##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Betty Replogle]{.underline}

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

Official School Name [Stoddard Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [400 South Seventh Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Beatrice NE]{.underline} \_\_\_
\_[68310-3998]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 402 ) 223-1580]{.underline} Fax [( 402 ) 223-1597]{.underline}

Website/URL [www.beatricepublicschools.org]{.underline} E-mail
[e_replogle@beatrice.k12.ne.us]{.underline}

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\* [Dr. Dale
Kruse\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Beatrice Public Schools]{.underline} Tel. [( 402
)223-1500]{.underline}

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 Mr. Don Harmon

President/Chairperson

(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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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 of 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 2003-2004 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 1998.

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 district‑wide 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 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_[4]{.underline}\_
Elementary schools

\_\_\_[1]{.underline}\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_[1]{.underline}\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_[6]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$6,573.20]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_[\$7,126.73]{.underline}\_\_\_\_

**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\. [13]{.underline} 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 enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       24        23                     **47**       **7**                             

  **1**       18        15                     **33**       **8**                             

  **2**       16        17                     **33**       **9**                             

  **3**       12        22                     **34**       **10**                            

  **4**       19        17                     **36**       **11**                            

  **5**       18        16                     **33**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   217
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [91]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[7]{.underline} % Hispanic or Latino

[0]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_[19.74]{.underline}\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 26
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 19
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        45
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    228
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.19736
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    19.736
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_%

\_\_\_\_[0]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[46]{.underline}\_\_%

\_\_\_[100]{.underline}\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income 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:
\_\_\_[17]{.underline}\_\_\_%

\_\_\_\_[36]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_[0]{.underline}\_\_Autism \_\_[0]{.underline}\_\_Orthopedic
Impairment

\_\_[0]{.underline}\_\_Deafness \_\_[1]{.underline}\_\_Other Health
Impaired

\_\_[0]{.underline}\_\_Deaf-Blindness \_\_[12]{.underline}\_\_Specific
Learning Disability

\_\_[0]{.underline}\_\_Hearing Impairment \_\_[14]{.underline}\_\_Speech
or Language Impairment

\_\_[3]{.underline}\_\_Mental Retardation
\_\_[0]{.underline}\_\_Traumatic Brain Injury

\_\_[0]{.underline}\_\_Multiple Disabilities
\_\_[0]{.underline}\_\_Visual Impairment Including Blindness

[1]{.underline} Developmental Disabilities [5]{.underline} Behavioral
Disordered

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_\_\_\_\_ \_\_\_\_[1]{.underline}\_\_

Classroom teachers \_\_[12]{.underline}\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[2]{.underline}\_\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[5]{.underline}\_\_\_
\_\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_[4]{.underline}\_\_\_
>
> Total number \_\_\_[19]{.underline}\_\_\_\_
> \_\_\_\_[8]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[18:1]{.underline}\_\_\_\_

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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 94.347      94.83       94.65       96.02       95.86

  Daily teacher attendance 91.66       93.34       88.95       91.61       92.47

  Teacher turnover rate    0%          0%          0%          6.25%       0%

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Stoddard Elementary is located on the south side of Beatrice, Nebraska,
a community of approximately 12,000 people. The surrounding neighborhood
is old and includes both abandoned business buildings and homes in need
of repair. Over 40% of the children who attend Stoddard Elementary come
from low-income homes, others from middle-income families, while still
other children live in two of the most affluent areas of the community.
Together these children make up a diverse, yet very cohesive school
population. Once inside the doors of Stoddard Elementary, everyone is a
family member. The students at Stoddard know from the very first day
they enter the building, they are special, and they are the reason all
staff members are there. They respond positively to an environment of
acceptance, encouragement, and challenge to be the best they can be.

The Parent/Teacher Organization at Stoddard is very supportive of our
school and our district as well. The PTO Board, along with our parents,
is always there to help provide programs that enhance learning
opportunities for our children. From the Artist in Residence Program, to
our school-wide reading program, to the funding of special activities
the PTO is there every step of the way.

The staff at Stoddard is a team. Each staff member shares equally in the
success of our school. All staff members take responsibility for all
children, and they take this responsibility very seriously. A staff
member cannot pass through the hallways without being greeted by
students. Daily we are stopped to hear about something that took place
at home, or to share in their excitement over learning a new concept in
math, mastering a consonant sound in speech, or maybe just to be told we
look very nice that day. Children are close to the staff members at
Stoddard because they are comfortable in the environment and know that
each one of them is truly important.

Research is used by staff members as a means to make us better educators
and to help our students to become better learners. Implementation four
years ago of the direct instruction reading program, SRA's Horizons and
Reading Mastery, is an example of the use of research to improve the
reading instruction delivered to students. The staff at Stoddard knew
they could do a better job of teaching reading, they read the research,
trained together as a staff, and today the direct instruction reading
program is used in all four elementary buildings. Staff members at
Stoddard Elementary are willing to take a chance, they are willing to
stand up and be counted for taking those chances.

The support staff members at Stoddard share as well in the
responsibility of our students. Our para-educators, foster grandma, and
our secretary know they play an important role in each child's
education.

Every Child...Every Day...A Success is the goal of every staff member at
Stoddard Elementary. This building goal along with a district mission,
"preparing all students for life-long learning and responsible
citizenship" blend together to provide the staff at Stoddard with a
"guiding light" in their efforts to provide every student with the
opportunity to grow and develop as a complete student.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Meaning of School's Assessment Results:** Stoddard Elementary
    School measures student achievement using both criterion-referenced
    and norm-referenced tests. Beatrice Public Schools Essential Skills
    are the criterion-referenced assessments, which are administered at
    the beginning of the second semester. Elementary benchmark years are
    second grade and fifth grade in the language arts areas and fifth
    grade in the mathematics area. Ongoing testing takes place in all
    elementary grades one through five. The Iowa Test of Basic Skills is
    the norm-referenced test, which is administered in the spring to all
    students in grades two through five.

> On September 11, 1998, the State Board of Education approved the
> Beatrice Essential Skills as generally more rigorous than the Nebraska
> State Standards. Presently, students are assessed in the areas of
> math, writing, and reading. Social studies, science, health, physical
> education, and music are assessed through an integrated instrument in
> non-benchmark years. Though 17% of the students attending Stoddard
> Elementary receive services through Special Education all students at
> Stoddard Elementary participate in Beatrice Essential Skills testing.
> The students at Stoddard Elementary scored above their state
> counterparts in the area of reading. Stoddard fifth grade students
> scored at the 88.65% while the state average for fifth graders was
> 78.73%. Stoddard students who are served through the special education
> program scored at the 77% while other special education students in
> the state scored at the 46.75%. It is important to note as well that
> during the 2002 -- 2003 school year, 50% of the students at Stoddard
> came from homes that qualified for free or reduced meals. The state
> average for the year was 32.41%.
>
> The Iowa Test of Basic Skills replaced the California Achievement
> Tests as the district norm-referenced testing instrument in 1998. A
> committee of educators, from elementary, middle level, and high
> school, evaluated several norm-referenced tests and selected the Iowa
> Test of Basic Skills as closest to the curriculum delivered at
> Beatrice Public Schools. Over the past three years, students at
> Stoddard Elementary have shown significant growth especially in the
> area of reading. Examples of such growth can be found in second grade,
> which in 2001 scored at the 64% nationally with growth to the 72% in
> 2003. During this same period the fifth grade went from the 53% to the
> 66%.
>
> The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has
> been used since 2001 in kindergarten and first grade. In the fall of
> 2003, second grade began using DIBELS and will no longer be
> participating in the Iowa Test of Basic Skills. The Dynamic Indicators
> of Basic Early Literacy Skills test children in kindergarten through
> second grade in the areas of phonics, phonemic awareness, and fluency.
> These tests are given in a one-on-one setting in the fall, winter, and
> spring of each year. Individual results from these tests allow
> teachers to develop strategies that meet each student's individual
> needs. The success of our teacher interventions is obvious from the
> growth made by our present first grade group of students. Upon
> entering kindergarten in 2002, 17% of these students needed intensive
> support in reading readiness; 43% needed strategic support; with only
> 39% of the students at the level that is considered benchmark for
> beginning kindergarten children. This same group of students upon
> entering first grade had no one in need of intensive support in the
> area of reading readiness; 4% (2 students) needed strategic support
> with 96% of the children at the first grade benchmark level.
>
> The assessment results from Stoddard Elementary evidence the academic
> growth of the students attending. This growth is the result of
> continuous and on-going work by a dedicated staff who embraces the
> belief that all students can learn.

2.  **Assessment Data to Improve Performance:** The staff of Stoddard
    Elementary School uses formal and informal assessment data to
    improve student and school performance. Through the use of direct
    instruction, remediation, and enrichment students are provided with
    the strategies necessary for educational success. Grade level
    meetings are held, at the building level, among teachers and
    administration to discuss both criterion-referenced and
    norm-referenced test results. Specific attention is given to areas
    where student need is the greatest. Both individual student and
    classroom strategies are discussed in an effort to provide students
    with the best learning opportunities. With the addition of the
    Dynamic Indicators of Basic Early Literacy Skills for students in
    kindergarten, first, and second grade, teachers can pinpoint
    specific needs and provide specific remediation. Jump Start classes
    are held three times per year for students who are at risk of not
    performing well on the Essential Skills tests. These classes are
    held at the close of the first and third quarters during the school
    year, and again a week before school begins in the fall. All staff
    members are assigned to a district curriculum committee. Curriculum
    committee members are responsible for sharing research and
    assessment data with fellow faculty members. At Stoddard Elementary
    time is given at monthly faculty meetings to share information from
    curriculum committee meetings. This information may include:
    research, teaching strategies, assessment information, etc.
    Curriculum committee members at Stoddard Elementary also assist with
    staff development and individual building training in an effort to
    improve student performance.

3.  **Communicating Student Performance:** Stoddard Elementary School
    strives to have a strong communication link with students, parents,
    and the community at large. Report cards are sent home at the end of
    each nine weeks. An Essential Skills scoring chart has been added to
    the district report card, thereby showing parents exactly how their
    child scored in each area. Parent/teacher conferences are scheduled
    during the fifth week of the first quarter of school and then again
    during the fifth week of the third quarter. Though specific
    scheduled conferences occur twice a year, parents are encouraged to
    meet with classroom teachers and/or the building principal any time
    they wish to discuss any specific area or issue. Parents of all
    second and fifth grade students receive a letter explaining the
    Essential Skills process and how the district will help each student
    reach proficiency. Jump Start classes are held three times a year to
    assist those students who are experiencing difficulty in the areas
    of reading or math. Parents are asked to fill out a survey regarding
    their child's experience in the Jump Start program. At Stoddard
    Elementary the building principal and one staff member attend each
    monthly PTO meeting. At these meetings important information
    regarding curriculum and assessment are shared with those in
    attendance. Parents are encouraged to visit classrooms and to
    discuss any curriculum or assessment issues with their child's
    teacher. A newsletter is sent home monthly as well as included on
    the school's web site. Information regarding curriculum changes,
    testing, etc. is included in the monthly publication.

4.  **Sharing Success:** Stoddard Elementary School willingly shares
    with other schools both within the district and outside as well.
    Teachers at Stoddard open their classrooms to other educators who
    wish to visit and observe the strategies and instructional
    techniques that take place daily in our classrooms. This year,
    teachers from neighboring districts have visited our classrooms to
    observe our reading program. They too, just as we did a few years
    ago, want to improve the level of reading attained by their
    students. Each day was scheduled to allow the visiting teachers to
    meet the entire staff and particularly the teacher they would be
    observing. Time was then scheduled for the visiting teacher to sit
    through an entire reading class. Following the observation, the
    visiting teacher and the Stoddard teacher were given time to meet
    and discuss the visit as well as ask any questions they might have
    regarding the specifics of the program. Each scheduled day concluded
    with a principal meeting to clarify any further questions there
    might be. This year teacher partnerships were created between
    Stoddard Elementary and one of the other elementary buildings in the
    district. The purpose of the partnership was to allow the
    experienced teachers of direct instruction reading to share their
    knowledge and expertise with those educators who were not as
    familiar or experienced with the strategies used in the program. As
    of this date, the teachers from the other district building have
    visited Stoddard Elementary and the Stoddard teachers have spent
    time in their partner's classroom. Both groups of teachers have
    found this to be beneficial. The Stoddard teachers have enjoyed
    sharing their experiences with the reading program, while the other
    teachers have found the visits and discussions to be beneficial as
    they are implementing the new reading program.

    **PART V -- CURRICULUM AND INSTRUCTION**

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1.  **Curriculum:** Stoddard Elementary School's curriculum is driven by
    Beatrice Essential Skills in conjunction with the Nebraska State
    Standards. A seven-year curriculum cycle is in place to review each
    curricular area and to select materials that best match the designed
    curriculum. Curriculum committee members read the research, review
    the materials, refine the curriculum objectives, and then share this
    information with fellow grade level educators. Committee members
    select three sets of materials for grade level teachers to review
    based on set criteria. Following the staff review, the curriculum
    committee is responsible for selecting the materials to purchase.

> In language arts, the goals are to become highly capable readers and
> writers, as well as to listen and speak effectively. Reading is a
> number one priority at Stoddard Elementary. Time is dedicated
> school-wide to our uninterrupted reading program. At the beginning of
> each school year parents receive a letter explaining the reading
> program, and how we would like their support in our efforts. Parents
> are asked not to make appointments during reading time, not to stop by
> the classroom and ask their child to leave, and not to ask us to
> interrupt class to give students a message. We do encourage our
> parents to arrange with their child's teacher to visit the classroom.
> Our writing curriculum is based around the Six Traits format.
> Extensive time from kindergarten through fifth grade is spent in the
> teaching of writing proficiency. Reading and writing are integrated
> throughout all curricular areas.
>
> In mathematics, emphasis is placed on problem solving and probability
> studies. Students are actively involved in a hands-on approach to the
> learning of the content of mathematics. Specific study in the areas of
> data analysis, algebraic, spatial relationships, geometric topics,
> number sense, measurement, patterning, and mathematical communications
> is found in all elementary grades kindergarten through five.
>
> The area of social studies is divided into seven disciplines, all
> taught in an integrated manner beginning in kindergarten and carrying
> on through fifth grade. History, geography, psychology, sociology,
> economics, and current events combine to make up the social studies
> curriculum. Students in fourth grade spend one quarter of their year
> in the state study of Nebraska. This highly anticipated experience is
> truly exceptional due to the teachers who provide the instruction.
> Time is spent in several hands-on activities that include reading of
> novels about famous Nebraskans, field trips to a variety of Nebraska
> sites, along with numerous other special events.
>
> The science curriculum is well designed with student-centered
> activities that provide meaningful science experiences. The areas of
> science included in the curriculum kindergarten through fifth grade
> are unifying concepts and processes, science as inquiry, physical
> science, life science, earth and space science, and science and
> technology. Students also have opportunities to help our environment
> through study in reducing, reusing, and recycling. Time is also being
> spent in the introduction to science as a career or hobby.
>
> Technology is part of the daily curriculum delivered at Stoddard
> Elementary each day. All students kindergarten through fifth grade are
> instructed in the use of the computer as a tool for their education.
> From word processing to website research, from power point
> presentations to computer microscopes, technology plays an important
> role in the education of the students at Stoddard.
>
> Art is presented both as an independent curriculum as well as
> integrated within the language arts and social studies areas. Each
> year the students at Stoddard are exposed to the works and expertise
> of guest artists through the Artists in Residence Program. Through a
> grant, a kiln and the necessary materials were purchased so that the
> children of Stoddard have the opportunity to create pottery pieces
> that reflect their studies in literature, history, and geography,
> along with their art studies. Throughout the year the hallways are
> filled with displays of the children's work.

2.  **Reading Curriculum:** Stoddard Elementary students participate in
    a direct instruction reading program with materials that emphasize
    the five elements of an effective reading program as outlined by the
    National Reading Panel: Phonemic Awareness, Phonics, Fluency,
    Comprehension, and Vocabulary. Staff members at Stoddard did
    extensive research and attended training on the direct instruction
    approach. As a team, it was decided to adopt this approach for all
    students at Stoddard Elementary. Kindergarten instruction takes
    place several times throughout the day and includes a language for
    learning method along with multiple strategies to build phonemic
    awareness. First grade has a designated hour of intense direct
    instruction each morning. Students are placed in performance groups
    that are instructed by three teachers and two trained
    para-educators. Students in grades two through five are also placed
    in performance groups that are instructed by ten teachers and four
    para-educators. The ability to place students in small groups at the
    precise level of need allows the teachers to give direct, specific
    instruction in the necessary skill areas. Having all students in
    grades two through five with the same instructional time allows
    groups to cross grade levels. Stoddard teachers therefore have
    students not only from their classroom but from other classrooms as
    well. This approach lends itself to a building attitude of team and
    family. Students are assessed at the end of every ten lessons, which
    allows for movement when a student is ready. As this approach
    teaches to mastery, each child is successful before moving to the
    next level. It is important to note that since the implementation of
    our direction reading program the number of Special Education
    referrals have decreased. In support of the reading curriculum found
    at Stoddard, students also participate in the Accelerated Reader
    Program and the PTO sponsored home/school reading program. Stoddard
    Elementary is proud to have won the Nebraska Reading Classics
    Competition the past two years.

3\. **Technology Curriculum:** Technology is indeed relevant to the
essential skills needed for success in our world. Every child...every
day...a success is our building goal; life-long learners and responsible
citizens is our district mission. In order for us to achieve this, we
must adequately prepare our students to use technology as a life-long
learning tool. As early as kindergarten, students at Stoddard Elementary
are comfortable with the use of the computer. Daily, they have the
opportunity for instruction both in the physical use of the computer and
the terminology that accompanies such use. Technology is not separate
from, but an integrated element of all curriculum areas at Stoddard
Elementary. Teachers incorporate technology use within the mathematics,
science, social studies, and all language arts areas. Research is
commonplace at Stoddard from the primary grades through the intermediate
levels. Students use their technology skills when preparing for
classroom assignments as well as presentations to visitors coming to our
building. Students who qualify for our gifted program make power point
presentations as part of regular classroom assignments, as a follow-up
to a field trip, and as presentations to the Board of Education.
Technology can and does improve our ability to communicate as well as
the quality of our life. The students of Stoddard Elementary are
provided with many opportunities through our curriculum to become
proficient in its use.

4\. **Instructional Methods:** The staff members at Stoddard Elementary
utilize a variety of instructional methods to enhance learning
opportunities for the students. From the use of technology in the
classroom to team teaching, from performance grouping to
departmentalization the staff of Stoddard Elementary strives to meet the
needs of every child by providing them numerous opportunities to learn
within a strategy that best matches the student's learning style.
Performance grouping in the area of reading and math have proven very
successful for the students at Stoddard Elementary. Those children who
need repetitive practice on skills are provided with such. They are
given the opportunity to learn skills to mastery level, thereby assuring
their success. Children who learn at a faster pace, and those ready for
more challenge in their learning are provided with the opportunity to
continually expand on their knowledge level. No child is left behind at
Stoddard; likewise no child is left unchallenged. The staff of Stoddard
Elementary work together as a team, relying on the strengths of
individual staff members to work with children in reaching their goal. A
kindergarten teacher who is extremely strong in the technology area is
able to work with a fifth grade student on a power point presentation.
The fourth grade teacher who is the High Ability Learners instructor can
likewise spend time with the first grader who is extremely talented in
the area of mathematics. When a staff works together as a team, all
students benefit, regardless of grade level or classroom assignment.

5\. **Professional Development:** Beatrice Public Schools has initiated
a staff development plan that emphasizes student learning through
teacher input within a set of guidelines. As a district, a committee of
staff development representatives for all three levels elementary,
middle school, and high school meet to discuss district staff
development needs. Level committees then meet individually to outline
their specific needs and arrange for staff development training.
Beatrice Public Schools has set aside six days throughout the school
year for such staff development training. Our goals are to improve
student learning through reading instruction, technology, writing, and
mathematics. The staff of Stoddard Elementary has gone beyond the
district assigned days to further enhance student learning within our
building. Staff members voluntarily participate in after school training
in the area of art, which has provided the children of Stoddard with the
opportunity to make pottery, which is fired in the building kiln
purchased with grant funds. Voluntary staff development has also taken
place by Stoddard staff members to enhance the two-week Artist in
Residence program the school participates in each year. Staff members
also volunteered to meet on a Saturday morning to become more
knowledgeable in our technology and its ability to enhance student
learning. Mini staff development trainings take place in a variety of
areas during our monthly faculty meetings. The staff of Stoddard
Elementary constantly seeks ways to improve their knowledge base thereby
improving student learning.

**PART VII -- ASSESSMENT RESUTS**

# 

# 

# Beatrice Public Schools Assessment Results

# Stoddard Elementary School

# 

Test: Iowa Test of Basic Skills

Edition/publication year: Form M - 1996 Publisher: Riverside Publishing

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles \_[X\_\_]{.underline}

**Second Grade Reading Results**

  ----------------------------- ----- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                      2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                       April            April            April            March            March

  **SCHOOL SCORES**                                                                                       

  Total Score                         72               58               64               65               55

  Number of students tested \*        35               38               32               35               29

  Percent of total students           100              100              100              100              100
  tested                                                                                                  

  Number of students excluded         0                0                0                0                0

  Percent of students excluded        0                0                0                0                0

  SUBGROUP SCORES                                                                                         

  1\. Free and Reduced Lunch    62                53               39               54               42   

  Number of students tested     16                20               10               16               17   

  2\. Students with             \--               45               18               2                6    
  Disabilities                                                                                            

  Number of students tested     0                 5                6                2                2    
  ----------------------------- ----- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Third Grade Reading Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        47               56               66               48               49

  Number of students tested \*       39               29               35               26               47

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    39               31               47               42               41   

  Number of students tested     20               10               11               12               21   

  2\. Students with             21               43               62               34               4    
  Disabilities                                                                                           

  Number of students tested     5                7                5                5                5    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Fourth Grade Reading Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        67               74               65               58               59

  Number of students tested \*       31               38               26               44               35

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    42               64               53               53               39   

  Number of students tested     14               17               11               16               19   

  2\. Students with             24               75               33               26               12   
  Disabilities                                                                                           

  Number of students tested     6                5                3                6                3    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Fifth Grade Reading Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        66               51               53               48               41

  Number of students tested \*       37               26               41               39               45

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    58               48               55               42               28   

  Number of students tested     17               9                12               15               22   

  2\. Students with             27               22               34               38               3    
  Disabilities                                                                                           

  Number of students tested     1                3                6                12               5    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Second Grade Mathematics Results**

  ----------------------------- ----- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                      2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                       April            April            April            March            March

  **SCHOOL SCORES**                                                                                       

  Total Score                         48               43               55               56               48

  Number of students tested \*        35               38               32               35               29

  Percent of total students           100              100              100              100              100
  tested                                                                                                  

  Number of students excluded         0                0                0                0                0

  Percent of students excluded        0                0                0                0                0

  SUBGROUP SCORES                                                                                         

  1\. Free and Reduced Lunch    45                35               44               55               40   

  Number of students tested     16                20               10               16               17   

  2\. Students with             \--               22               24               24               22   
  Disabilities                                                                                            

  Number of students tested     0                 5                6                2                2    
  ----------------------------- ----- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Third Grade Mathematics Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        43               57               61               50               42

  Number of students tested \*       39               29               35               26               47

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    38               43               45               47               39   

  Number of students tested     20               10               11               12               21   

  2\. Students with             11               29               59               43               17   
  Disabilities                                                                                           

  Number of students tested     5                7                5                5                5    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Fourth Grade Mathematics Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        71               65               58               68               61

  Number of students tested \*       31               38               26               44               35

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    50               64               45               69               44   

  Number of students tested     14               17               11               16               19   

  2\. Students with             36               67               54               35               32   
  Disabilities                                                                                           

  Number of students tested     6                5                3                6                3    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

**Fifth Grade Mathematics Results**

  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------
                                     2002-2003        2001-2002        2000-2001        1999-2000        1998-1999

  Testing month                      April            April            April            March            March

  **SCHOOL SCORES**                                                                                      

  Total Score                        61               60               60               55               51

  Number of students tested \*       37               26               41               39               45

  Percent of total students          100              100              100              100              100
  tested                                                                                                 

  Number of students excluded        0                0                0                0                0

  Percent of students excluded       0                0                0                0                0

  SUBGROUP SCORES                                                                                        

  1\. Free and Reduced Lunch    51               50               63               51               37   

  Number of students tested     17               9                12               15               22   

  2\. Students with             40               39               49               45               10   
  Disabilities                                                                                           

  Number of students tested     1                3                6                12               5    
  ----------------------------- ---- ----------- ---- ----------- ---- ----------- ---- ----------- ---- -----------

\* No students were excluded from the ITBS testing.

> **Essential Skills Tests Results (CRITERION-REFERENCED TESTS)**
>
> **Stoddard Elementary School -- 5^th^ Grade**
>
> Grade **5**
>
> Test: **Essential Skills Test for Reading and Mathematics**
>
> Edition/publication year: **1997** Publisher: **Beatrice Public
> Schools**
>
> Description of criterion-referenced assessment: **The Essential Skills
> Tests were developed by elementary teachers in the Beatrice Public
> Schools to measure student mastery of Essential Skills (local
> standards) for language arts and math. The Nebraska Department of
> Education (NDE) has reviewed the local assessment for standard
> alignment, opportunity to learn, bias, appropriateness, scoring
> consistency, and mastery levels. Our assessment plan met all six
> Quality Criteria and received an Exemplary rating in 2000, 2001, and
> 2002.**
>
> What groups were excluded from testing? Why, and how were they
> assessed? **No students were excluded from testing. The test was
> designed to measure skills (reading and math) that students will need
> to be successful at the Middle School Level. The test incorporates
> many of the accommodations made for SPED students such as extended
> time, reading test questions for math, and calculator use.**
>
> Explanation of the standards for beginning, progressing, proficient,
> and advanced:
>
> **Mathematics**

-   Beginning -- a student who has difficulty solving problems, using
    geometry concepts, and estimating answers. The student misses many
    multiplication and addition facts (more than 10%) and needs a lot of
    teacher direction.

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-   Progressing -- a student who can solve simple problems, apply basic
    geometric concepts, but has trouble estimating and solve multi-step
    problems. The student still misses some multiplication and addition
    facts (less than 10%) and needs less direction from the teacher.

-   Proficient -- a student who can solve simple problems, apply more
    abstract geometric concepts, estimates simple problems, and solves
    some multi-step problems. The student has mastered the
    multiplication and addition facts (less than 3%) and can usually
    work with little teacher direction after the initial introduction to
    new concepts.

-   Advanced -- a student who has little trouble solving more complex
    multi-step problems and enjoys the challenge. They are able to
    understand and apply abstract geometric concepts and estimate
    accurately. The have mastered the multiplication and addition facts
    with no errors. They can usually work independently and need very
    little teacher direction.

> **Reading**

-   Beginning -- a student who reads below grade level and has a limited
    written vocabulary. The student's fluency level is less than 100
    words per minute. The student fails to comprehend text, recognize
    literacy techniques or distinguish between fact and opinion. The
    student is inconsistent in identifying the main ideas and supporting
    details. The student usually cannot follow the sequence of
    information within text.

-   Progressing -- a student who reads just below grade level. Student
    is able to learn reading skills with sufficient time to practice
    after instruction. The student comprehends text, but fails to always
    identify main ideas and supporting details. The student can usually
    distinguish between fact and opinion, but still struggles with
    literacy techniques. The student's fluency level is more than 100
    words per minute.

-   Proficient -- a student who reads at grade level and has an average
    written vocabulary. The student can comprehend text and identify the
    main idea along with some supporting details. The student is able to
    recall facts and knowledge from text. The student can recognize the
    use of literary techniques but fails to interpret a character's
    feelings. The student's fluency level is more than 150 words per
    minute. The student has no trouble with fact and opinion or sequence
    of information.

-   Advanced -- a student who reads above grade level. The student can
    comprehend text as well as make inferences from text. The student
    has the ability to evaluate and analyze written text for points of
    view. The student can transfer reading skills to other curriculum
    areas after limited instruction. The student has an above average
    vocabulary both written and verbal. The student can read with
    correct expression.

# Table for Essential Skills Test Results - Reading -- Grade 5 

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      Jan         Jan         Jan         Jan         Jan

  **SCHOOL SCORES \***                                                               

  \% At or Above Progressing         100%        100%        100%        100%        100%

  \% At or Above Proficient          89%         82%         64%         71%         51%

  \% At Advanced                     46%         11%         19%         35%         16%

  Number of students tested          37          28          42          34          45

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0%          0%          0%          0%          0%

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Free and Reduced Lunch                                                         

  \% At or Above Progressing         100%        100%        100%        100%        100%

  \% At or Above Proficient          88%         82%         75%         73%         43%

  \% At Advanced                     24%         9%          17%         27%         13%

  Number of students tested          17          11          12          11          23

  2\. Not Eligible for Free and                                                      
  Reduced Lunch                                                                      

  \% At or Above Progressing         100%        100%        100%        100%        100%

  \% At or Above Proficient          90%         82%         60%         70%         59%

  \% At Advanced                     65%         12%         20%         40%         18%

  Number of students tested          20          17          30          20          22

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient          78.7%                   74.2%                   
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**\* Scores are in percentages.**

> **Table for Essential Skills Test Results - Math -- Grade 5**

  ---------------------------------- ----------- ----------- ----------- ----------- -----------
                                     2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                      Jan         Jan         Jan         Jan         Jan

  **SCHOOL SCORES \***                                                               

  \% At or Above Progressing         100%        96%         100%        94%         87%

  \% At or Above Proficient          92%         96%         95%         81%         76%

  \% At Advanced                     54%         59%         56%         53%         42%

  Number of students tested          37          27          43          36          45

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0%          0%          0%          0%          0%

                                                                                     

  SUBGROUP SCORES                                                                    

  1\. Free and Reduced Lunch                                                         

  \% At or Above Progressing         100%        100%        100%        93%         78%

  \% At or Above Proficient          89%         100%        92%         71%         65%

  \% At Advanced                     44%         40%         50%         50%         30%

  Number of students tested          18          10          12          14          23

  2\. Not Eligible for Free and                                                      
  Reduced Lunch                                                                      

  \% At or Above Progressing         100%        94%         100%        95%         95%

  \% At or Above Proficient          95%         94%         98%         86%         86%

  \% At Advanced                     63%         71%         61%         55%         55%

  Number of students tested          19          17          31          22          22

                                                                                     

  **STATE SCORES**                                                                   

  \% At or Above Proficient                      78.1%                               
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

**\* Scores are in percentages.**