Application: 2006-2007, No Child Left Behind - Blue Ribbon Schools Program (MS Word) s7

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. Carl Tomlinson

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the official records)

Official School Name Gettysburg Elementary

(As it should appear in the official records)

School Mailing Address 2100 Gettysburg Avenue

(If address is P.O. Box, also include street address)

Clovis CA 93611-5254

City State Zip Code+4 (9 digits total)

County Fresno State School Code Number* 10-62117-6106660

Telephone (559) 327-6900 Fax (559) 327-6990

Website/URL qp.clovisusd.k12.ca.us/gettysburgelementary 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 February 1, 2007

(Principal’s Signature)

Name of Superintendent* Dr. Terry Bradley

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name Clovis Unified School District Tel. (559) 327-9000

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 February 1, 2007

(Superintendent’s Signature)

Name of School Board

President/Chairperson Mrs. Betsy Sandoval

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the eligibility requirements on page 2, and certify that to the best of my knowledge it is accurate.

Date February 1, 2007

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

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

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 with one principal, even K-12 schools, must apply as an entire school.)

2.  The school has not been in school improvement status or 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005 No Child Left Behind – Blue Ribbon Schools Award.

5.  The nominated school or district is not refusing the OCR access to information necessary to investigate a civil rights complaint or to conduct a districtwide compliance review.

6.  The 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 the 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: 30 Elementary schools

Middle schools

4 Junior high schools

5 High schools

3 Other*

42 TOTAL

2. District Per Pupil Expenditure: $7,179

Average State Per Pupil Expenditure: $7,788

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

[X ] Suburban

[ ] Small city or town in a rural area

[ ] Rural

4. 2 Number of years the principal has been in her/his position at this school.

5 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:

6. Racial/ethnic composition of 58 % White

the students in the school: 2 % Black or African American

26 % Hispanic or Latino

12 % Asian/Pacific Islander

2 % 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: 15%

[This rate should be calculated using the grid below. The answer to (6) is the mobility rate.]

8. Limited English Proficient students in the school: 13%

94 Total Number Limited English Proficient

Number of languages represented: 9

Specify languages: Arabic, Hmong, Japanese, Lao, Mandarin, Punjabi, Romanian, Spanish, Vietnamese

9. Students eligible for free/reduced-priced meals: 32%

Total number students who qualify: 225

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 federallysupported 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: 12 %

88 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

Deafness 9 Other Health Impaired

Deaf-Blindness 16 Specific Learning Disability

Emotional Disturbance 55 Speech or Language Impairment

1 Hearing Impairment Traumatic Brain Injury

4 Mental Retardation Visual Impairment Including Blindness

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 30

Special resource teachers/specialists 4 ______

Paraprofessionals 9

Support staff 6 2

Total number 41 11

12.  Average school student-“classroom teacher” ratio, that is, the number of

students in the school divided by the FTE of classroom teachers: 23:1

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.

PART III – SUMMARY

The vision of Gettysburg is to prepare students to succeed in a global economy through our motto “Reach for the Stars!”

Gettysburg Elementary School is located in the city of Clovis and is one of 30 elementary schools in the Clovis Unified School District. With a school population of 709 students in grades Kindergarten through grade six, Gettysburg, continues to be a community and district flagship due to the ongoing successes of our students and staff. Gettysburg has been recognized as a National Blue Ribbon School (1999), National Exemplary Safe and Drug Free School (1994), and California State Distinguished School (1998, 2005). Our students and staff consistently earn the prestigious Clovis Unified Exemplary School Award, which measures success in the areas of academic accomplishment, co-curricular accomplishments and community service.

Gettysburg Elementary School resonates with a spirit that is contagious. Our students, staff and community have accepted the district’s challenge to “Be the best you can be in mind, body, and spirit,” which is reflected our school’s vision of preparing students to be productive citizens and lifelong learners. From the opening announcements to after school co-curricular activities, the Gettysburg Generals radiate positive energy. Our students and staff have established a prominent presence in our community as a source of pride, enthusiasm and achievement. A tremendous investment of time and energy by our principal, teachers and staff is reflected in ongoing collaborative work with parents and members of our Gettysburg community.

Teachers differentiate instruction, regrouping within and among grade levels, to better personalize the learning experience. Student achievement is frequently assessed in reading, language arts, writing, math and science through a robust formative assessment system utilizing technology to produce immediate reports and disaggregated information. Teachers use results of frequent assessments to re-teach and accelerate skill development for all students.

Proactive leadership, data-driven decision-making and an emphasis upon continuous improvement empower us to accomplish our mission and achieve our goals. Leadership supports and promotes innovation in our school programs. Grade levels meet weekly to share student work samples, analyze academic progress and discuss effective instructional strategies. Ongoing professional development ensures that the Gettysburg staff keeps abreast of new learning strategies, innovative teaching techniques and applied technology in the field of education. Such focus on professional development ensures that all Gettysburg students have equal access to the core curriculum and appropriate instruction matched to their individual learning needs and levels.

Guided by our academic successes, we have a solid focus on accountability for student learning and performance and have infused the California Standards into our curriculum. Our educational team works diligently to ensure that each and every one of our students is given the best possible opportunities for success. With six teachers who opened the school in 1989, we have a committed veteran teaching staff that is clearly focused on learning that encompasses critical ongoing assessment and reflection on disaggregated evidence of academic achievement.

We believe that we must work especially hard to meet the 21st century needs of our diverse, at-risk and disenfranchised students. We believe that parental involvement is critical to the success of our school and that the power of parent involvement is only as effective as our efforts to engage them in the process of educating their children. We believe that our Gettysburg educational team, students and community reflect the strengths, dedication, accomplishments and commitment to excellence worthy of this very special national recognition.

PART IV – INDICATORS OF ACADEMIC SUCCESS

1. Assessment Results: Gettysburg participates in California’s Standardized Testing and Reporting (STAR) program. The California Standards Tests (CST) in English-Language Arts, Mathematics, and Science are administered to all students in Grades 2-6. Except for a writing component that is administered as part of the Grade 4 English-Language Arts test, all questions are multiple choice. CST scores are reported as one of five performance levels: advanced, proficient, basic, below basic, and far below basic. Performance levels are indicated as percent Proficient and Advanced and percent Advanced on the Data Display Tables in Part VII-Assessment Results. The scores are used for calculating Gettysburg’s Academic Performance Index (API). Only the results of the California English-Language Arts and Mathematics Standards Tests are used to determine the progress elementary schools are making toward meeting the federal No Child Left Behind adequate yearly progress (AYP) requirement that all students score at proficient or above (advanced) on these tests. The following website provides additional information regarding California’s Standardized Testing and Reporting (STAR) program: http://star.cde.ca.gov/star2006/AboutSTAR.asp.

Gettysburg Assessment Results:

English-Language Arts. A three-year comparison shows growth at all grade levels in the percentage of students Proficient and Advanced on the State Standards. The overall summary of student achievement over the past three years shows an increase of 8% Proficient and Advanced on the State Standards, from 65% in May 2004 to 73% in May 2006. Most notable is the growth made in Grades 3 (+14%) and 6 (+14%). Students classified as English Learners showed great improvement (+21%) in the three year period growing from 21% to 42% Proficient and Advanced on the State Standards. Hispanic students also showed significant growth (+17%). Grade 2 demonstrated impressive growth (+29% EL) and (+19% Hispanic). Even with the encouraging growth of our English Language students and Hispanic students, a significant disparity remains between these subgroups and our majority white students. However, grade level data indicates that the performance gap is narrowing. Socio-economically disadvantaged students showed a 7% growth (46% to 53%) over the three year period. All subgroups, at all grade levels 2-6, demonstrated growth over the last 3 years. All of Gettysburg’s significant subgroups exceeded AYP goals in English Language Arts.