2006-2007 No Child Left Behind - Blue Ribbon Schools Program
U.S. Department of Education
Cover Sheet Type of School: (Check all that apply) [ X] Elementary [ ] Middle [ ] High [ ] K-12 [ ] Charter
Name of Principal Mr. Thomas E. Cook
(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)
Official School Name Glenn Livingston Elementary School
(As it should appear in the official records)
School Mailing Address 2001 11th Street______
(If address is P.O. Box, also include street address.)
_Cody______Wyoming______82414-4606_____
City State Zip Code+4 (9 digits total)
County ___Park______State School Code Number*_____1506005______
Telephone ( 307 ) 587-4271 Fax ( 307 ) 587-9742
Web site/URL http://www.park6.org/Park_6/Livingston_School.html E-mail
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)
Name of Superintendent* Mr. Bryan Monteith
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
District Name Park County School District #6 Tel. (307 ) 587-4253
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
President/Chairperson ____Mrs. Dossie Overfield______
(Specify: Ms., Miss, Mrs., Dr., Mr., Other)
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______
(School Board President’s/Chairperson’s Signature)
PART I ELIGIBILITY CERTIFICATION
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 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. To meet final eligibility, the school must meet the state’s adequate yearly progress requirement in the 2006-2007 school year.
3. If the school includes grades 7 or higher, it has foreign language as a part of its core curriculum.
4. The school has been in existence for five full years, that is, from at least September 2001 and has not received the No Child Left Behind – Blue Ribbon Schools award in the past five years.
5. The nominated school or district is not refusing OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.
6. 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.
7. 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.
8. 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
All data are the most recent year available.
DISTRICT (Questions 12 not applicable to private schools)
1. Number of schools in the district: __5__ Elementary schools
__1__ Middle schools
_____ Junior high schools
__1__ High schools
_____ Other
__7___ TOTAL
2. District Per Pupil Expenditure: __$ 9,052____
Average State Per Pupil Expenditure: __$10,108___
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. 11 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 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 / 7
K / 24 / 28 / 52 / 8
1 / 29 / 20 / 49 / 9
2 / 23 / 18 / 41 / 10
3 / 31 / 29 / 60 / 11
4 / 25 / 16 / 41 / 12
5 / 22 / 21 / 43 / Other
6
TOTAL STUDENTS IN THE APPLYING SCHOOL ® / 286
6. Racial/ethnic composition of 92 % White
the school: 0 % Black or African American
5 % Hispanic or Latino
2 % Asian/Pacific Islander
1 % American Indian/Alaskan Native
100% Total
Use only the five standard categories in reporting the racial/ethnic composition of the school.
7. Student turnover, or mobility rate, during the past year: ___11_____%
[This rate should be 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 the end of the year / 19(2) / Number of students who transferred from the school after October 1 until the end of the year / 15
(3) / Total of all transferred students [sum of rows (1) and (2)] / 34
(4) / Total number of students in the school as of October 1 / 286
(5) / Total transferred students in row (3) divided by total students in row (4) / 0.11
(6) / Amount in row (5) multiplied by 100 / 11
8. Limited English Proficient students in the school: ___0____%
___0___Total Number Limited English Proficient
Number of languages represented: ____0____
Specify languages:
9. Students eligible for free/reduced-priced meals: ___23____%
Total number students who qualify: ___65____
If this method does not produce an accurate estimate of the percentage of students from lowincome 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: ___15____%
___43____Total Number of Students Served
Indicate below the number of students with disabilities according to conditions designated in the Individuals with Disabilities Education Act. Do not add additional categories.
_3__Autism ____Orthopedic Impairment
_1__Deafness _5__Other Health Impaired
____Deaf-Blindness _7 _ Specific Learning Disability
_3__Emotional Disturbance _22_Speech or Language Impairment
____Hearing Impairment ____Traumatic Brain Injury
_1__Mental Retardation ____Visual Impairment Including Blindness
_1__Multiple Disabilities
11. Indicate number of fulltime and parttime staff members in each of the categories below:
Number of Staff
Full-time Part-Time
Administrator(s) ___1______
Classroom teachers __15______
Special resource teachers/specialists __13______5____
Paraprofessionals ___9______4____
Support staff ___7______
Total number __45______9____
12. Average school student-classroom teacher ratio, that is, the number of
students in the school divided by the FTE of classroom teachers, e.g., 22:1 __19:1__
13. Show the attendance patterns of teachers and students as a percentage. The student dropout rate is defined by the state. 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 rates, and only high schools need to supply drop-off rates. Also explain a high teacher turnover rate.
2005-2006 / 2004-2005 / 2003-2004 / 2002-2003 / 2001-2002Daily student attendance / 95% / 96% / 95% / 95% / 96%
Daily teacher attendance / 98% / 97% / 96% / 98% / 96%
Teacher turnover rate / 4% / 4% / 0% / 7% / 0%
Student dropout rate (middle/high) / % / % / % / % / %
Student drop-off rate (high school) / % / % / % / % / %
PART III SUMMARY
The mission of Glenn Livingston Elementary School is to develop responsible learners with the skills and knowledge to succeed in an ever-changing world. Our vision is to develop a positive foundation for these active thinkers of the tomorrow. We start each day with every classroom repeating the Livingston Challenge: “I challenge myself to be a responsible citizen and worker with high expectations of success.” We believe that all children have inherent worth and can learn. We recognize our responsibility to nurture intellectual, social, emotional, and physical development in a safe, positive and orderly environment.
Glenn Livingston Elementary School is part of Park County School District #6 in Cody, Wyoming. We are a fully accredited NCA school, serving approximately 285 students in kindergarten through fifth grades. We support two to three sections of each grade and class sizes are 15 or 16 students per class in the primary grades and 21 or 22 in grades three, four, and five. Kindergarten students experience a full day class that is student centered and focused on developing early literacy and language skills. Our faculty consists of a highly qualified and dedicated staff, with 67% having taught 15 years or more and 62% of our teachers possess a Master’s Degree or beyond. We have a strong parent support group that coordinates all fundraising in support of our school and their members spend countless hours volunteering in classrooms and throughout the school. Our Parent Advisory Committee meets monthly to provide input and feedback to the school.
Twenty three percent of Livingston School families live in poverty and 8% of our students are of minority ethnicity, 5% Hispanic and 3% Asian, Pacific Islander or American Indian. Eleven percent of our students withdraw or enroll during a school year. We provide before and after school computer based study hall programs for our students. At-risk students are supported through specific interventions designed for their individual needs. A home-school liaison connects the learning for these students with the home and monitors homework completion and submission.
Our School Improvement goals are: (1) All students will improve their writing skills and (2) All students will improve math computation skills. An intense focus on our goals, reviewing summative and formative data and implementing interventions that focus on student learning have proven effective, as our state assessment scores are 17% above the state average in math, 23% above the state average in reading and 24% above the state average in writing. Teachers collaborate as grade levels and in multi-grade level peer groups to plan and deliver best practice instruction.
Finally, a component that we value highly is a positive and effective school discipline approach that teaches accountability, responsibility and high expectations. Ten years ago we adopted a program known as “Time to Teach.” This program has facilitated a drop in office referrals from an average of 300 or more each year to between 30 and 50 each year. This program has allowed us to increase instructional time on task and created a positive learning environment for all of our students, faculty and staff.
NCLB-BRS (June 1, 2006) Page 14 of 14
PART IV – INDICATORS OF ACADEMIC SUCCESS
1. Assessment Results:
The Wyoming Department of Education (WDE) determines each year, based on the No Child Left Behind (NCLB) legislation, if Glenn Livingston Elementary School and all schools in Park County School District # 6, as well as Wyoming have made adequate yearly progress (AYP) according to student achievement in Language Arts (Reading and Writing) and Math. The state assessment has four performance level descriptions, Advanced, Proficient, Partially Proficient and Novice. Proficient performance indicates that students are meeting the standard. The State of Wyoming has used two different assessment tools to determine proficiency. From 1999 to 2005 the state assessment was known as WYCAS (Wyoming Comprehensive Assessment System) and was administered in grades 4, 8, and 11. Beginning in the spring of 2006, the state switched to the PAWS (Proficiency Assessment for Wyoming Students) and is administered in grades 3 through 8 and in grade 11. These two assessments were both based on the Wyoming state standards and reported percentages of students in the four proficiency levels as previously stated in this paragraph.
Glenn Livingston Elementary School has consistently performed in the top twenty schools in the state on both the WYCAS and PAWS. We are pleased to report that our scores in the fourth grade have shown continual improvement over the course of state administered assessments. We have continually witnessed high percentages of students at the proficient and advanced levels. Our subgroups of students usually are smaller than 30 students in each subgroup making it difficult to obtain statistically significant data set. This past year our school scored 17% above the state average in math, 23% above the state average in reading and 24% above the state average in writing.
2. Using Assessment Results:
We review formative assessments to plan for instructional groups. Teachers disaggregate data for standardized and national norm referenced assessments to annually design specific teacher, classroom, grade level and school wide interventions to instruction. Teachers use assessment data to annually establish their professional goals. The school uses assessment data to modify our NCA accreditation action plan. Teachers also use individual student assessment data to implement differentiated instruction.