2010 - Blue Ribbon Schools Program
Type of School: (Check all that apply) / []Charter / [X]Title I / []Magnet / []Choice
Name of Principal: Ms. Susan Stevens
Official School Name: Albin Elementary
School Mailing Address:
454 5th Avenue
PO Box 38
Albin, WY 82050-0038
County: Laramie State School Code Number*: 1102001
Telephone: (307) 245-4090 Fax: (307) 246-3261
Web site/URL: aes.laramie2.orgE-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. Jack Cozort
District Name: Laramie County School District #2 Tel: (307) 245-4050
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: Mrs. Esther Davison
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) / 4 / Elementary schools (includes K-8)Middle/Junior high schools
2 / High schools
K-12 schools
6 / TOTAL
2. District Per Pupil Expenditure: 17000
SCHOOL (To be completed by all schools)
3. Category that best describes the area where the school is located:
[ ] Urban or large central city
[ ] Suburban school with characteristics typical of an urban area
[ ] Suburban
[ X ] Small city or town in a rural area
[ ] Rural
4. 4 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 / 0 / 6 / 1 / 5 / 6
K / 8 / 5 / 13 / 7 / 0
1 / 5 / 4 / 9 / 8 / 0
2 / 7 / 1 / 8 / 9 / 0
3 / 2 / 2 / 4 / 10 / 0
4 / 4 / 3 / 7 / 11 / 0
5 / 5 / 2 / 7 / 12 / 0
TOTAL STUDENTS IN THE APPLYING SCHOOL / 54
6. Racial/ethnic composition of the school: / 0 / % American Indian or Alaska Native
0 / % Asian
0 / % Black or African American
41 / % Hispanic or Latino
0 / % Native Hawaiian or Other Pacific Islander
59 / % White
0 / % 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: 11%
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. / 2
(2) / Number of students who transferred from the school after October 1 until the end of the year. / 3
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 5
(4) / Total number of students in the school as of October 1. / 46
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.109
(6) / Amount in row (5) multiplied by 100. / 10.870
8. Limited English proficient students in the school: 26%
Total number limited English proficient 14
Number of languages represented: 1
Specify languages:
Spanish
9. Students eligible for free/reduced-priced meals: 57%
Total number students who qualify: 31
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: 9%
Total Number of Students Served: 5
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
1 / Autism / Orthopedic ImpairmentDeafness / Other Health Impaired
Deaf-Blindness / Specific Learning Disability
Emotional Disturbance / 3 / Speech or Language Impairment
Hearing Impairment / 1 / Traumatic Brain Injury
Mental Retardation / Visual Impairment Including Blindness
Multiple Disabilities / 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) / 0 / 1
Classroom teachers / 5 / 0
Special resource teachers/specialists / 0 / 6
Paraprofessionals / 2 / 2
Support staff / 1 / 2
Total number / 8 / 11
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 13 :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% / 94% / 95% / 96% / 95%
Daily teacher attendance / 99% / 99% / 99% / 99% / 99%
Teacher turnover rate / 5% / 11% / 5% / 0% / 0%
Student dropout rate / % / % / % / % / %
Please provide all explanations below.
Our school is out on the prairie approximately 50 miles from Cheyenne, Wyoming, where most of our families go for medical and dental needs. Therefore, if a parent or student needs to goto an appointment, it is usually an all-day or at least a half-day event. Since most of our students ride the bus to a farm or ranch, parents will take their children out of school when they have to go to Cheyenne and won't be back before the bus arrives. They do not want their children home on an isolated ranch by themselves. There are no day care facilities in town and the after school program is 20 miles away at another school.
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
The African proverb, “It takes a whole village to raise a child” accurately describes the philosophy of this staff and community.Whether it is the bonds of rural life or just the nature of the people, Albin School works as a family.Staff and students help and support each other.The staff models appropriate behavior and provides students with a sense of belonging. Students genuinely care for each other, older students guiding and assisting younger ones.Parents demonstrate commitment to their child’s education as is evidenced by the 100% turnout achieved at conferences.They support their children with high expectations and also work in cooperation with the school to put students first.
Staff and community worked side by side to develop a mission for Albin Elementary School.Together they envisioned preparing students to be life-long learners, instilling in every student a love and appreciation of learning.It is imperative that students recognize that continued learning is the key to their own futures.To be a learner with diversified skills means that our students have the ability to problem solve and think critically using a wealth of mastered abilities.It was the vision for each student to know and draw upon a rich, meaningful educational background to address real-life experiences with ease.Becoming a successful member of society is to contribute to a community by being educated in not only academic disciplines, but in community service linked with high moral values and mature reasoning skills.We feel that as a staff and community our students are well on their way to achieving these high standards.
We see evidence of high academic achievement as we look to our state assessment results.Our students consistently score high.Concerning contributions that the students of Albin Elementary have made to their community, there are many.Every year the students take on the challenge of helping a neighbor, whether it be raising money for a local stroke victim, a community member whose house burned down at Christmas, or a youngster from a neighboring school fighting cancer.The support of community teaches these children the importance of altruism.
One of the many strengths of this school involves the support of the Parent/Teacher Organization.The primary focus of this group is to connect the school and its stakeholders.Each year they coordinate an educational fun night helping parents understand content and standards.Students see their parents value education.
The desire to reach ALL of our stakeholders has prompted us to try reaching out to our Hispanic parents.Once a week they can come and work with the Title 1 and ELL teachers to learn skills to help their students.
Another strength is this attitude of family that we share.Students that are having difficulties are brought to the At-Risk Committee which includes all of the teachers on staff.Together, with deliberate and thoughtful insight, the group collaborates on possible interventions, all working together for the best of the child.
Who can say what fosters excellence?Is itthe small class sizes that promote and foster this feeling of family and sense of belonging? Is it a group of special people that genuinely care about each other? Is it the essence of community that permeates from the people of this rural area? Regardless, we at Albin could not be more proud of the excellence exuding from our children and the aspiring task of raising them together, hand in hand, to fulfill the vision set forth in our mission.
PART IV - INDICATORS OF ACADEMIC SUCCESS1. Assessment Results: