Blue Ribbon Schools Program

U.S. Department of Education
2011 - Blue Ribbon Schools Program
A Public School
School Type (Public Schools):
(Check all that apply, if any) /
Charter /
Title 1 /
Magnet /
Choice

Name of Principal: Ms. Michelle Anderson

Official School Name: Deer Creek Prairie Vale Elementary

School Mailing Address: / 22522 North Pennsylvania Avenue
Edmond, OK 73025-9100
County: Oklahoma / State School Code Number: 55 I006 110
Telephone: (405) 359-3170 / E-mail:
Fax: (405) 359-1819 / Web URL: www.prairievale.org

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. Sean McDaniel Superintendent e-mail:

District Name: Deer Creek Public Schools District Phone: (405) 348-6100

______Date ______
(Superintendent’s Signature)

Name of School Board President/Chairperson: Mr. John Robertson

______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.

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PART I - ELIGIBILITY CERTIFICATION / 11OK1

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 2010-2011 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 2005.

6. The nominated school has not received the Blue Ribbon Schools award in the past five years: 2006, 2007, 2008, 2009 or 2010.

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 DATA / 11OK1

All data are the most recent year available.

DISTRICT

1. / Number of schools in the district: / 4 / Elementary schools
(per district designation) / 1 / Middle/Junior high schools
1 / High schools
0 / K-12 schools
6 / Total schools in district
2. / District per-pupil expenditure: / 9318

SCHOOL (To be completed by all schools)

3. / Category that best describes the area where the school is located: / Suburban
4. / Number of years the principal has been in her/his position at this school: / 7
5. / Number of students as of October 1, 2010 enrolled at each grade level or its equivalent in applying school:
Grade / # of Males / # of Females / Grade Total / # of Males / # of Females / Grade Total
PreK / 0 / 0 / 0 / 6 / 0 / 0 / 0
K / 28 / 25 / 53 / 7 / 0 / 0 / 0
1 / 39 / 19 / 58 / 8 / 0 / 0 / 0
2 / 35 / 26 / 61 / 9 / 0 / 0 / 0
3 / 40 / 35 / 75 / 10 / 0 / 0 / 0
4 / 44 / 36 / 80 / 11 / 0 / 0 / 0
5 / 40 / 36 / 76 / 12 / 0 / 0 / 0
Total in Applying School: / 403

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6. / Racial/ethnic composition of the school: / 3 / % American Indian or Alaska Native
2 / % Asian
3 / % Black or African American
4 / % Hispanic or Latino
1 / % Native Hawaiian or Other Pacific Islander
87 / % 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 2009-2010 school year: / 13%
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, 2009 until the end of the school year. / 29
(2) / Number of students who transferred from the school after October 1, 2009 until the end of the school year. / 25
(3) / Total of all transferred students [sum of rows (1) and (2)]. / 54
(4) / Total number of students in the school as of October 1, 2009 / 418
(5) / Total transferred students in row (3)
divided by total students in row (4). / 0.13
(6) / Amount in row (5) multiplied by 100. / 13
8. / Percent limited English proficient students in the school: / 2%
Total number of limited English proficient students in the school: / 10
Number of languages represented, not including English: / 1
Specify languages:
Spanish

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9. / Percent of students eligible for free/reduced-priced meals: / 11%
Total number of students who qualify: / 50
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-priced school meals program, supply an accurate estimate and explain how the school calculated this estimate.
10. / Percent of students receiving special education services: / 16%
Total number of students served: / 68
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 / 0 / Orthopedic Impairment
0 / Deafness / 15 / Other Health Impaired
0 / Deaf-Blindness / 29 / Specific Learning Disability
0 / Emotional Disturbance / 18 / Speech or Language Impairment
1 / Hearing Impairment / 0 / Traumatic Brain Injury
0 / Mental Retardation / 0 / Visual Impairment Including Blindness
1 / Multiple Disabilities / 0 / Developmentally Delayed
11. / Indicate number of full-time and part-time staff members in each of the categories below:
Number of Staff
Full-Time / Part-Time
Administrator(s) / 1 / 0
Classroom teachers / 21 / 0
Special resource teachers/specialists / 9 / 1
Paraprofessionals / 0 / 0
Support staff / 9 / 0
Total number / 40 / 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: / 19:1

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13. / Show the attendance patterns of teachers and students as a percentage. Only high schools need to supply graduation rates. Briefly explain in the Notes section any student or teacher attendance rates under 95% and teacher turnover rates over 12% and fluctuations in graduation rates.
2009-2010 / 2008-2009 / 2007-2008 / 2006-2007 / 2005-2006
Daily student attendance / 96% / 98% / 97% / 96% / 97%
Daily teacher attendance / 94% / 95% / 95% / 96% / 95%
Teacher turnover rate / 20% / 10% / 11% / 30% / 12%
High school graduation rate / % / % / % / % / %
If these data are not available, explain and provide reasonable estimates.
Attendance: During the year 2009-2010,PrairieVale had 3 teachers who wereout extendedtimefor maternity leave. The H1N1 flu viruswas also amajorcause fordecrease in boththe teacher and student attendance.
Teacher Mobility Rate: During the past 5 years, our school district has experienced high amounts of growth, resulting in the opening of two new elementary schools and significant expansion of the Middle School staff. Upon the opening of these schools and as a direct result of redistricting of students to the new schools, a significant number of teachers were required to move to other buildings, due to reduction in staff allocations at Prairie Vale.Some staff members chose to move to the Middle School to teachin their subject area as positions at Prairie Vale were reduced.Grove Valley Elementary School opened in 2009-10, resulting in the forced transferring of teachers. Rose Union opened in 2006-2007, resulting in the forcedtransferring of teachers.
14. / For schools ending in grade 12 (high schools): Show what the students who graduated in Spring 2010 are doing as of Fall 2010.
Graduating class size:
Enrolled in a 4-year college or university / %
Enrolled in a community college / %
Enrolled in vocational training / %
Found employment / %
Military service / %
Other / %
Total / 0 / %

PART III - SUMMARY / 11OK1

Deer Creek Prairie Vale Elementary is locatedin Edmond, Oklahoma. This year we have 403 students from Kindergarten through Fifth grade. Our mission statement is "To serve as a caring community that challenges all learners to achieve their maximum potential". This mission has served us well in providinga framework on which the staff, parents and students can build. Prairie Vale is a highly positive professional learning community where all the stakeholders work together in order to provide the best opportunities possible for every individual. You can feel the excitement, enthusiasm and positivity the minute you walk through the doors of our school!

At Prairie Vale, we have a wonderful, caring and committed faculty who believe in making learning fun and engaging. We meet each learner at their own level and provide individualized instruction as needed from Kindergarten through 5th grade. As a result, you will see children consistently performing at high levels all over the school. As a staff, we feel that relationships are at the heart of everything we do, so we utilize a combination of best practices from Love and Logic and Great Expectations, along with the teaching of the Character Counts curriculum to craft an environment that is safe and nurturing for students. We are a family and everything we do centers around treating each other well, creating a wonderful place that students want to come each day. Parents and visitors constantly comment on the "feeling" that you get when you come to Prairie Vale. It is positive, fun and exciting!

Our faculty is highly trained, with advanced degrees and 5 National Board Certified teachers.Staff members have won many awards and grants over the years and presented at professional meetings on best practices.Staff members aretrained in Literacy First, Great Expectations, Love and Logic, Professional Learning Communities,Differentiated Instruction, many areas of technologyand Core Knowledge, to name a few. This variety of experiences has helped us to hone our practices over the years in an effort to provide the most meaningful learning experience we can for students. We utilize research based strategies and programs in all curricular areas.We constantly examine highly detailed vertical plans for each subject area in an effort to provide a continuum of learning for students throughout the grades.We examine yearly our grade level monthly curriculum map to maximize student learning during each school year.We audit our curriculum yearly to examine and evaluate strategies in order to choose those best practices that work with students.We are consistently looking at student data in an effort to push each student to the next level of their individual learning.We meet monthly with each teacher in our Response to Intervention teams to examine student data, evaluate each student in the school and discuss their particular needs.Each grade level team also meets in monthly Professional Learning Community groups to discuss best practices, to build shared knowledge and examine student data and curriculum practices to best meet the needs of students.