##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. K. Jo DeShon]{.underline}

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

Official School Name [Eugene Field Accelerated School]{.underline}

(As it should appear in the official records)

School Mailing Address 2602 Gene Field Road

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

[St. Joseph MO 64506-1601]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 816 ) 671-4130]{.underline} Fax [( 816 ) 671-4478]{.underline}

Website/URL Email [jo.deshon@sjsd.k12.mo.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 March 24, 2003

(Principal's Signature)

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

Name of Superintendent [Dr. Dan L. Colgan]{.underline}

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

District Name [School District of St. Joseph]{.underline} Tel. [( 816 )
671-4000]{.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 March 24, 2003

(Superintendent's Signature)

Name of School Board

President/Chairperson [Dr. Teresa Humphreys]{.underline}

(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 March 24, 2003

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: 18 Elementary schools

4 Middle schools

0 Junior high schools

3 High schools

25 TOTAL

2\. District Per Pupil Expenditure: 6,172

Average State Per Pupil Expenditure: 6,991

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ X\] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [11]{.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**       17        20                     **37**       **7**                             

  **1**       20        22                     **42**       **8**                             

  **2**       27        27                     **54**       **9**                             

  **3**       17        19                     **36**       **10**                            

  **4**       27        26                     **53**       **11**                            

  **5**       19        31                     **50**       **12**                            

  **6**       28        18                     **46**       Other                             

                                    **TOTAL                                                   318
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [95.3]{.underline} % White

the students in the school: [2.20]{.underline} % Black or African
American

[1.25]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 5 %

> (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 9
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 7
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        16
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    320
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .05
              total in row (4)                   

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

8\. Limited English Proficient students in the school: .6 %

2 Total Number Limited English Proficient

Number of languages represented: 1

Specify languages: Tagalog

9\. Students eligible for free/reduced-priced meals: 17 %

55 Total Number Students Who Qualify

> If this method is not 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: 9.7 %

31 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 Autism 0 Orthopedic Impairment

0 Deafness 1 Other Health Impaired

0 Deaf-Blindness 15 Specific Learning Disability

1 Hearing Impairment 10 Speech or Language Impairment

0 Mental Retardation 0 Traumatic Brain Injury

4 Multiple Disabilities 0 Visual Impairment Including Blindness

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 \_\_\_\_\_\_\_\_

Classroom teachers 14 \_\_\_\_\_\_\_\_

Special resource teachers/specialists 6 5

Paraprofessionals 2

> Support staff 5 5
>
> Total number 28 10

12\. Student-"classroom teacher" ratio: 23:1

13\. Show the attendance patterns of teachers and students. 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 and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 98%         96%         97%         97%         96%

  Daily teacher attendance 98%         96%         98%         98%         97%

  Teacher turnover rate    0%          0%          3%          3%          6%

  Student dropout rate     \--         \--         \--         \--         \--

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

**[PART III ‑ SUMMARY]{.underline}**

Eugene Field Accelerated School, located in St. Joseph, Missouri, is one
of 18 elementary schools in the St. Joseph School District. The school
is aptly named after the famous children's poet who lived in the city
and worked as a newspaper editor in the late 1800's, because its
organization and operation could be described as "poetry in motion" for
the benefit of the children of the school. Nestled in a beautiful,
established residential area in the central part of the city, Eugene
Field Accelerated School serves 318 students. The 38 member staff is
committed to achieving the school's mission, "to create a place where
all students are challenged, enriched, and can utilize their individual
strengths and talents to flourish in a caring and positive environment."
The school's mission is implanted in the soul of the school community.
It is a mission that affirms the past, celebrates the present, and holds
high hopes and expectations for the future.

The school's firm foundation, and its heart and soul, are the sound
instructional techniques that are grounded in education research about
best practices. The school community used the accelerated schools
process to guide data analysis and focus the work of cadres in aligning
school initiatives to support assessed needs. The process has led to
intensive training in Everyday Math instruction, multiple intelligences,
and all components of the balanced literacy model. During daily
walkthroughs, the administration sees evidence that teachers are
facilitators of child-centered classrooms, where students use strategic
approaches and metacognitive structures to guide their approaches to
learning. Students gain a deeper understanding of academic rigor and
begin to take responsibility for improving their work as they use
scoring guides to monitor their own progress. The results of these
collective efforts are seen throughout the school in the displays of
"good work" and effective learning.

Field has always enjoyed a history of low teacher turnover, stable
family population, and high student achievement. Believing that children
can only be successful when they have a sense of belonging, the
community wraps itself around this school and provides more than 2000
hours of volunteer services each year. A dedicated business partner
provides financial and human resources for a tutoring program, and the
PTA generously supports the school with additional resources for the
children and works tenaciously to have every child represented by an
adult membership. Parents are visible in the school on a daily basis,
providing valuable services such as volunteering in the lunchroom and
library, tutoring struggling students, joining students on field trips,
and assisting with office duties. Parents who qualify for substitute
teaching positions fill in when teachers are unable to attend school.
They help provide consistency because they know the students, use their
names, and are a vital and regular part of the school's cohesive family
climate.

School is about connections with and for children. None of us is as
strong or as effective as all of us are when we are connected and
working together. A teacher dresses up as a character from literature to
present her lesson. A cafeteria worker prepares a special meal for a
child with a food allergy, the physical education teacher works
individually with a physically challenged child. A parent volunteer
helps a child find a library book. These are but a few examples of the
warm, caring connections among members of the Eugene Field Accelerated
School community. In the final analysis, these vignettes speak as loudly
as the many fine accomplishments that fill the pages of this nomination
application.

Through the collaborative efforts of focused leadership, dedicated
staff, and caring families, Eugene Field students consistently achieve
success. In 1998, the teaching staff received the Missouri SuccessLink's
"Best Practices" award for improving student achievement through the use
of the eight multiple intelligences. Students at Eugene Field have
earned "Top Ten" honors for their Missouri Assessment Program
performance for 4 consecutive years. In 2001, Eugene Field was the
[only]{.underline} school in their enrollment group to score on
Missouri's Top Ten list in all four content areas. In 2002, because
science and social studies were made optional, Missouri only ranked
communication arts and mathematics test results. Missouri reported that
Eugene Field was the highest performing school in communication arts and
mathematics. It is because of sustained high performance that they have
been nominated by the Missouri Department of Elementary and Secondary
Education to apply for both the *Gold Star* *Schools* and *No Child Left
Behind - Blue Ribbon Schools Programs*.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

**1.** The Missouri Assessment Program (MAP) is a performance-based
assessment for use by all public schools in the state, and is required
by the Outstanding Schools Act of 1993. This test is designed to measure
student progress toward meeting the Missouri Show-Me Standards, which
consist of 73 rigorous academic standards that require students to apply
knowledge to real-world problems. The MAP, therefore, measures not only
what students know, but also how well they can apply that knowledge.

The three types of items used on the MAP tests are multiple choice
questions, short answer, and performance events. The familiar
multiple-choice questions require students to select the correct answer.
The short-answer, constructed response items ask students to supply the
appropriate answer. The performance events consist of difficult or
multi-step problems that students must work through to solve.

The results are presented in graph form consisting of five levels - step
one, progressing, nearing proficiency, proficient, and advanced. It is
desirable to have students in the top two levels, which are the
proficient and advanced categories. The goal is two fold; first, to
increase the number of students in the upper two levels \[Proficient and
Advanced\] and to decrease the number in the lower two levels \[Step 1
and Progressing\]. The Terra Nova is a nationally normed part of the MAP
test that is reported as a median percentile and represents the
multiple-choice format of the test.

The 2001-2002 test results in mathematics for Eugene Field School
indicate that 89% of the 4^th^ grade students scored in the proficient
and advanced levels, and 97% were at the progressing, proficient, and
advanced levels. This indicates that students understand how to solve
multi-step problems through the use of various strategies. Students are
systematically taught how to attack a math problem and determine if the
answer appears to be correct. These high scores indicate that the math
games, practical math discussion, mental math work, and problem solving
that Eugene Field students learn are helping them to process mathematics
at a high level.

The communication arts MAP scores for 3^rd^ grade students have steadily
increased from year to year and indicate that 78% of these students
understand reading and writing for a variety of purposes. Although
results indicate that 98% of these students are performing at or above
grade level, the work at Eugene Field School is not complete until every
child can read and write at advanced or proficient levels. Teachers must
continue to meet individual student needs through the diligent
implementation of the Ohio State Literacy Frameworks, hard work, and
tenacity.

Although we have a small number of low socio-economic students, the
number is not statistically significant to address as a sub-group for
the purposes of this report. However, 100% of that sub-group scored in
the top 3 levels of the communication arts test in 2001, and 91% in
2002. In mathematics, 88% of low socio-economic students in fourth grade
scored in the top 3 levels in 2002 testing.

The students, school staff, and community at Eugene Field Accelerated
School take pride in producing high-test scores year after year. There
is a community-wide commitment to support student success and to ensure
that all children achieve to the fullest extent of their potential.

**2.** Data analysis is often overshadowed with fear and misconceptions.
Eugene Field, however, has conquered the mystery behind data collection
and staff members have become masters at analyzing data, which leaves no
area of concern untouched.

The principal collects data from state, local, and building assessments
and other important student information, such as attendance and
discipline. Using the Accelerated Schools inquiry process, staff members
then analyze each piece of data. With this information, building trends
are identified which lead to the development of the school improvement
plan. This plan is modified annually based on the analysis of data and
the professional development needs of the teachers. Strategies are
developed by cadres to address areas of need for the entire school and
professional development money is focused toward this plan.

Each grade level then internally analyzes their data and makes needed
adjustments in instructional practices. This in-depth personal look at
instructional practices is then taken one step further and applied to
the needs of individual students by child study teams. Teachers
capitalize on student conferences in guided reading and writer's
workshop to personalize instruction. Eugene Field has discovered the
benefits of asking the hard questions as they have been guided to search
for answers that meet the needs of their students.

**3.** After careful data analysis of all available information, Eugene
Field teachers have been prepared through staff study sessions and their
own careful examination of the test results to communicate student
performance to members of the school community. Teachers explain test
results to individual students, and conference with them about their
performance. Parents are informed of their child's test results at
parent/teacher meetings and have the opportunity to discuss areas of
concern with teachers after individual test results and information
regarding the tests, are sent home for them to study. Teachers and the
principal are available throughout the school day to discuss student
performance with parents, and evening PTA meetings provide opportunities
to visit with families and answer questions.

The community is informed of excellent student performance through area
newspapers, school newsletters, the local television station, and the
school sign, which boasts "Top Missouri School" every day to passersby.
A banner over the school's front door reads "Celebrate Learning," and
encourages community members to enter and participate in Eugene Field's
world of education. A "Profile of the Schools" report, published by the
school district each year and made available to parents, contains
information about Eugene Field School and includes their assessment
results. School celebrations are important to the Eugene Field learning
community, and all members are invited to join the academic assemblies
and special events to reward students, parents, and staff members for
their hard work in the journey to excellence.

**4.** Every child in the United States deserves the best possible
instruction that education can offer. Eugene Field Accelerated School
welcomes the chance to do its part to help others reach this goal.
Collegial walkthroughs routinely provide opportunities for educators
from other schools to visit and to learn about multiple intelligences
and other successful teaching strategies. Students and teachers alike
have enjoyed opening their classrooms to visitors. They are proud of
their reputation for high achievement and welcome the prospect of future
visits.

Data analysis is an important key to student achievement. Eugene Field
staff members would graciously share their tools for data collection,
worksheets for data analysis, procedures for dissemination of
information, and their knowledge for developing and implementing a
school improvement plan. Handouts would be available for those who
request additional information.

The principal and numerous teachers have been honored in past years to
present at a national and multiple state conferences about their
successes and student achievement. They look forward to having
additional opportunities to share information that will be beneficial to
others. A statewide conference at Eugene Field School would accommodate
large numbers of educators and would be supported by the St. Joseph
Chamber of Commerce and the Convention and Visitors Bureau. Strong
parental involvement provides additional support needed for student
achievement. The PTA executive board would be willing to brainstorm
ideas with parents and educators to improve parent participation at
school events. Eugene Field would graciously assist others in striving
toward excellence in education.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1.** The foundation of Eugene Field's success is based on rigorous
curriculum frameworks, drawn from the content and process standards of
the Missouri Show Me Curriculum. The staff prides itself in this design
that allows all children to meet high levels of learning, while
addressing each child's multiple intelligences. The process of learning
is valued and embedded in daily practice that assures all students are
able to apply strategic problem-solving approaches. The scope and
sequence of each disciplinary area is defined and articulated through
the development of a curriculum map. Teachers are held accountable for
the strict adherence to this map and the prescribed curriculum.

Curriculum development follows a clearly defined process. It is the
responsibility of teachers and district-level coordinators to develop
the district's entire curriculum. Curriculum is reviewed and monitored
every five years and adjustments are made annually based on assessment
data. The Eugene Field staff works closely with district coordinators
while implementing new curriculum. The curriculum coordinators are
invited by the teachers to coach in their classrooms. They also provide
after-school professional development and serve as resources to the
principal as she monitors the articulation of all curricula.

The communication arts curriculum is comprehensive, addressing the
listening, speaking, reading and writing needs of the learner. Specific
frameworks for curriculum and instructional techniques have been
identified for each component. This curriculum identifies the strategies
and skills needed to produce effective readers and writers. The use of
the balanced literacy program connects reading and writing and stresses
word study, comprehension, and use of best practices in literacy
learning.

The Eugene Field mathematics curriculum clearly defines mathematics as
more than computation. It has a strong theme of developing number sense
and problem solving. Careful attention is given in the curriculum to
develop all strands of mathematics education as identified by the
National Council of Teachers of Mathematics. Mathematical standards
include number sense, number operations, geometry, algebraic equations,
probability and statistics, and measurement and patterns.

The science curriculum is organized into units of study that spiral
throughout the grade levels. It specifically guides teachers and
students to use the scientific process of inquiry prescribed in the
Third International Mathematics & Science Study report (TIMSS). The
newly built science lab contains state-of-the-art technology that
encourages teachers to include more hands-on experimentation in their
lesson plans. The students eagerly look forward to the time that they
spend in the science lab.

Eugene Field teachers enjoy a social studies curriculum that allows them
to link social studies concepts with literature. This curriculum
considers history, geography, economics, government, and cultural study.
They are particularly proud of the focus in third grade that allows the
study of St. Joseph history. St. Joseph is a community with a rich
legacy, and the social studies curriculum ensures that this heritage
will be passed from generation to generation.

Curriculum development is not exclusive to the traditional content
areas. The same careful process is used to write curriculum for art,
physical education, health, music and guidance programs. The technology
cadre works diligently to ensure that technology is integrated through
all curricula. Eugene Field School's goal is to provide its students
with rigor through a thinking curriculum, thus providing them with a
strong infrastructure upon which life-long learning may be built.

**2.** Data analysis reveals that students at Eugene Field exhibit a
wide range of abilities in the area of reading. It became the challenge
of the communication arts (CA) cadre to research and identify a reading
model that would meet the needs of all students. Under the principal's
leadership, the CA cadre began to study the works of Fountas and
Pinnell. The conceptualization of a balanced reading approach began to
develop as these teachers processed the prescribed framework of this
model. Balanced literacy was presented as the adopted model five years
ago and intensive professional development continues today as Eugene
Field strives to implement all components of the program at a deeper
level of sophistication. Teachers have become excited about
opportunities to meet young readers at their individual developmental
levels, and understand the strategies to scaffold readers and challenge
them to move to the next level.

A balanced reading program provides instruction through guided reading,
shared reading, independent reading and read alouds. Eugene Field
teachers began with a study of guided reading and have divided students
into flexible ability groups. Teachers carefully select text on the
reader's level in order to deliver word study and comprehension.
Teachers are learning the six reading comprehension strategies
identified in the research work of Ellen Keene to help students become
better readers. Independent reading time provides each child the
opportunity to apply the strategies that they have learned. The balanced
reading program is complex and will require continued study, reflection
and practice.

**3.** The explicit teaching of written language is an area often
neglected in elementary schools. Eugene Field recognizes that the
ability to express one's thoughts through the written word is a powerful
tool for students. Developing a curriculum that identifies the skills
and craft of writing is paramount to the school's ability to deliver
quality, writing instruction. The communication arts (CA) cadre
diligently studied the research of Donald Graves and chose the Writer's
Workshop model to deliver writing instruction. This approach provides
direct teaching through a mini lesson, and utilizes individual writing
conferences with students to monitor and craft their writing. Vicki
Spandel's Six Write Traits are the cornerstones of Eugene Field's
writing instruction.

Students are taught to assess a piece of writing through the use of
scoring guides that are based on the six write traits. Once a student is
able to identify good writing, he/she is more able to produce good
writing. The CA cadre realizes that students must not only have the
ability to write, but they must have a purpose for their writing. A
variety of genre has been identified and mapped across the grade levels
to ensure that students learn to write for a variety of audiences and
purposes. Students are introduced to a specific genre through a 6-9 week
study and a comprehensive use of specific touchstone books. Learned
computer skills assist students in completing a finished product.
Celebrations, such as an Author's Tea, allow the student to share their
published works with parents and community members. Professional
development and the purchase of teaching resources to support the
writing program have been identified as a priority in Eugene Field's
school improvement plan.

**4.** An ancient Chinese proverb guides all instruction at Eugene
Field, "Tell me, I forget. Show me, I remember. Involve me, I
understand." Eight years of extensive studies of Howard Gardner's Eight
Multiple Intelligences have led the entire teaching staff of Eugene
Field to develop a deep understanding of how children learn. Powerful
hands-on learning experiences and the implementation of the
intelligences for each lesson ensures that every child is successful.

The deep belief of this teaching method has led to the creation of a
multiple intelligences (MI) cadre. This cadre developed a lesson plan
book to ensure that each lesson addresses many of the intelligences.
Each year an "MI Day" is planned to capitalize on the strengths of
community members and how they use those strengths to earn a living and
help others. Four MI mini camps are held after school throughout the
year to involve students in activities using all eight intelligences.
Students realize their strengths and use them to organize themselves
into groups for collaborative work in the classroom.

Parents and community members understand and appreciate the school's
efforts with multiple intelligences. The entire community was involved
in a state-wide conference held at Eugene Field School in 1999 to spread
the word about multiple intelligences to educators. Eugene Field was the
recipient of Missouri SuccessLinks's Best Practice Award in 1998 for the
use of the intelligences and staff members have been asked to present at
several local and state conferences. Two staff members traveled to San
Francisco to present at a national conference in 1999.

**5.** Eugene Field shines with pride in the area of professional
development. The Field staff believes that the strongest tool for
helping students to reach their highest potential is to develop the
teachers' ability to effectively deliver quality instruction to
students. Countless hours have been spent learning research-based,
successful practices for improving instructional delivery. It is their
desire to help students be successful that motivates the staff at Eugene
Field.

After analyzing data to focus teachers on areas of needed growth, each
cadre recommends a staff development plan that will nurture best
teaching practices. The professional development committee (PDC) then
uses professional development funds to provide in-house, differentiated
staff development opportunities according to classroom needs. Educators
create their own professional development plan that relates to the
school's focus. Staff members creatively support professional growth
through peer coaching, collegial walkthroughs, and book studies. Eugene
Field's PDC has advocated for grade level collaboration, which has
provided coveted time for long-range planning and in-depth studies of
instructional strategies. Teachers wisely develop units that challenge
students to apply the upper end of Bloom's Taxonomy in their classroom
studies. These rigorous activities have promoted the school-wide theme
of addressing state standards at high levels. An added benefit from this
approach to professional development to improve instructional delivery
is the camaraderie that has created a more cohesive staff. The teaching
staff no longer consists of individual teachers longing for improvement,
but rather a team focused on moving the school to excellence in
education.

**[STATE CRITERION-REFERENCED TESTS - MATHEMATICS]{.underline}**

Grade 4 Test Mathematics -- Missouri Assessment Program

Edition/publication year Yearly Publisher CTB McGraw-Hill

What groups were excluded from testing? Why, and how were they assessed?
None

Number excluded 0 Percent excluded 0

### 

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  TOTAL                                                             

  At or Above Basic \*          97%         100%        97%         100%

  At or Above Proficient \*\*   89%         94%         74%         76%

  At Advanced                   53%         67%         38%         31%

  Number of students tested     53          49          47          51

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

  Number of students excluded   0           0           0           0

  Percent of students excluded  0           0           0           0

  SUBGROUP SCORES               NA          NA          NA          NA

                                                                    

  **STATE SCORES**                                                  

  TOTAL                                                             

  At or Above Basic \*          79%         79%         78%         78%

  State Mean Score              NA          NA          NA          NA

  At or Above Proficient \*\*   38%         37%         37%         35%

  At Advanced                   8%          8%          8%          6%
  ----------------------------- ----------- ----------- ----------- -----------

### 

### \* At or Above Basic Includes: Nearing Proficiency, Proficient, & Advanced

### \*\* At or Above Proficient Includes: Proficient & Advanced 

### 

### Missouri Achievement Levels (See Descriptors on Page 14.)

### Step 1

### Progressing

### Nearing Proficiency

### Proficient

### Advanced 

### ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

Grade 4 Test Mathematics -- Missouri Assessment Program

Edition/publication year Yearly Publisher CTB McGraw-Hill

What groups were excluded from testing? Why, and how were they assessed?
None

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles X

  ----------------------------- ----------- ----------- ----------- -----------
  TerraNova                     2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  Total Score                   93%         96.6%       83.8%       84%

  Number of students tested     53          49          47          51

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

  Number of students excluded   0           0           0           0

  Percent of students excluded  0           0           0           0

  SUBGROUP SCORES               NA          NA          NA          NA

                                                                    

  **NATIONAL SCORES**           NA          NA          NA          NA

  Total Score                                                       

  **STANDARD DEVIATIONS**       NA          NA          NA          NA

  Total Standard Deviation                                          
  ----------------------------- ----------- ----------- ----------- -----------

## Missouri Assessment Program -- Achievement Level Descriptors -- Mathematics Grade 4

**Advanced** -- Students use mental math and estimation; analyze data;
create and generalize pictorial and numeric patterns; represent and
explain mathematical relationships; apply geometric and spatial
relationships involving measurement; apply concepts of lines, angles,
congruence, symmetry and transformations; interpret Venn diagrams.

**Proficient** -- Students communicate math processes; add and subtract
common fractions, and decimals (money only); use standard units of
measurement; identify attributes of plane and solid figures; create and
interpret data from graphs; recognize, extend, and describe pictorial or
numeric patterns; apply strategies to solve multi-step and logic
problems.

**Nearing Proficient** -- Students subtract and multiply whole numbers;
identify evens, odds, ordinals and multiples; compare numbers; read
analog and digital clocks; identify solid figures; compare information
on a graph; identify equally likely events; extend a variety of
patterns; begin to identify information in a Venn diagram.

**Progressing** -- Students add whole numbers with regrouping; find a
combination of coins that equals a given value; identify attributes of
polygons; read thermometers; use information from graphs; identify most
and/or least likely events; extend patterns using addition; use given
information to make logical decisions.

**Step 1** -- Students order whole numbers less than 100; identify
congruent shapes; read simple tables and graphs; begin to identify and
extend basic pictorial and/or numeric patterns.

**[STATE CRITERION-REFERENCED TESTS -- COMMUNICATION ARTS]{.underline}**

Grade 3 Test Communication Arts -- Missouri Assessment Program

Edition/publication year Yearly Publisher CTB McGraw-Hill

What groups were excluded from testing? Why, and how were they assessed?
None

Number excluded 0 Percent excluded 0

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

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  TOTAL                                                             

  At or Above Basic \*          98%         97%         95%         92%

  At or Above Proficient \*\*   78%         75%         72%         53%

  At Advanced                   20%         12%         9%          2%

  Number of students tested     50          49          57          49

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

  Number of students excluded   0           0           0           0

  Percent of students excluded  0           0           0           0

  SUBGROUP SCORES               NA          NA          NA          NA

                                                                    

  **STATE SCORES**                                                  

  TOTAL                                                             

  At or Above Basic             74%         72%         70%         68%

  State Mean Score              NA          NA          NA          NA

  At or Above Proficient        36%         32%         32%         29%

  At Advanced                   2%          1%          2%          1%
  ----------------------------- ----------- ----------- ----------- -----------

### \* At or Above Basic Includes: Nearing Proficiency, Proficient, & Advanced

### \*\* At or Above Proficient Includes: Proficient & Advanced 

### 

### Missouri Achievement Levels (See Descriptors on Page 16.)

### 

### Step 1

### Progressing

### Nearing Proficiency

### Proficient

> Advanced

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Grade 3 Test Communication Arts -- Missouri Assessment Program

Edition/publication year Yearly Publisher CTB McGraw-Hill

What groups were excluded from testing? Why, and how were they assessed?
None

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles X

  ----------------------------- ----------- ----------- ----------- -----------
  TerraNova                     2001-2002   2000-2001   1999-2000   1998-1999

  Testing month                 April       April       April       April

  **SCHOOL SCORES**                                                 

  Total Score                   89.5%       83.0%       90.5%       73.5%

  Number of students tested     50          49          57          49

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

  Number of students excluded   0           0           0           0

  Percent of students excluded  0           0           0           0

  SUBGROUP SCORES               NA          NA          NA          NA

                                                                    

  **NATIONAL SCORES**           NA          NA          NA          NA

  Total Score                                                       

  **STANDARD DEVIATIONS**       NA          NA          NA          NA

  Total Standard Deviation                                          
  ----------------------------- ----------- ----------- ----------- -----------

## Missouri Assessment Program -- Achievement Level Descriptors -- Communication Arts Grade 3

**Advanced** -- In reading, students make complex inferences; evaluate
and summarize texts; interpret figurative language; categorize implicit
and explicit information. In writing, they develop a topic with a
controlling idea; write effectively for various purposes and audiences;
summarize text accurately; follow rules of standard English.

**Proficient** -- In reading, students compare and contrast; interpret
and use textual elements; predict; draw inferences; and conclusions;
determine word meaning; identify synonyms and antonyms; identify main
idea and details. In writing, they use some details and organization;
write complete sentences; generally follow rules of standard English.

**Nearing Proficient** -- In reading, students interpret and relate
pictures to text; begin to identify literary forms; identify synonyms
and suffixes; make predictions; draw conclusions. In writing, they
generally use complete sentences; demonstrate some organization; may
follow rules of standard English.

**Progressing** -- In reading, students use prior knowledge to interpret
texts; read simple paragraphs; recall and locate information; draw
inferences; make comparisons; identify basic synonyms. In writing, they
attempt to address a topic; demonstrate minimal organization; use
complete sentences that begin to follow rules of standard English.

**Step 1** -- In reading, students follow brief directions; draw meaning
from pictures; may identify basic vocabulary and simple synonyms; read
simple sentences; recall information; draw basic inferences; make basic
comparisons. In writing, they attempt to write simple sentences;
demonstrate minimal knowledge of standard English.