5%.
2008-2009 / 2007-2008 / 2006-2007 / 2005-2006 / 2004-2005Daily student attendance / 96% / 96% / 95% / 95% / 95%
Daily teacher attendance / 96% / 96% / 95% / 95% / 96%
Teacher turnover rate / 5% / 25% / 16% / 15% / 9%
Student dropout rate / 0% / 0% / 0% / 0% / 0%
Please provide all explanations below.
Teachers turnover rates for the 2007-2008, 2006-2007 and 2005-2006 are a result of teachers retiring.
14. For schools ending in grade 12 (high schools).
Show what the students who graduated in Spring 2009 are doing as of the Fall 2009.
Graduating class size / 0Enrolled in a 4-year college or university / 0 / %
Enrolled in a community college / 0 / %
Enrolled in vocational training / 0 / %
Found employment / 0 / %
Military service / 0 / %
Other (travel, staying home, etc.) / 0 / %
Unknown / 0 / %
Total / %
PART III - SUMMARY
Eunice Elementary is a Pre-K – 4 school, one of four public Pre-K-4 schools in the Eunice area. We have an average enrollment of approximately 285 students. Our school’s mission statement, although simple, is a true statement of what we strive to achieve each and every day: Eunice Elementary: Teachers Teach, Students Learn, Community Supports. Our community has a population of approximately 12,000 residents. Jobs in Eunice are in the service/retail industries. Eunice,Louisianais in St. Landry Parish, an area with a high rate of poverty. Approximately one-third of our student population live in homes where incomes are well below the poverty level. Despite high levels of poverty, we have experienced greatacademic success andreceive great support from our community and our parents. Our student racial makeup mirrors that of our city, 65% white—35% African American. Eighty percent (80%) of our student body is labeled as economically disadvantaged based on our free/reduced lunch count.
We have a tradition of high expectations in the areas of academic achievement and behavior. High expectations are set, not only for students, but for staff members and parents as well. We are very structured in our daily routine, school-wide discipline plan, and all other routines and procedures. We do believe that a large part of our success is a result ofteachers/staff adhering toavery well defined, yet simplistic approach to educating students in the primary grades.We are aware of the importance of giving children a solid educational foundation on which they can build on. We stick to the essentials and don't become side tracked by the latest program or frill.The use of technology has enhanced ourinstructional program. We do believe that childrenof poverty need strict, yet not rigid, structure. Well established structure in our school and classrooms minimize confusion and enables students to flourish. Staff members are committed to professional development. Instructional staff members understand that professional development is not an option, it is an expectation. Our daily learner’s creed recited by all students contains the phrase, “I will one day graduate from high school and I can go to college.” We try to plant seeds in the mind of our young people that a high school diploma as well as a college degreeis within the reach of every boy and girl at our school. Our teachers are communicated to on a regular basis regarding the importance of what we do with our students. We know that as educators, we can make or break a child’s future. We feel that we have a moral obligation to give these young people the skills, tools, and knowledge they need to become successful and productive. Talking about future goals with students is common at Eunice Elementary.
Another contributor to our success is the consistent collaboration between teachers. We closely monitor the grade level expectations ensuring that all students are taught the skills they need to acquire at their particular grade level. Interventions are provided for students who have demonstrated at risk behaviors in any area. Additionally, technology is consistently usedto enhance learning.
Our Accelerated Reader program is another contributor to our school’s success. Students are motivated to read and work hard to reach the goal set for his/her grade level. Award systems are in place for students reaching certain levels. Literacy has, and continues to be, a priority. However, in recent years we have noticed that we have failed to acknowledge accomplishments in the area of mathematics. After much discussion and collaboration we completed an application for the Ensuring Numeracy for All Grant. Fortunately, we did receive this grant at the beginning of the 2009-2010 school year and this has enabled us to finally have the personnel needed to provide intervention to students who are at risk in the area of mathematics. Prior to this grant, focused intervention was in the area of reading only.
We have experienced great success. We were the first school in the parish to demonstrate 100% proficiency in the area of mathematics on last year’s 4th grade high stakes test (LEAP). A large number of our students exceeded the proficient level and scored in the mastery and advanced levels in allcore subjects. We had no fourth grades who did not meet or exceed our state's requirement for promotion on high-stakes testing. This is true of all subgroups. Our school has been nominated on two separate occasions as a Louisiana Distinguished School. We have also been named a High Performing/High Poverty School for the 2008-2009 and 2009-2010 school terms. HPHP schools are those that despite a high percentage of economically disadvantaged students, continue to maintain School Performance Scores of over 100. Our SPS is 115.6. We are currently serving as a "Showcase School" for the state of Louisiana.This is part of our state's latest HPHP initiative. Eunice Elementary is one of eight public schools selected towork closely with the administration andstaff of "high priority schools"(schools with school performance scores of 65 or less) to help improve teaching and learningwith the hopes ofpostively impacting studentachievement for children of poverty.