##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

Type of School: \_[X]{.underline}\_ Elementary \_\_ Middle \_\_ High
\_\_ K-12

Name of Principal [Mr. Todd R. Sauer]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_ [704 Third Avenue
NE]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Brainerd]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Minnesota]{.underline}\_\_\_\_\_\_\_\_\_\_[56401-2413]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_[Crow
Wing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School Code
Number\*\_\_\_[0181-011]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 218 ) 829-3622]{.underline} Fax [( 218 )
828-1308]{.underline}

Website/URL <http://lowell.brainerd.k12.mn.us/> E-mail
[Todd.Sauer@brainerd.k12.mn.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\* [Mr. Gerald Walseth]{.underline}

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

District Name [Brainerd Public Schools]{.underline} Tel. [( 218 )
828-5300]{.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

President/Chairperson Mr. Bernard
Roberts\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(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**

**\[Include this page in the school's application as page 2.\]**

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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a 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: \_\_[8]{.underline}\_\_
Elementary schools

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

\_\_[0]{.underline}\_\_ Junior high schools

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

\_\_\_\_\_ Other

\_ [10]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \$ [8,207]{.underline}\_\_\_

Average State Per Pupil Expenditure: \$\_[8,450]{.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\. [\_\_\_5\_\_\_]{.underline} Number of years the principal has been
in her/his position at this school.

[\_\_\_-\_\_\_]{.underline} If fewer than three years, how long was the
previous principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    N/A       N/A                    **\-\--**      **7**                             

  **K**       28        18                     **46**         **8**                             

  **1**       34        27                     **61**         **9**                             

  **2**       36        28                     **64**         **10**                            

  **3**       32        39                     **71**         **11**                            

  **4**       35        29                     **64**         **12**                            

  **5**       37        36                     **73**         **Other**                         

  **6**                                                                                         

                                    **TOTAL                                                     379
                                    STUDENTS                                                    
                                    IN THE                                                      
                                    APPLYING                                                    
                                    SCHOOL**                                                    
  ----------- --------- ----------- ---------- ----------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [94]{.underline} % White

the students in the school: \_\_\_[4]{.underline} % Black or African
American

[\_\_\_0]{.underline} % Hispanic or Latino

\_\_\_[1]{.underline} % Asian/Pacific Islander

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

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[9]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      21
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      15
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 36
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 379
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .094
                            by total in row (4)         

  **(6)**                   Amount in row (5)           9.4
                            multiplied by 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:
\_\_\_[45]{.underline}\_\_\_%

Total number students who qualify: \_\_[166]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the 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:
\_\_\_[12]{.underline}\_\_\_%

\_\_\_[47]{.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.

\_[\_1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[9]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[17]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[9]{.underline}\_Speech or Language
Impairment

\_ [1]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_[10]{.underline}\_Emotional Disturbance \_\_\_\_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]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Classroom teachers \_\_[16]{.underline}\_\_\_
\_\_\_[0]{.underline}\_\_\_\_

Special resource teachers/specialists \_\_\_[9]{.underline}\_\_\_
\_\_\_[1]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[4]{.underline}\_\_\_
\_\_[11]{.underline}\_\_\_\_

> Support staff \_\_\_[4]{.underline}\_\_\_
> \_\_\_[2]{.underline}\_\_\_\_
>
> Total number \_\_[34]{.underline}\_\_\_ \_\_[14]{.underline}\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_[24 to
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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

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

  Daily teacher attendance  98%         99%         98%         98%         99%

  Teacher turnover rate     10 %        3 %         0 %         3 %         0 %

  Student dropout rate      N/A         N/A         N/A         N/A         N/A
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Located in Brainerd, Minnesota, Lowell School is one of eight elementary
schools serving the students of Independent School District 181 in
Central Minnesota. The district is vast in area, and it includes the
cities of Brainerd, Baxter, and Nisswa, as well as several smaller
communities. The area is known for its hundreds of lakes, which make it
an extremely popular vacation destination for all seasons. Brainerd sits
along the Mississippi River and also has a rich railroad heritage.
Lowell was built in 1939 as part of the Federal Works Agency to be a
"neighborhood" school. Lowell School is named after James Russell
Lowell; poet, literary critic, and diplomat.

Lowell School is an elementary school that provides education for
approximately 380 to 400 students in kindergarten through fifth grade.
The students we serve consist of a population of differing races,
religions, and socio-economic backgrounds. It is the mission of Lowell
Elementary School to promote a positive environment where acceptance,
diversity, cooperation, and high expectations are supported by students,
parents, and staff, enabling success and life-long learning. The vision
of Lowell Elementary School is to provide a quality educational program
for all students in a safe and caring environment. Our purpose is to
help students reach their potential by working in partnership with
families. We will reach high standards by creating a challenging and
supportive learning climate, guided by data and a strong curriculum that
will prepare our students to succeed in an increasingly diverse society.
We will promote positive attitudes of self and others while encouraging
fairness, honesty, and responsibility.

Several programs are available at Lowell to assist in meeting individual
student needs. The Title I Program is available for students who qualify
in the areas of reading and math. It offers supportive instruction to
those students needing an extra boost in these areas.

Speech services are provided that focus on the needs of the individual
child in areas of articulation and total language development.

Many students also participate in an after school CARE Team. The CARE
Team strives to help children and their families build positive,
nonviolent relationships through carefully planned and supervised
interaction. Academic help is also provided as part of this program.

Special Education services are provided for children who qualify in the
basic academic areas. Working on social skills and emotional behaviors
are also included as part of the program that is planned cooperatively
with the classroom teacher, special education staff, and the child\'s
parents.

The Family Collaborative program was created in 1999. This program was
developed to help parents, children, and schools work more efficiently
together. Through the Family Collaborative program we have a
Community/Counselor/Social Worker person in our school to help with
truancy, health issues, and conflict resolution issues between students
(to name a few things) that can occur. These people work out of the
school, yet are employees of the \"community\" and want to help our
\"community\".

The Brainerd Elementary Enrichment Program offered at Lowell, is for
children who qualify through testing, and are capable of high
performance in achievement and need enrichment experiences beyond the
basic curriculum. The program is designed around a three-fold plan with
core curriculum, differentiated enrichment, and a \"Discovery\"
component to accommodate individual differences.

Volunteers are also excellent members of Lowell\'s team, striving to
enrich the children\'s education. Parents, retired people, or resource
people who are willing to share their time and talent may become Lowell
School volunteers. Jobs vary but may include working directly with
students, preparing learning materials, and helping in the computer
room.

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

1\. The Minnesota Comprehensive Assessments (MCA) are
criterion-referenced tests that check a student's and school's progress
in the areas of reading, mathematics, and writing. The tests help
schools and districts measure student progress toward the state's
academic standards. Every spring all third and fifth grade students at
Lowell are given this test and in the year 2006, fourth grade students
will also be included in the MCA process. Student results are reported
as levels. Students scoring at Level I are children that are performing
below grade level and need supplementary instruction. Level II is split
into two subgroups. Level IIA is the students scoring at or slightly
below grade level. Level IIB scores are students who are successful at
grade level. Our goal is for every student to score at Level IIB or
higher. Those students who are typically working above grade level and
considered proficient are at Level III. Level IV students demonstrate
advanced academic performance.

Grade 3 Reading Highlights:

-   Over the past five years, 22 % more third grade students have
    reached basic proficiency (Level IIB).

-   In 2004, our students were at least 6 % or higher, above state
    averages in every category.

-   Over the past five years, 31 % more students (that qualify for free
    or reduced meals) have reached basic proficiency (Level IIB).

-   In 2004, 31% of all our students scored 91% or higher on the test.

-   Over the past five years, only one student has been excluded from
    taking this test.

Grade 3 Mathematics Highlights:

-   In 2003, our students were at least 5 % or higher, above state
    averages in almost every category.

-   The average scale score was above the state for 4 out of 5 years.

-   Over the past five years, approximately 50 % or more are above grade
    level proficiency (Level III).

Grade 5 Reading Highlights:

-   Over the past five years, 16 % more students have reached basic
    proficiency (Level IIB).

-   The last two years we have maintained above 84% in all students
    reaching basic proficiency.

-   In 2004, 80 % of our students who qualify for free or reduced meals
    reached basic proficiency (Level IIB). This has increased by 30 %
    over the past 5 years.

-   In 2004, 56 % of the students tested were at the advanced academic
    performance (Level IV).

-   Over the last 5 years, only 3 students have been excluded from this
    test.

-   In 2004, 74 % were above grade level proficiency (Level III).

-   In 2004, 37 % of the students who qualify for free or reduced meals
    reached advanced academic performance (Level IV).

Grade 5 Mathematics Highlights:

-   Over the past five years, 15 % more students have reached basic
    proficiency (Level IIB).

-   In 2004, 74 % were above grade level proficiency (Level III).

-   In 2004, 45 % of the students tested were at the advanced academic
    performance (Level IV).

-   In 2004, our students were 10% to 27 % higher than the state's
    scores in every level from Level IIB to Level IV.

-   In 2004, 73 % of our students who qualify for free or reduced meals
    reached basic proficiency (Level IIB). This has increased by 29 %
    over the past 5 years.

-   In 2004, 27 % of the students who qualify for free or reduced meals
    reached advanced academic performance (Level IV).

> 2\. Lowell Elementary School uses assessment data to understand and
> improve student and school performance.

Lowell Elementary School uses the data from MCA and NWEA assessments to
drive instruction and improve student learning. The assessment data also
provides feedback on curriculum and instruction in the Minnesota
standards-based system. In addition it is used as a communication tool
with parents.

The data is analyzed each year to help identify areas of concern in
teaching and learning. The educational staff uses this feedback to
modify instruction in the large group setting, as well as providing
information for individualized learning and small groups to improve
weaker strands. NWEA test data shows exactly where individual children
need improvement. This data is also used to direct individual
instruction. Teachers at each grade level identify areas of the
curriculum that need additional educational materials and work together
to find the appropriate resources. Teaching strategies are also
discussed and shared.

Test data is used to identify students who are a minimum of one grade
level behind for inclusion in the after school CARE program which
focuses on both social and academic needs. This program has been found
to be successful with a wide range of students.

Test results are shared with parents to inform them of their child's
progress toward achieving Minnesota graduation standards. The data helps
parents see where they can work with the school to provide the best
opportunity for their child's academic growth. This produces a
partnership with home and school. It is also documentation for parents
to see how their children are progressing toward their goals, meeting
their goals, and that high standards are being taught.

3\. Lowell Elementary School communicates student performance, including
assessment data, to parents, students, and the community.

Communication to our community is paramount if we are to build an
understanding of why we are assessing students to the degree we are.
With the MCA tests we mail all of the results to each student's home.
With the results we include a description of each category so parents
understand what each score means. Our district includes the results of
this assessment in its quarterly mailer, as well as the results printed
in the local and statewide newspapers. The final way this information is
shared is through the Minnesota Report Card system. This information is
mailed to every taxpayer in our district with information on taxes
collected for our district, data on our teachers, a breakdown of how
well our school did on the MCA's, and also information on what
programs/opportunities our students have, or don't have, at our
building.

At Brainerd schools we also offer many other assessments. All students
entering our first grade classrooms are given an Observation Survey.
This is a one-on-one assessment in the fall before school starts to find
a student's reading level. Upon completion, we meet with parents and
share the results of this data in a conference setting.

Another is the NWEA assessment that we give every student, twice a year
(fall and spring) from grades two through four. This assesses the areas
of Math, Reading, and Language Arts. Upon completion, we mail home the
results and again, conference with parents (during fall conferences) so
they understand the data before them.

Finally, we allow meeting time with parents to review and/or question
any results on any of the assessments mentioned above. We also share
data results at our Parent-Teacher-Student Association meetings.

> 4\. Lowell Elementary School has shared and will continue to share its
> successes with other schools.

Four of our current teachers are involved in the Best Practices/Quality
Teaching Network. There is representation in both the primary and
intermediate levels in the areas of reading/language arts, math, and
art. These teachers share what they have learned through staff and grade
level meetings, as well as visiting school districts around the state of
Minnesota. The goal is to communicate with schools so that all children
will benefit from the successes we have had here at Lowell Elementary.
Several of these teachers have also hosted workshops at the state and
national level, to continue the implementation of best practices and
quality teaching networks for all schools and districts.

The principal at Lowell Elementary is also a mentor with a program
called, "The Administrative Leadership Forum." Principals throughout the
state of Minnesota are taught to use the latest technology to better
evaluate and work with staff members and to share new educational
systems that are working in today's schools. The other goal is to
educate/network with administrators as they lead staff, parents, and
students together through the 21^st^ century's educational expectations
for our children.

Finally, the Brainerd district is a major hub for two universities
(Bemidji State and Southwest Minnesota State) to have practicum and
student teaching opportunities for their students to learn the craft of
teaching in our buildings. These people are the future of education and
we see it as a positive opportunity to share what we know, along with
listening/learning from these bright students.

**PART V -- CURRICULUM AND INSTRUCTION**

In the eight elementary schools in the Brainerd School District we have
a unified curriculum that is based upon the High Academic Standards for
the State of Minnesota. Our curriculum is under constant revision in
order to maintain the highest standards and expectations for our
students. Curriculum teams and grade level teachers meet on a regular
basis to analyze and update curriculum maps in all the core areas.
On-going staff development programs support curriculum implementation.

**Reading/Language Arts:** The goal of our Reading/Language Arts program
is to differentiate instruction to meet the individualized needs of
readers at varied levels of ability. Teachers strive to teach reading at
the instructional level of each student. As part of a Comprehensive
School Reform grant, the Brainerd Schools are working towards adoption
of the Literacy Collaborative Framework (see Part V, section 2a.) The
grade K-2 framework includes a strong phonemic awareness and phonics
component, word study, guided reading, shared reading, independent
reading, interactive writing, and independent writing. Our grades 3-5
curriculum includes the Harcourt Collection integrated basal series. The
program includes guided reading, shared reading, literature circles,
grammar, and writing. On-going staff development is critical to the
success of our reading/language arts program.

**Math:** The Brainerd District uses the Everyday Math Program K-5,
which spirals to give multiple exposures to all the mathematical strands
represented in our state's high standards. Teachers use multiple
strategies and manipulatives to assist students in attaining a deeper
understanding of key mathematical concepts. Math strands include: number
sense, computation, and operations; patterns, functions and algebra;
chance and data; geometry, and measurement. Large and small group
differentiated instruction is an integral part of reaching all learners.

**Science:** Our district is currently in the curriculum review cycle
for science. The state of Minnesota has recently adopted new science
standards so they serve as the basis for our curriculum re-alignment.
State testing in science begins in 2008. We are looking at the current
research and following the recommendations of the TIMMS study to drive
our curriculum adoption and staff development program. Curriculum
materials will be a combination of our current basal series and
inquiry-based, hands-on FOSS materials.

**Social Studies:** We are currently re-aligning some of the grade level
materials and adding more geography to better align with the Minnesota
Academic Standards for social studies. K-5 units of study include: the
family, neighborhoods, community, US and world geography, US history,
and a strong map skills program. Current events and citizenship are also
taught through "Time for Kids", Quest, and the Responsive Classroom
models.

**Health/Physical Education-** The Health program has been reviewed and
aligned by elementary teachers across the district to insure alignment
with our state standards. The focus is for students to be physically
healthy (ranging from understanding body systems to nutritional
expectations) and emotionally healthy (character education for oneself
and community). The Physical Education curriculum is aligned with state
and national standards and is offered to all students on a daily basis.
It stresses the importance of personal wellness, physical fitness, and
being involved in life-long activities.

**Art/Music-** The elementary music and arts programs are based on state
and national standards. Music units of study include: singing,
performing (instrumental), improvising, composing, reading, and
evaluating music. Visual arts curriculum includes multiple mediums
focusing on the principles of art and the elements of design. Classroom
teachers under the direction of an arts specialist teach Art. Both
programs emphasize historical and cultural perspectives.

2a. The following is Lowell Elementary School's reading curriculum,
including a description of why we chose this particular approach to
reading.

Our district has identified reading/language arts as the top priority in
curriculum and instruction. Brainerd supports a unified curriculum
across all eight elementary buildings. District grade level and
curriculum teams monitor and adjust the curriculum as needed, based on
current data and best practice research. Lowell has adopted the Literacy
Collaborative framework for language arts instruction in grades K-2.
Students spend a minimum of three hours a day in literacy blocks that
include reader's workshop, writers' workshop, and word study. To
differentiate instruction, teachers meet with children in small-guided
reading groups daily. Interactive read-alouds, shared reading, and
independent reading support developing reading strategies at the
student's instructional level. Teachers use on-going assessment tools,
such as observation surveys and running records to drive their
instruction. Hundreds of leveled books are available to teachers and
students. A strong phonemic awareness and phonics program is an integral
instructional component. Students spend a large block of time in both
interactive and independent writing as well. The Harcourt Brace
Collections basal program provides the framework for our intermediate
reading curriculum. On-going assessments, including frequent IRI's, help
teachers support readers at their instructional reading level. Guided
reading, shared reading, literature circles, read alouds, and
independent reading make up the reading block. In addition to a strong
grammar program, Six Traits writing is the core of our writing
curriculum. Students gain practice writing in the following genres, as
specified by our state standards: narrative, descriptive, clarification,
and problem solution. On-going staff development is critical to the
success of this program. In addition to regularly scheduled grade level
meetings, teachers participate in book study groups and learning
communities. Our district's Comprehensive School Reform project sponsors
a weeklong literacy institute during the summer. Last year the focus was
guided reading and this year the focus will be writing.

3.  Lowell Elementary School's choice for another curriculum area to
    discuss is math and this is how it relates to essential skills
    needed, as well as our school's mission.

It is the mission of Lowell Elementary School to promote a safe and
positive environment where acceptance, diversity, cooperation and high
expectations are supported by students and parents.

Lowell School relates to the essential skills and knowledge of our
school's mission statement through the Every Day and Investigations math
programs.

Cooperation is a key element of Every Day Math, as it has children
working together sharing strategies, ideas, and algorithms. Students
discover that there can be more than one way to solve a problem and that
more than one answer can be acceptable.

Acceptance and diversity are also found in this curriculum as it makes
several connections to American history and the role of Native
Americans. One such lesson is "Natural Measures of Length." In this
lesson students learn how Native Americans used their bodies as
measuring tools. They learn about the cubit, natural span, great span,
fathom, and joint among others. This provides an awareness and
admiration for the skills of early Americans. Customary and metric
measurements are learned side by side to give the students practical
experience in using multiple forms of measurement.

Every Day Math promotes a safe and positive environment encouraging high
expectations. During the natural measure lesson, students work in
partnerships to find their own natural measurements. They look for
similarities and differences. The data is then recorded on stem and leaf
plots. Students analyze the data and find statistical landmarks such as
minimum, maximum, range, mode, median, and mean. This lesson lets them
soar to great heights of understanding and knowledge.

Our math curriculum relates math skills to every day experiences and
allows students to envision the life-long usefulness of math.

4.  Lowell Elementary School uses different instructional methods to
    improve student learning.

We believe that early intervention is the key to building academic
success. Prior to first grade, all of our students are tested to
determine those that need additional help in reading. We offer a Reading
Recovery program where one student will work daily with a one-to-one
(student to teacher) ratio for a 30-minute time period.  Lowell is also
in the process of implementing the Literacy Collaborative with extensive
teacher training. Our goal through this is to have all children working
in a literacy based environment, at appropriate reading levels, and
challenging the children from there. In addition to this, we offer
Direct Reading Instruction and small-guided reading and literature
groups. Students are encouraged to discuss and use critical thinking
skills in the smaller group settings.

Everyday Math and Investigations programs help to instill critical
thinking as well as working together cooperatively. Students are
encouraged to explain how they arrived at their answers during problem
solving and use hands-on games/activities to make the learning enjoyable
and practical.

Grade levels have set up homework rooms where children may go after
lunch to get additional help in any subject area or to get caught up due
to absences. This helps reduce gaps in learning when students are gone
from school and provides review for those who have difficulty
understanding the lessons. There are also CARE groups for students that
are struggling academically and socially.

We have specialists in art, physical education, media, and music who
work with all students. This gives the children a chance to learn in
diverse environments, while working on their physical skills, as well as
experiencing the art programs offered by our district.

Finally, many of our teachers have implemented practices of the
Responsive Classroom. This was implemented because students who feel
accepted within their classrooms will learn better.

5.  Lowell Elementary School's professional development program has a
    major impact on improving student achievement.

Professional Development is the cornerstone of all Brainerd School's
curriculum. Without well-trained educators, the curriculum is
meaningless. Our professional development begins the moment a teacher is
hired in the district. We have a Beginning Teacher Support System where
beginning teachers participate in a formal mentorship program, Pathwise™
assessment, beginning teacher seminars, and cohort/support groups. As
evidence of professional growth, each beginning teacher produces two
major projects, an individualized Professional Development Plan and a
Professional Portfolio.

Next, all Brainerd teachers have two types of in-District staff
development. The first is district-wide grade level meetings. These are
meetings held three times per year for every grade level to meet
strictly as a grade level. This gives teachers the opportunity to focus
on specific curricular areas, instructional methods, or similar grade
level challenges with a peer group that truly understands the challenges
at that grade. The other type of staff development is a "floating
in-service" day. This is an eight-hour time period that an educator has
the chance to attend various courses provided by the district during the
summer months. The courses range from any curricular area in today's
schools, current trends or best practice methods, or content specific
ideas to make them a better educator. This method of staff development
allows teachers the flexibility to take classes on their schedule, as
well as over the summer so they can be in the classroom during the
school year.

Finally, with the adoption of the Literacy Collaborative model in grades
K-2, teachers each month meet and review best practice methods in this
literacy based model. Under the direction of a literacy coach, teachers
review and discuss current research and student work to hone their
skills, and learn together as a team what their students need in the
area of reading and writing.

**PART VII - ASSESSMENT RESULTS**

+----------------------------------+-----+----+-----+-----+-----+-----+
| ##### Lowell                     |     |    |     |     |     |     |
| Achievement Results - Data Displ |     |    |     |     |     |     |
| ay Table for Grade 3 READING MCA |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
|                                  | 2   | 20 | 2   | 2   | 2   |     |
|                                  | 004 | 03 | 002 | 001 | 000 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Testing month                    | Ma  | A  | Ma  | Ma  | Ma  |     |
|                                  | rch | pr | rch | rch | rch |     |
|                                  |     | il |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 15 | 1   | 1   | 1   |     |
|                                  | 579 | 60 | 568 | 533 | 459 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 79  | 76 | 75  | 74  | 57  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 68  | 64 | 64  | 49  | 48  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 31  | 25 | 34  | 23  | 11  |     |
|                                  | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 72  | 67 | 61  | 70  | 82  |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent of Students Tested       | 100 | 1  | 98  | 100 | 100 |     |
|                                  | %   | 00 | %   | %   | %   |     |
|                                  |     | %  |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Excluded      | 0   | 0  | 1   | 0   | 0   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent of Students Excluded     | 0   | 0  | 2 % | 0   | 0   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| *SUBGROUP SCORE*                 |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| 1\. Eligible for Free/Reduced    |     |    |     |     |     |     |
| Lunch                            |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 14 | 1   | 1   | 1   |     |
|                                  | 459 | 88 | 442 | 405 | 336 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 61  | 70 | 62  | 58  | 30  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 52  | 59 | 45  | 25  | 19  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 9 % | 11 | 17  | 4 % | 5 % |     |
|                                  |     | %  | %   |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 33  | 27 | 29  | 24  | 37  |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| 2\. Ineligible for Free/Reduced  |     |    |     |     |     |     |
| Lunch                            |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 16 | 1   | 1   | 1   |     |
|                                  | 680 | 08 | 682 | 599 | 560 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 95  | 80 | 88  | 83  | 80  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 82  | 68 | 81  | 61  | 71  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 49  | 35 | 50  | 33  | 16  |     |
|                                  | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 39  | 40 | 32  | 46  | 45  |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| **STATE SCORES**                 |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 15 | 1   | 1   | 1   |     |
|                                  | 535 | 11 | 486 | 487 | 461 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 73  | 73 | 67  | 67  | 61  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 60  | 56 | 49  | 49  | 44  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 23  | 17 | 16  | 16  | 11  |     |
|                                  | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 57  | 5  | 58  | 59  | 60  |     |
|                                  | 456 | 82 | 685 | 635 | 261 |     |
|                                  |     | 78 |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent of Students Tested       | ?   | 98 | 95  | 95  | 96  |     |
|                                  |     | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Excluded      | ?   | 13 | 3   | 3   | 2   |     |
|                                  |     | 31 | 258 | 350 | 389 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent of Students Excluded     | ?   | 2  | 5 % | 5 % | 4 % |     |
|                                  |     | %  |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| *SUBGROUP SCORE*                 |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| 1\. Eligible for Free/Reduced    |     |    |     |     |     |     |
| Lunch                            |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 14 | 1   | 1   | 1   |     |
|                                  | 431 | 11 | 383 | 383 | 355 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 54  | 57 | 46  | 47  | 39  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 39  | 38 | 28  | 28  | 24  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 10  | 7  | 7 % | 6 % | 4 % |     |
|                                  | %   | %  |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 18  | 1  | 17  | 17  | 18  |     |
|                                  | 162 | 80 | 616 | 711 | 283 |     |
|                                  |     | 43 |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| 2\. Ineligible for Free/Reduced  |     |    |     |     |     |     |
| Lunch                            |     |    |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Average Scale Score              | 1   | 15 | 1   | 1   | 1   |     |
|                                  | 584 | 57 | 532 | 532 | 509 |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Basic (IIb,  | 82  | 85 | 76  | 76  | 72  |     |
| III, IV)                         | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At or Above Proficient   | 70  | 69 | 58  | 58  | 54  |     |
| (III, IV)                        | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Percent At Advanced (IV)         | 30  | 22 | 20  | 20  | 15  |     |
|                                  | %   | %  | %   | %   | %   |     |
+----------------------------------+-----+----+-----+-----+-----+-----+
| Number of Students Tested        | 39  | 4  | 40  | 41  | 41  |     |
|                                  | 238 | 00 | 563 | 350 | 382 |     |
|                                  |     | 64 |     |     |     |     |
+----------------------------------+-----+----+-----+-----+-----+-----+

  -- --------------------------------- ------- ------- ------- ------- ------- --------
     **Lowell Achievement Results -                                            
     Data Display Table for Grade 3                                            
     MATH MCA**                                                                

                                       2004    2003    2002    2001    2000    

     Testing month                     March   April   March   March   March   

     Average Scale Score               1521    1542    1539    1600    1533    

     Percent At or Above Basic (IIb,   71 %    79 %    71 %    66 %    73 %    
     III, IV)                                                                  

     Percent At or Above Proficient    49 %    68 %    54 %    57 %    55 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          17 %    15 %    23 %    35 %    18 %    

     Number of Students Tested         72      66      62      68      79      

     Percent of Students Tested        100 %   98 %    100 %   97 %    96 %    

     Number of Students Excluded       0       1       0       2       3       

     Percent of Students Excluded      0       2 %     0       3 %     4 %     

     *SUBGROUP SCORE*                                                          

     1\. Eligible for Free/Reduced                                             
     Lunch                                                                     

     Average Scale Score               1404    1463    1400    1440    1423    

     Percent At or Above Basic (IIb,   48 %    67 %    50 %    45 %    51%     
     III, IV)                                                                  

     Percent At or Above Proficient    24 %    37 %    33 %    36 %    34 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          3 %     7 %     0 %     14 %    6 %     

     Number of Students Tested         33      27      30      22      35      

     2\. Ineligible for Free/Reduced                                           
     Lunch                                                                     

     Average Scale Score               1620    1595    1670    1677    1621    

     Percent At or Above Basic (IIb,   90 %    87 %    91 %    76 %    91 %    
     III, IV)                                                                  

     Percent At or Above Proficient    69 %    72 %    72 %    67 %    70 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          28 %    21 %    44 %    46 %    27 %    

     Number of Students Tested                                                 

     **STATE SCORES**                                                          

     Average Scale Score               1523    1519    1486    1494    1478    

     Percent At or Above Basic (IIb,   70 %    72 %    65 %    66 %    65 %    
     III, IV)                                                                  

     Percent At or Above Proficient    55 %    56 %    48 %    53 %    47 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          15 %    14 %    11 %    14 %    10 %    

     Number of Students Tested         57421   58186   58653   59680   59923   

     Percent of Students Tested        ?       98 %    95 %    95 %    96 %    

     Number of Students Excluded       ?       1292    3290    3305    2763    

     Percent of Students Excluded      ?       2 %     5 %     5 %     4%      

     *SUBGROUP SCORE*                                                          

     1\. Eligible for Free/Reduced                                             
     Lunch                                                                     

     Average Scale Score               1420    1419    1384    1391    1371    

     Percent At or Above Basic (IIb,   52 %    53 %    45 %    46 %    44 %    
     III, IV)                                                                  

     Percent At or Above Proficient    36 %    37 %    29 %    33 %    27 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          7 %     6 %     5 %     6 %     3 %     

     Number of Students Tested         18205   18109   17658   17782   18166   

     2\. Ineligible for Free/Reduced                                           
     Lunch                                                                     

     Average Scale Score               1570    1564    1533    1541    1527    

     Percent At or Above Basic (IIb,   79 %    80 %    74 %    74 %    74 %    
     III, IV)                                                                  

     Percent At or Above Proficient    64 %    65 %    57 %    61 %    55 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          19 %    17 %    14 %    17 %    12 %    

     Number of Students Tested         39161   40011   40430   41266   41121   
  -- --------------------------------- ------- ------- ------- ------- ------- --------

  ---------------------------------- ------- ------- ------- ------- ------- ------
  **Lowell Achievement Results -                                             
  Data Display Table for Grade 5                                             
  READING MCA**                                                              

                                     2004    2003    2002    2001    2000    

  Testing month                      March   April   March   March   March   

  Average Scale Score                1734    1677    1595    1597    1519    

  Percent At or Above Basic (IIb,    84 %    85 %    79 %    73 %    68 %    
  III, IV)                                                                   

  Percent At or Above Proficient     79 %    75 %    70 %    66 %    55 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           56 %    44 %    36 %    38 %    25 %    

  Number of Students Tested          72      73      86      77      71      

  Percent of Students Tested         97 %    100 %   100 %   99 %    100 %   

  Number of Students Excluded        2       0       0       1       0       

  Percent of Students Excluded       3 %     0       0       1 %     0       

  *SUBGROUP SCORE*                                                           

  1\. Eligible for Free/Reduced                                              
  Lunch                                                                      

  Average Scale Score                1647    1588    1508    1510    1380    

  Percent At or Above Basic (IIb,    80 %    79 %    68 %    55 %    50 %    
  III, IV)                                                                   

  Percent At or Above Proficient     74 %    73 %    53 %    48 %    29 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           37 %    33 %    18 %    26 %    7 %     

  Number of Students Tested          35      33      38      31      28      

  2\. Ineligible for Free/Reduced                                            
  Lunch                                                                      

  Average Scale Score                1816    1750    1665    1655    1609    

  Percent At or Above Basic (IIb,    89 %    90 %    88 %    85 %    79 %    
  III, IV)                                                                   

  Percent At or Above Proficient     84 %    78 %    83 %    78 %    72 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           73 %    53 %    50 %    46 %    37 %    

  Number of Students Tested                                                  

  **STATE SCORES**                                                           

  Average Scale Score                1579    1565    1552    1545    1493    

  Percent At or Above Basic (IIb,    76 %    77 %    75 %    74 %    67 %    
  III, IV)                                                                   

  Percent At or Above Proficient     64 %    64 %    64 %    63%     52 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           30 %    25 %    25 %    24%     16 %    

  Number of Students Tested          60836   61451   61217   63114   62203   

  Percent of Students Tested         ?       98 %    95 %    95 %    na      

  Number of Students Excluded        ?       1408    3188    3429    na      

  Percent of Students Excluded       ?       2 %     5 %     5 %     na      

  *SUBGROUP SCORE*                                                           

  1\. Eligible for Free/Reduced                                              
  Lunch                                                                      

  Average Scale Score                1455    1448    1431    1423    1371    

  Percent At or Above Basic (IIb,    56 %    58 %    54 %    52 %    44 %    
  III, IV)                                                                   

  Percent At or Above Proficient     42 %    42 %    40 %    39 %    29 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           13 %    11 %    10 %    10 %    5 %     

  Number of Students Tested          19216   18966   18200   17895   17751   

  2\. Ineligible for Free/Reduced                                            
  Lunch                                                                      

  Average Scale Score                1637    1616    1605    1596    1544    

  Percent At or Above Basic (IIb,    84 %    85 %    84 %    83 %    76 %    
  III, IV)                                                                   

  Percent At or Above Proficient     75 %    74 %    74 %    73 %    61 %    
  (III, IV)                                                                  

  Percent At Advanced (IV)           38 %    31 %    32 %    30 %    20 %    

  Number of Students Tested          41577   42401   42592   44661   43905   
  ---------------------------------- ------- ------- ------- ------- ------- ------

  -- --------------------------------- ------- ------- ------- ------- ------- --------
     **Lowell Achievement Results -                                            
     Data Display Table for Grade 5                                            
     MATH MCA**                                                                

                                       2004    2003    2002    2001    2000    

     Testing month                     March   April   March   March   March   

     Average Scale Score               1654    1642    1567    1567    1546    

     Percent At or Above Basic (IIb,   84 %    84 %    75 %    72 %    69 %    
     III, IV)                                                                  

     Percent At or Above Proficient    78 %    71 %    59 %    64 %    57 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          45 %    37 %    21 %    29 %    28 %    

     Number of Students Tested         74      73      85      78      67      

     Percent of Students Tested        100 %   100 %   99 %    100 %   94 %    

     Number of Students Excluded       0       0       1       0       4       

     Percent of Students Excluded      0       0       1 %     0       6 %     

     *SUBGROUP SCORE*                                                          

     1\. Eligible for Free/Reduced                                             
     Lunch                                                                     

     Average Scale Score               1585    1545    1481    1485    1433    

     Percent At or Above Basic (IIb,   73 %    76 %    59 %    61 %    44 %    
     III, IV)                                                                  

     Percent At or Above Proficient    70 %    58 %    46 %    48 %    32 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          27 %    18 %    8 %     13 %    12 %    

     Number of Students Tested         37      33      37      31      25      

     2\. Ineligible for Free/Reduced                                           
     Lunch                                                                     

     Average Scale Score               1722    1722    1633    1620    1613    

     Percent At or Above Basic (IIb,   95 %    90 %    88 %    79 %    83 %    
     III, IV)                                                                  

     Percent At or Above Proficient    86 %    83 %    69 %    74 %    71 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          62 %    53 %    31 %    40 %    38 %    

     Number of Students Tested         37      40      48      47      42      

     **STATE SCORES**                                                          

     Average Scale Score               1539    1534    1503    1492    1470    

     Percent At or Above Basic (IIb,   74 %    75 %    70 %    67 %    61 %    
     III, IV)                                                                  

     Percent At or Above Proficient    59 %    60 %    53 %    50 %    45 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          18 %    18 %    14 %    13 %    12 %    

     Number of Students Tested         60679   61328   60832   62675   61675   

     Percent of Students Tested        ?       98 %    95 %    94 %    94 %    

     Number of Students Excluded       ?       1410    3573    3868    4021    

     Percent of Students Excluded      ?       2 %     5 %     6 %     6 %     

     *SUBGROUP SCORE*                                                          

     1\. Eligible for Free/Reduced                                             
     Lunch                                                                     

     Average Scale Score               1444    1427    1395    1383    1356    

     Percent At or Above Basic (IIb,   55 %    55 %    49 %    45 %    38 %    
     III, IV)                                                                  

     Percent At or Above Proficient    37 %    38 %    30 %    28 %    24 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          7 %     7 %     4 %     4 %     4 %     

     Number of Students Tested         19221   18942   18043   17745   17541   

     2\. Ineligible for Free/Reduced                                           
     Lunch                                                                     

     Average Scale Score               1583    1587    1549    1538    1517    

     Percent At or Above Basic (IIb,   83 %    84 %    80 %    77 %    71 %    
     III, IV)                                                                  

     Percent At or Above Proficient    69 %    70 %    63 %    60 %    55 %    
     (III, IV)                                                                 

     Percent At Advanced (IV)          24 %    22 %    18 %    17 %    16 %    

     Number of Students Tested         41414   42289   42344   44335   43587   
  -- --------------------------------- ------- ------- ------- ------- ------- --------

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[3]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Math]{.underline}**
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2004]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Education]{.underline}**
>
> Number of students in the grade in which the test was administered
> \_**[72]{.underline}**\_\_\_\_
>
> Number of students who took the test \_**[72]{.underline}**\_\_\_\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[3]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Reading]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2004]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Education]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> \_**[72]{.underline}**\_\_\_\_

Number of students who took the test \_**[72]{.underline}**\_\_\_\_

> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[5]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Math]{.underline}**
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2004]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Education]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> **[74]{.underline}**\_
>
> Number of students who took the test **[74]{.underline}**\_
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_\_\_\_\_[None]{.underline}\_\_\_\_\_\_\_
>
> \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.

> **STATE CRITERION-REFERENCED TESTS**
>
> The Data Display Table is included in attachments.
>
> Provide the following information for all tests in reading (language
> arts or English) and mathematics. Complete a separate form for reading
> (language arts or English) and mathematics at each grade level.
>
> Grade\_\_\_**[5]{.underline}**\_\_\_\_\_
> Test\_\_\_\_\_\_\_\_**[Reading]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
>
> Edition/publication year\_\_\_**[2004]{.underline}**\_\_\_\_\_
> Publisher \_\_**[MN Dept. of Education]{.underline}**\_
>
> Number of students in the grade in which the test was administered
> \_**[74]{.underline}**\_\_
>
> Number of students who took the test \_**[72\_\_]{.underline}**
>
> What groups were excluded from testing? Why, and how were they
> assessed? \_\_[These two students were absent during the testing and
> make-up days.]{.underline}
>
> Number excluded\_\_\_**[0]{.underline}**\_\_\_\_\_ Percent
> excluded\_\_\_**[0]{.underline}**\_\_\_\_

**Achievement Level I**

Students scoring in this level have gaps in the knowledge and skills
necessary for satisfactory work, typically working significantly below
grade-level and need supplementary instruction.

# 

# Achievement Level IIA

Students scoring in this level have partial knowledge and some of the
skills necessary for achieving satisfactory work, typically working at
or slightly below grade-level and may benefit from supplemental
instruction.

# 

# Achievement Level IIB

Students in this level are working successfully at grade-level and are
on track to achieve basic proficiency. Students in this level typically
score between the 50^th^ and 74^th^ percentile on nationally
administered tests.

# 

# Achievement Level III

Students at this level demonstrate solid competence and are typically
working above grade level and would be considered proficient. Students
in this level are typically in the top 25% nationally.

# 

# Achievement Level IV

Students scoring in this level demonstrate advanced academic performance
that is well above grade-level expectations and would be considered
advanced. Students in this level are typically in the top 5-10%
nationally.