# U.S. Department of Education November 2002

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

####### Cover Sheet

## Name of Principal[\_\_ Mr. Rodney Smith\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_ \_\_\_\_\_\_]{.underline}

**Official School Name [Mill Creek Elementary School ]{.underline}**

**School Mailing Address [13951 W. 79^th^ Street ]{.underline}**

**[Shawnee Mission Kansas 66215-2410]{.underline}**

### City State Zip Code

#### Tel. [(913) 993-3700]{.underline} Fax [(913) 993-3799]{.underline} 

**Website/URL
[www.smsd.org/schools/millcreek](http://www.smsd.org/schools/millcreek)
Email <mcsmith@smsd.org>**

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)**

##### [Private Schools: If the information requested is not applicable, write N/A in the space]{.underline} 

**Name of Superintendent [Marjorie P. Kaplan]{.underline}**

**District Name [Shawnee Mission -- USD 512]{.underline} Tel. [(913)
993-6200]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_**

**(Superintendent's Signature)**

###### Name of School Board

**President/Chairperson [Mrs. Susan Metsker ]{.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

(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: [41]{.underline} Elementary
schools

[7]{.underline} Middle schools

[0]{.underline} Junior high schools

[5]{.underline} High schools

[53]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,521]{.underline}

########  Average State Per Pupil Expenditure: [\$7,993]{.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

X Suburban

Small city or town in a rural area

Rural

### 

### 

### 4. [3]{.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:

<table>
<colgroup>
<col style="width: 12%" />
<col style="width: 12%" />
<col style="width: 4%" />
<col style="width: 8%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 12%" />
<col style="width: 14%" />
<col style="width: 12%" />
<col style="width: 11%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td colspan="2"><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><p><strong>Grade</strong></p>
<p><strong>Total</strong></p></td>
<td></td>
<td><strong>Grade</strong></td>
<td><p><strong># of</strong></p>
<p><strong>Males</strong></p></td>
<td><p><strong># of</strong></p>
<p><strong>Females</strong></p></td>
<td><h4 id="grade">Grade</h4>
<h5 id="total">Total</h5></td>
</tr>
<tr class="even">
<td><strong>K</strong></td>
<td><strong>22</strong></td>
<td colspan="2"><strong>26</strong></td>
<td><strong>48</strong></td>
<td></td>
<td><strong>7</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>1</strong></td>
<td><strong>31</strong></td>
<td colspan="2"><strong>29</strong></td>
<td><strong>60</strong></td>
<td></td>
<td><strong>8</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>2</strong></td>
<td><strong>39</strong></td>
<td colspan="2"><strong>18</strong></td>
<td><strong>57</strong></td>
<td></td>
<td><strong>9</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>3</strong></td>
<td><strong>28</strong></td>
<td colspan="2"><strong>36</strong></td>
<td><strong>64</strong></td>
<td></td>
<td><strong>10</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>4</strong></td>
<td><strong>41</strong></td>
<td colspan="2"><strong>35</strong></td>
<td><strong>76</strong></td>
<td></td>
<td><strong>11</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td><strong>5</strong></td>
<td><strong>36</strong></td>
<td colspan="2"><strong>27</strong></td>
<td><strong>63</strong></td>
<td></td>
<td><strong>12</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td><strong>6</strong></td>
<td><strong>40</strong></td>
<td colspan="2"><strong>34</strong></td>
<td><strong>74</strong></td>
<td></td>
<td><strong>Other</strong></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="6"><strong>TOTAL STUDENTS IN THE APPLYING
SCHOOL</strong></td>
<td><strong>442</strong></td>
</tr>
</tbody>
</table>

6\. Racial/ethnic composition of [90]{.underline}% White

the students in the school: [3]{.underline} % Black or African American

> [2]{.underline} %Hispanic or Latino
>
> [4]{.underline} %Asian/Pacific Islander
>
> [1]{.underline} %American Indian/Alaskan Native
>
> **100% Total**

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

(This rate includes the total number of students who transferred to or
from different schools between

October 1 and the end of the school year, divided by the total number of
students in the school as of

October 1, multiplied by 100.)

  --------------- ---------------------------------- ---------------------
  \(1\)           Number of students who transferred 5
                  to the school after October 1      
                  until the end of the year.         

  \(2\)           Number of students who transferred 4
                  from the school after October 1    
                  until the end of the year.         

  \(3\)           Subtotal of all transferred        9
                  students sum of rows (1) and (2)   

  \(4\)           Total number of students in the    442
                  school as of October 1             

  \(5\)           Subtotal in row (3) divided by     .02
                  total in row (4)                   

  \(6\)           Amount in row (5) multiplied by    2
                  100                                
  --------------- ---------------------------------- ---------------------

8\. Limited English Proficient students in the school: [.9%]{.underline}

> [4]{.underline} Total Number Limited English
>
> Proficient

Number of languages represented[: 3]{.underline}

######  Specify languages: Arabic, Chinese, and Russian

9\. Students eligible for free/reduced-priced meals: [4]{.underline} %

[18]{.underline} 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]{.underline} %

40. Total Number of Students Served

######  Indicate below the number of students with disabilities according to conditions designated in the

Individuals with Disabilities Education Act.

[3]{.underline} Autism [1]{.underline} Orthopedic Impairment

\_\_\_Deafness [6]{.underline} Other Health Impaired

\_\_\_Deaf-Blindness [21]{.underline} Specific Learning Disability

\_\_\_Hearing Impairment [7]{.underline} Speech or Language Impairment

[1]{.underline} Mental Retardation Traumatic Brain Injury

[1]{.underline} Multiple Disabilities \_\_\_Visual Impairment Including
Blindness

\_\_\_Emotionally Disturbed

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

######  Number of Staff

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

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

Classroom teachers [19]{.underline} [1]{.underline}

Special resource teachers/specialists [8]{.underline} [6]{.underline}

######  

######  Paraprofessionals \_\_\_\_\_\_\_\_ [6]{.underline} 

Support Staff [4]{.underline} [7]{.underline}

Total number [32]{.underline} [20]{.underline}

12\. Student-"classroom teacher" ratio: [22:1]{.underline}

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 apply

dropout and drop-off rates.

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

  Daily student attendance 96.8%       96.5%       96.7%       95.9%       96.5%

  Daily teacher attendance 95%         95%         95%         95%         95%

  Teacher turnover rate    0%          0%          0%          0.04%       0%

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

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

**[PART III -- SUMMARY]{.underline}**

Mill Creek Elementary School, located in Lenexa, Kansas, opened in the
fall of 1978 as part of the Shawnee Mission School District. Our city is
a middle-to-upper income suburb located in Johnson County twelve miles
southwest of Kansas City, Missouri. Mill Creek students and their
families reside in subdivisions with one hundred percent living in
single-family dwellings. Our students walk, bike, or ride to school. In
the fall of 1995 a new addition to the building was completed adding
four classrooms, an art room, two resource rooms, a reading room, and a
counselor's room.

September 2002, our enrollment was 442 students: 237 (53.6 %) boys and
205 (46.4%) girls. Our student population is comprised of 10%
minorities, 4% receive free or reduced, and 9% are identified special
education students. Seventeen additional students are identified as
gifted, and four students use English as a second language. We have a
stable population with a 2% mobility rate. Our average class size is 22
students. Mill Creek PTA has 557 members with 280 volunteers organizing
events that boost school spirit in addition to fund raising.

Our staff models learning. Eighty-one percent of our teaching staff has
a master's degree or beyond and averages 17.6 years of service.
Individual teachers have been recognized as the Shawnee Mission
Representative for Kansas Teacher of the Year, The Cynthia O'Connell
Teaching Excellence Award, and Who's Who's of American Teachers.

The staff, students, families and community are committed to providing a
positive, child-centered environment where the highest educational
principles, ideals, and rights are upheld. This tradition is embedded in
our mission statement: Academic achievement is our top priority.
Critical thinking and problem solving are nurtured. Lifelong learning is
cherished. High expectations are held for everyone. Integrity is valued.
Each individual grows in personal and social responsibility. Each person
feels safe and secure. All people are respected and self-respect is
promoted. Cooperation and team spirit prevail. Creativity is honored.
Service to others is stressed.

Staff members operate as a team and recognize the developmental needs of
all students. We work together to offer a setting where children can
reach their fullest potential. School organizations, such as the Safety
Patrol and Student Council, work with the staff to provide a safe,
respectful, and caring environment.

Mill Creek Elementary School has consistently earned the state's highest
academic recognition, "Standard of Excellence" on annual Kansas State
Assessment Tests. Mill Creek is truly a place where parents, students,
and staff work together to create a positive environment conducive to
rigorous learning and to develop productive, caring students.

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

**1. Explanations are provided with Data Tables.** See pages 12-15 for
test explanations.

**2. Show how the school uses assessment data to understand and improve
student and school performance.**

Formal and informal assessment results are analyzed and shared by the
entire faculty. Improvement areas are targeted and strategies for
instruction developed. Instructional strategies are also revised as
needed. Lists of strategies and support materials are provided for each
staff member. Follow-up activities include staff discussion and
grade-level meetings.

On-going assessment data provides us with important information about
individual student needs. The state regards our subgroup disaggregation
data (less than 6 students at the tested grade levels) as statistically
insignificant; however, we continue to analyze and monitor the
assessment results in these subgroups to ensure individual student
success. School Improvement Teams comprised of classroom teachers and
building resource teachers meet regularly to collaborate and share
ideas. Individual students are supported who need remedial help or more
of a challenge in the classroom. A variety of strategies or
interventions are suggested. An individual education plan is developed
and monitored for students who qualify for special education. Students
who are evaluated but do not meet criteria for identification are
monitored with a general education intervention plan. Modifications,
such as preferential seating, additional time, and homework adjustments,
may be used to help students achieve.

**3. Describe how the school communicates student performance, including
assessment data, to parents, students, and the community.**

Feedback on individual student performance through formal assessment
data and informal assessment such as rubrics and portfolios is shared
with students and parents on an on-going basis.

Report cards are discussed at the first quarter parent conference, and
subsequent grade reports are sent home each quarter. Additional
conferences, mid-term quarterly reports, and weekly folders keep parents
and students informed of their progress.

School-wide assessment results, such as standardized tests and the state
assessments, are shared with parents, students, and the community in
several ways. Group meetings with the principal and reading specialist
enable parents to gain a better understanding of what formal assessment
data means. The community is informed about school-wide test scores
through our school newsletter, PTA, School Site Council, the local
media, and our School Report Card published by the state. The state also
sends home a certificate recognizing each student whose performance on a
state assessment is considered "advanced" or "proficient." School
district patrons are supportive and interested in how their neighborhood
schools perform.

**4. Describe how the school will share its successes with other
schools.**

Mill Creek School will continue to share its successes with other
schools through the cooperative efforts and mechanisms that are already
in place. Mentoring is an on-going project with a neighboring district.
Teachers from surrounding school districts visit Mill Creek to observe
direct instruction and collaborate with our teachers. We are assisting
them in the development of instructional goals.

Our teachers serve as curriculum mentors to other district teachers. Our
staff meets with other school staffs on in-service days where we share
strategies and interventions on such topics as differentiated
instruction and cognitive-coaching. Our librarian trains other
librarians during the year on changes in technology. Mill Creek teachers
serve on curriculum and adoption committees. Our principal meets with
other principals on a regular basis to share ideas and discuss effective
instructional strategies.

Mill Creek has had a long-standing successful fine arts program. Our
teachers willingly share program ideas such as "The Wizard of Oz" and
"Martin Luther King" with neighboring schools.

Our PTA frequently exchanges ideas between parents and teachers with
other schools. Our successful programs, such as Family Technology Night
and Family Reading Night, are shared with patrons of other schools.

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

**1. Describe the school's curriculum and show how all students are
engaged with significant content, based on high standards.**

Mill Creek School's core resource is the Shawnee Mission research-based
curriculum guide. It contains the strands and instructional objectives
K-6. Our scope and sequence is aligned with the state curricular and
national standards. Our staff uses long-range lesson plans and quarterly
checklists because they are dedicated to delivering the best
instructional program for all students. Open Court Reading and Harcourt
Math programs are detailed on the next page.

Mill Creek provides a traditional writing program supplemented by our
focus on six-trait writing. The six-trait writing process is taught to
students at every grade level and is integrated throughout the
curriculum. Students at each grade level write stories, research
reports, and journals to practice their writing skills. Many students
enter writing projects in the district sponsored Research and
Development Forum and PTA sponsored writing contests. PTA also
coordinates the annual Writers/Illustrators Workshop for grades 3-6.
Mill Creek attained the Kansas Standard of Excellence in Writing in
1998, 1999, 2000, and 2002.

Our Social Studies core curriculum focuses on the elements of cultural
diversity and is integrated into all subject areas. Students express
this understanding through city, state, and country reports,
international banquet, role-playing, hero papers and speeches,
mini-society, and pen pal experiences.

Science is an inquiry based, hands-on, investigative program.
Understanding the scientific process is the focus of our science
curriculum. Science projects are demonstrated and displayed at the
school's open house and the district's Research and Development Forum.
Mill Creek attained the Kansas Standard of Excellence in both Science
and Social Studies in 2001, the only year the recognition has been
given.

Our students are involved in many technology applications. Students are
presented a keyboarding curriculum through the computer lab and
teacher-led instruction. Our lab consists of 26 state-of-the-art
computers with Internet access. Additional computers are in each
classroom grades 3-6 for practice and enrichment. A variety of software
programs are available to students. Computer Club and Family Technology
Night are offered to 4th grade students. Our on-line library/media
center is a vital link to literature appreciation, reference, and
research skills and includes access to the card catalog. Teachers are
supported with literature selections and professional books.

The fine arts are an integral part of our children's education. The art
curriculum focuses on four domains of the visual arts, which include art
history, art criticism, aesthetics, and art production. The music
curriculum allows students to perform, compose, listen, and develop
concepts for lifetime enjoyment. The choir, band, and strings program
are offered to 4^th^, 5^th^, and 6^th^ graders.

Physical education encourages students to develop skills and a lifetime
program of physical fitness. Fitness breaks are encouraged on days
students do not receive physical education. Intramurals are an extension
of the activities taught in class and are offered to 5^th^ and 6^th^
graders.

The goal at Mill Creek is to meet the curricular needs of every child.
Our reading specialist serves students needing remediation, enrichment,
and English as a Second Language. Our resource room serves students with
learning disabilities in the areas of reading, math, and written
language. Other students may qualify for the district-gifted program.
Sixth grade students have the opportunity to test out of sixth grade
mathematics and participate in an early morning advanced pre-algebra
class.

**2.** **Describe the school's reading curriculum, including a
description of why the school chose this particular approach to
reading.**

Our core reading curriculum K-6 is the Open Court Reading Program
(Science Research Associates) adopted by our school district. We endorse
this research-based program because its components of phonemic
awareness, phonics, vocabulary knowledge, fluency, comprehension
strategies and writing support achievement. Students are exposed to
writing styles and genre that enable them to read "real world" texts.
Authentic literature is organized around social studies and science
themes lending itself to a natural integration of content. Systematic
instruction provides guided practice for students developing them into
independent learners. Our teachers strongly believe that the Open Court
program is correlated to our high achievement scores. Mill Creek
attained the Kansas Standard of Excellence in Reading in 2000, 2001, and
2002.

Home-school reading programs, highly supported by our parents, motivate
our students to develop into lifelong readers. Our "Chat and Chew"
program is parent facilitated. It promotes good literature and
discussion. Family Reading Night provides an opportunity for parents and
children to attend a variety of sessions that demonstrate ways to enrich
literature at home. Community preschoolers are introduced to our library
through Preschool Pals.

Teachers continually monitor individual fluency and comprehension. Early
intervention is a key component of our reading program. The reading
specialist and classroom teachers develop diagnostic assessments.
Students identified with reading delays are provided intensive
instructional interventions. Remedial strategies target students through
individual instruction, small group, or collaborative teaching with the
classroom teacher.

**3. Describe one other curriculum area of the school's choice and show
how it relates to essential skills and knowledge based on the school's
mission.**

Math instruction at Mill Creek incorporates basic computation skills,
understanding of math concepts, and problem solving. Our core curriculum
is provided and designed by our school district and supplemented by
materials from Harcourt Brace and others. Our district provides daily
and weekly computation practice and basic skills tests. This provides
distributed practice and allows assessment of targeted skills.

Problem solving is a major focus at Mill Creek. Useful terminology and
strategies were developed by our staff and are used building wide.
Students in grades 4-6 have opportunities to participate in district
"Mathletics" competitions where they work in teams to solve challenging
math problems. This activity encourages teamwork, and cooperation, and
solving real life problems. Students compete in Olympiads, a national
program, as well as our district Pentathlon program. Mill Creek
Olympiads teams have consistently earned the Highest Achievement Award,
placing them among the top 10% of all national teams. Our students also
participate in the district Research and Development Forum participatory
events and citywide competitions. Here problem solving as well as
concept and computational skill development are emphasized. Mill Creek
students traditionally perform well in all of these competitions.

Family Math Night provides our families an opportunity to participate in
problem solving as team units in friendly competition. High expectations
encourage students to value mathematics. Mill Creek has attained the
Kansas Standard of Excellence in Mathematics for 2000, 2001, and 2002.

**4.** **Describe the different instructional methods the school uses to
improve student learning.**

Differentiated instruction is a key to successful student achievement at
Mill Creek. Students are exposed to different learning experiences
through content, activities, and products. Teachers use on-going
assessment to help them develop lessons including tiered activities.
Direct instruction, cooperative learning, jigsaw activities, student
facilitated learning activities, and peer tutoring are some of the
methods we use to differentiate curriculum content.

We have numerous programs in place to address student readiness and
learning. Our students are offered accelerated programs in math and
vocabulary development. Many of our students participate in the
district-gifted program. Our students participate in oral and written
competitions in all curricular areas.

Our "Class Within A Class" model allows the resource room teacher and
reading specialist to do collaborative teaching with the general
education teacher. Parent volunteers, high school cadets, educational
aides and paraprofessionals assist teachers by providing academic
support to all of our students through small group or individual
tutoring. Itinerate district resource personnel are involved with
students at every grade level. Mill Creek staff has been recognized by
the district's "Friends of Special Education" award.

The effective use of these various strategies and methods has helped our
building consistently meet the Kansas Standard of Excellence in Math,
Reading, Writing, Science and Social Studies.

**5. Describe the school's professional development program and its
impact on improving student achievement.**

Mill Creek staff has developed a results-based staff development
program. This is a component of our School Improvement Plan. Our program
is revised each year based on test results and teacher feedback. Our
Principal uses formal and informal observations to help us measure the
effectiveness of our professional development process. This systemic
process drives the professional development at Mill Creek. In turn staff
development has had a positive impact on our student achievement and
helps us demonstrate "continuous improvement."

Teachers are encouraged to attend district staff development classes
that correlate to our School Improvement Plan. We are supported and
encouraged to attend local or national conferences and share new ideas
with the staff. Mentoring support is available within our building as
well as within our district.

We share current research at faculty meetings, in-service, and
workshops. For example recent in-services provided information on
cultural diversity, A.D.D., Asberger's Syndrome, and gifted education.
Workshops on assessment have broadened our view of how students learn.
Literature such as "Master Teacher" is circulated. Research tips are
passed via e-mail to staff and to parents through our newsletter.

# Mill Creek State Criterion-Referenced Assessment

Grade [5]{.underline} Test [Kansas Reading Assessment]{.underline}

Publication Year [2000]{.underline} Publisher [University of
Kansas]{.underline}

Scores are reported here as: [Average percent correct]{.underline}

The Kansas Reading Assessment is administered annually to students in
the fifth grade as mandated by the state. The questions from four
different text types of authentic selections are grouped into one of
three content areas: comprehension, vocabulary, and literary structure.
The reading assessments take on the format of a multiple-correct yes/no
(true/false) test for the student meaning several choices are presented
as alternative responses to the question. A total reading score is
derived by equally weighting each of the text types to form an average
percent correct composite score.

Kansas uses five performance levels for its state assessments. They are
advanced, proficient, satisfactory, basic and unsatisfactory. Students
are considered to have met the state standard when they perform at the
"satisfactory" level or above, which is equivalent to the national
"proficient" performance level. The State of Kansas awards the Standard
of Excellence to schools when they meet the criteria for high
achievement. The two most important components to achieve this
recognition are the number of students whose score fall within the
advanced level (a minimum of twenty-five percent) as well as low numbers
of students within the unsatisfactory level (a maximum percentage of not
more than five).

+---------------------+---------------+---------------+---------------+
|                     | 2001-2002     | 2000-2001     | 1999-2000     |
+---------------------+---------------+---------------+---------------+
| Testing Month       | F             | March         | March/April   |
|                     | ebruary/March |               |               |
+---------------------+---------------+---------------+---------------+
| # MILL CREEK SCORES |               |               |               |
+---------------------+---------------+---------------+---------------+
| TOTAL READING---    | 90.0          | 90.0          | 89.3          |
|                     |               |               |               |
| Mean Percent        |               |               |               |
| Correct             |               |               |               |
+---------------------+---------------+---------------+---------------+
| At Advanced         | 43.8%         | 35.7%         | 43.6%         |
+---------------------+---------------+---------------+---------------+
| At or Above         | 73.9%         | 71.4%         | 73.1%         |
| Proficient          |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above         | 94.4%         | 97.1%         | 87.2%         |
| Satisfactory        |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above Basic   | 100%          | 100%          | 100%          |
+---------------------+---------------+---------------+---------------+
| Unsatisfactory      | 0%            | 0%            | 0%            |
+---------------------+---------------+---------------+---------------+
| Number of students  | 73            | 70            | 78            |
| tested              |               |               |               |
+---------------------+---------------+---------------+---------------+
| Percent of students | 100%          | 100%          | 100%          |
| tested              |               |               |               |
+---------------------+---------------+---------------+---------------+
| Number of students  | 0             | 0             | 0             |
| excluded            |               |               |               |
+---------------------+---------------+---------------+---------------+
| Percent of students | 0%            | 0%            | 0%            |
| excluded            |               |               |               |
+---------------------+---------------+---------------+---------------+
|                     |               |               |               |
+---------------------+---------------+---------------+---------------+
| #                   |               |               |               |
| KANSAS STATE SCORES |               |               |               |
+---------------------+---------------+---------------+---------------+
| TOTAL READING-      | 81.2          | 81.2          | 81.1          |
|                     |               |               |               |
| Mean Percent        |               |               |               |
| Correct             |               |               |               |
+---------------------+---------------+---------------+---------------+
| At Advanced         | 14.8%         | 14.0%         | 15.4%         |
+---------------------+---------------+---------------+---------------+
| At or Above         | 39.5%         | 39.4%         | 40.2%         |
| Proficient          |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above         | 62.4%         | 63.6%         | 62.3%         |
| Satisfactory        |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above Basic   | 87.1%         | 86.2%         | 86.3%         |
+---------------------+---------------+---------------+---------------+
| Unsatisfactory      | 12.9%         | 13.7%         | 13.7%         |
+---------------------+---------------+---------------+---------------+

-   Mill Creek achieved the Standard of Excellence in Reading for 2000,
    2001, and 2002.

-   94-97% of students performing at national "proficient" equivalency
    performance level 2001, 2002.

-   35.7% to 43.8% of students performing at the advanced performance
    level; 0% at unsatisfactory level.

-   Subgroup disaggregation by socio-economic status and ethnicity would
    create a sample size statistically insignificant (less than 6) and
    would lead to the identification of individual students.

# Mill Creek State Criterion-Referenced Assessment

Grade [4]{.underline} Test [Kansas Math Assessment]{.underline}

Publication Year [2000]{.underline} Publisher [University of
Kansas]{.underline}

Scores are reported here as: [Average percent correct]{.underline}

The Kansas Math Assessment is administered annually to students in the
fourth grade as mandated by the state. The questions are grouped into
four content areas: numbers and computation, algebra, geometry, and
data. Items on the tests are multiple-choice with only one correct
answer to be selected from the response options provided to a question.
A total math score is derived by equally weighting the knowledge and
application indicators to form an average percent correct composite
score.

Kansas uses five performance levels for its state assessments. They are
advanced, proficient, satisfactory, basic and unsatisfactory. Students
are considered to have met the state standard when they perform at the
"satisfactory" level or above, which is equivalent to the national
"proficient" performance level. The State of Kansas awards the Standard
of Excellence to schools when they meet the criteria for high
achievement. The two most important components to achieve this
recognition are the number of students whose score fall within the
advanced level (a minimum of twenty-five percent) as well as low numbers
of students within the unsatisfactory level (a maximum percentage of not
more than five).

+---------------------+---------------+---------------+---------------+
|                     | 2001-2002     | 2000-2001     | 1999-2000     |
+---------------------+---------------+---------------+---------------+
| Testing Month       | March         | March         | March/April   |
+---------------------+---------------+---------------+---------------+
| # MILL CREEK SCORES |               |               |               |
+---------------------+---------------+---------------+---------------+
| TOTAL MATH---       | 73.1          | 76.0          | 71.5          |
|                     |               |               |               |
| Mean Percent        |               |               |               |
| Correct             |               |               |               |
+---------------------+---------------+---------------+---------------+
| At Advanced         | 47.6%         | 64.2%         | 47.9%         |
+---------------------+---------------+---------------+---------------+
| At or Above         | 85.7%         | 88.1%         | 81.7%         |
| Proficient          |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above         | 98.4%         | 97.1%         | 93.0%         |
| Satisfactory        |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above Basic   | 100%          | 100%          | 100%          |
+---------------------+---------------+---------------+---------------+
| Unsatisfactory      | 0%            | 0%            | 0%            |
+---------------------+---------------+---------------+---------------+
| Number of students  | 63            | 67            | 71            |
| tested              |               |               |               |
+---------------------+---------------+---------------+---------------+
| Percent of students | 100%          | 100%          | 100%          |
| tested              |               |               |               |
+---------------------+---------------+---------------+---------------+
| Number of students  | 0             | 0             | 0             |
| excluded            |               |               |               |
+---------------------+---------------+---------------+---------------+
| Percent of students | 0%            | 0%            | 0%            |
| excluded            |               |               |               |
+---------------------+---------------+---------------+---------------+
|                     |               |               |               |
+---------------------+---------------+---------------+---------------+
| #                   |               |               |               |
| KANSAS STATE SCORES |               |               |               |
+---------------------+---------------+---------------+---------------+
| TOTAL MATH-         | 56.3          | 56.0          | 53.8          |
|                     |               |               |               |
| Mean Percent        |               |               |               |
| Correct             |               |               |               |
+---------------------+---------------+---------------+---------------+
| At Advanced         | 17.8%         | 16.5%         | 13.5%         |
+---------------------+---------------+---------------+---------------+
| At or Above         | 44.7%         | 41.6%         | 38.5%         |
| Proficient          |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above         | 66.8%         | 66.7%         | 61.7%         |
| Satisfactory        |               |               |               |
+---------------------+---------------+---------------+---------------+
| At or Above Basic   | 88.3%         | 87.9%         | 85.7%         |
+---------------------+---------------+---------------+---------------+
| Unsatisfactory      | 11.7%         | 12.2%         | 14.4%         |
+---------------------+---------------+---------------+---------------+

-   Mill Creek achieved the Standard of Excellence in Math for 2000,
    2001, and 2002.

-   97-98% of students performing at national "proficient" equivalency
    performance level 2001, 2002.

-   47.6% to 64.2% of students performing at the advanced performance
    level; 0% at unsatisfactory level.

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-   Subgroup disaggregation by socio-economic status and ethnicity would
    create a sample size statistically insignificant (less than 6) and
    would lead to the identification of individual students.

# Mill Creek National Norm-Referenced Assessment

Grade [3]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form K, 1992]{.underline} Publisher [Riverside
Publishing Co.]{.underline}

What groups were excluded from testing, why, and how were they assessed?
[No students were excluded from testing 1997-98, 1998-99 and 1999-00.
One student with multiple disabilities was excluded from the testing in
2000-01, and two students were excluded from the testing in 2001-02; one
with multiple disabilities and one with autism. Daily classroom
assessments and curriculum-based measurements were used to assess
progress.]{.underline}

Scores are reported here as [National Percentiles]{.underline}

Mill Creek Elementary School administers the Iowa Test of Basic Skills
in April of each year in grade 3. The Iowa Test of Basic Skills is a
standardized achievement battery of tests that measures the achievement
of individual students, evaluates the effectiveness of programs, texts,
and curricula, assists schools in identifying the strengths and
weaknesses of their students, and assists schools in documenting the
growth of their students for state accreditation. The ITBS is a
collection of tests in several subject areas including vocabulary,
reading comprehension, spelling, capitalization, punctuation, usage and
expression, math concepts and estimation, math problem-solving and data
interpretation, math computation, social studies, science, maps and
diagrams, and reference materials. The score reported in the graph is
the Composite. The Composite score is an average of the standard scores
of the main tests: reading, language, mathematics, social studies,
science, and sources of information. The resulting average is then
normed for percentile ranks. The building's percentile rank describes
how that school is doing compared to all schools in the nation. The
scores reflected in the graph include all students who took the test,
the special education students and the general education students.

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

  Testing Month         April       April       April       April       April

  School Composite      94%         96%         98%         93%         98%
  Score---National                                                      
  Percentile Rank                                                       

  Number of students    68          64          66          70          71
  tested                                                                

  Percent of students   97%         98%         100%        100%        100%
  tested                                                                

  Number of students    2           1           0           0           0%
  excluded                                                              

  Percent of students   3%          2%          0%          0%          0%
  excluded                                                              
  --------------------- ----------- ----------- ----------- ----------- -----------

-   School norms, used for comparing schools nationwide; place Mill
    Creek's 3^rd^ grade composite scores in the top 2-6% of all the
    schools in the nation during the last three years.

-   Scores have remained constant over time showing that students at
    Mill Creek Elementary School continue to perform at a high level on
    a consistent basis.

-   Subgroup disaggregation by socio-economic status and ethnicity would
    create a sample size statistically insignificant (less than six) and
    would lead to the identification of individual students.

# Mill Creek National Norm-Referenced Assessment

Grade [6]{.underline} Test [Iowa Test of Basic Skills]{.underline}

Edition/publication year [Form K, 1992]{.underline} Publisher [Riverside
Publishing Co.]{.underline}

Scores are reported here as [National Percentiles]{.underline}

Mill Creek Elementary School administers the Iowa Test of Basic Skills
in April of each year in grade 6. The Iowa Test of Basic Skills is a
standardized achievement battery of tests that measures the achievement
of individual students, evaluates the effectiveness of programs, texts,
and curricula, assists schools in identifying the strengths and
weaknesses of their students, and assists schools in documenting the
growth of their students for state accreditation. The ITBS is a
collection of tests in several subject areas including vocabulary,
reading comprehension, spelling, capitalization, punctuation, usage and
expression, math concepts and estimation, math problem-solving and data
interpretation, math computation, social studies, science, maps and
diagrams, and reference materials. The score reported in the graph is
the Composite. The Composite score is an average of the standard scores
of the main tests: reading, language, mathematics, social studies,
science, and sources of information. The resulting average is then
normed for percentile ranks. The building's percentile rank describes
how that school is doing compared to all schools in the nation. The
scores reflected in the graph include all students who took the test,
the special education students and the general education students.

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

  Testing Month         April       April       April       April       April

  School Composite      98%         98%         98%         99%         96%
  Score---National                                                      
  Percentile Rank                                                       

  Number of students    70          81          92          83          75
  tested                                                                

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

  Number of students    0           0           0           0           0
  excluded                                                              

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

-   School norms, used for comparing schools nationwide; place Mill
    Creek's 6^th^ grade composite scores in the top 1-2% of all the
    schools in the nation during the last four years.

-   Low student mobility rate (2%) allows us to compare cohort
    groups---students who took the ITBS in 3^rd^ grade and remained at
    Mill Creek and took the test again in 6^th^ grade.

-   Compared to 1998 Composite scores for 3^rd^ graders at the 98%,
    Composite scores in 2002 as 6^th^ graders were at the 98%. Scores
    remain consistently strong over time showing that students at Mill
    Creek continue to perform at a high level.

-   Compared to 1999 Composite scores for 3^rd^ graders at the 93%,
    Composite scores in 2002 as 6^th^ graders were at the 98%
    representative of significant improvement.

-   Academic achievement is a high priority at Mill Creek Elementary
    School.

-   Subgroup disaggregation by socio-economic status and ethnicity would
    create a sample size statistically insignificant (less than six) and
    would lead to the identification of individual students.