##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[X\] Elementary
\[ \] Middle \[ \] High \[ \] K-12 \[ \]Charter

Name of Principal [Mr. Alan Charles]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [516 N.
Pine]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Hoisington]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[KS]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[67544-2103]{.underline}\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
[Barton]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*
[6374]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [(620)653-4549]{.underline} Fax [(620)653-4384]{.underline}

Web site/URL [www.usd431.net]{.underline} E-mail
[acharles@usd431.net]{.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. Demitry Evancho]{.underline}

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

District Name [USD #431]{.underline} Tel. [(620)653-4134]{.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. Mike Kaiser

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

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

**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 for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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: \_\_\_[2\_]{.underline}\_
Elementary schools

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

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

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

\_\_\_\_\_ Other

\_\_\_[4\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\$10,533]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: [\_\$9,624]{.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\. \_\_[22]{.underline}\_\_\_Number of years the principal has been in
her/his position at this school.

\_\_[NA]{.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**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**       13        20                     **33**       **12**                            

  **5**       13        17                     **30**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   63
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of \_[\_86]{.underline} % White

the school: \_\_ [3]{.underline} % Black or African American

[\_\_ 8]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\_\_3 % 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:
[\_\_\_11]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

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

  **(3)**                   Total of all transferred    7
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 63
                            the school as of October 1  

  **(5)**                   Total transferred students  .11
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           11
                            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:
[\_\_\_44\_\_\_\_\_%]{.underline}

Total number students who qualify: \_\_[\_28]{.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:
\_\_\_\_[23]{.underline}\_\_\_\_%

\_\_\_\_[14]{.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. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[2]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[9]{.underline}\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_[1]{.underline}\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_[2]{.underline}\_\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

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

Paraprofessionals \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[1\_\_\_]{.underline}

> Support staff \_\_\_[2]{.underline}\_\_\_
> [\_\_\_\_3]{.underline}\_\_\_
>
> Total number \_\_\_[8\_\_\_]{.underline} [\_\_\_\_13]{.underline}\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [\_16:1]{.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. Also
explain a high teacher turnover rate.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

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

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

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

  Student dropout rate       \%          \%          \%          \%          \%
  (middle/high)                                                              

  Student drop-off rate      \%          \%          \%          \%          \%
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Lincoln Elementary School is located in Hoisington, in Central Kansas,
and is part of USD #431 Schools. Our school is in a rural community
setting with approximately 2,600 residents, with an economy historically
based on oil and agriculture. Our city sits on the edge of the Cheyenne
Bottoms Wildlife area, which is one stop on the major migratory route
for birds migrating south.

Lincoln Elementary opened its doors to students in 1927, and has been in
operation since that time. It has been a K-6 building, a K-5 building,
and now houses the districts 4^th^ and 5^th^ grade students. The
building has gone through many remodeling and upgrades through the years
with the additions of a gymnasium, new windows, air conditioning, making
the bathrooms and building handicapped accessible, new lighting in the
classrooms and hallways, and remodeling to classrooms. Even though the
building has been in use for almost 80 years, it still provides a very
functional and positive learning environment for our district students.

At Lincoln Elementary our mission has always been to "Provide a safe
environment in which to motivate students and to expose them to a wide
range of experiences." The Lincoln staff has focused on basic skills and
makes sure that all of our students have developed a strong base that
will provide a strong foundation for future learning. To make this
happen, an after school homework help program was started and continues
today to help struggling students after school. Sessions are also
provided for students falling behind with mastery of state standards in
reading and math for additional practice. A Jump Start Summer School was
added two years ago to help targeted students springboard to success by
having them come to school three weeks early to refresh skills that may
have declined during the summer vacation. In all of these endeavors, the
involvement of the Lincoln Staff has made these projects successful, and
the willingness of the all staff to work together has been what has made
this school special for students and other fellow staff members.

Students enjoy attending our school and they feel it is important to do
their best in school. To foster the goal of academic excellence Honor
Roll Assemblies are held each nine weeks to honor high achieving
students as well as students that have improved their grades. A
school-wide student council helps choose fun activities at the end of
each nine weeks, as well as school-wide projects and activities.
Drawings are held each Friday for Positive Pencil Giveaways as an
incentive to promote positive attitudes and enhance the building
climate. Students participate in music and physical education every day.
These programs are enjoyed by the Lincoln Students.

Technology opportunities for our students have been an ingredient for
increasing our students' success. Students have available a computer lab
in the building, as well as a lap top cart, and computers can be
accessed in the classroom and in the Lincoln library.

Even though we have seen declining enrollment, and increasing numbers of
free and reduced students over the last few years, our test scores have
increased. We have strong support from our parents, and many parents are
highly involved with their students' education as we had 98 % of our
parents attend our last conferences. Even with all the changes in
student population we have been able to keep our teacher to student
ratio low with a 16 to 1 ratio this past year. The staff at Lincoln
Elementary is constantly looking for ways to make our students
successful today and in their future educational years.

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

**1. Assessment Results**. During the 2005-2006 school year all Lincoln
Elementary fourth and fifth grade students were administered the Kansas
State Reading and Math Assessment. Each grade level was required to take
both of these tests, which are prepared by the Center for Educational
Testing and Evaluation (CETE) at the University of Kansas, during the
same calendar school year. Prior to the 2005-2006 school year only the
fifth grade took the Kansas State Reading Assessment, while the fourth
grade was administered the Kansas State Math Assessment. These Kansas
Assessments are not only used to determine our Adequate Yearly Progress
(AYP), but also to determine our school's accreditation (QPA). The State
Assessments are related directly to the Kansas State Standards and can
be found on the Kansas State Department of Education web page,
[www.ksde.org](http://www.ksde.org/).

Categories for the 2005-2006 Kansas State Assessments have changed
somewhat to better identify students and to give guardians a clearer
understanding of how their child and child's school is performing. There
are still five categories in which students' scores are reported. These
include Exemplary (Exemplary), Exceeds Standard (Advanced), Meets
Standard (Proficient), Approaches Standard (Basic), and Academic Warning
(Unsatisfactory). A certain percentage of our students' scores must be
at or above the cut score, the score that the state has set for each
category, for Meets Standard in order to make AYP.

School performance data for the General Reading Assessment is reported
using the following performance levels and cut points:

> **•** Exemplary -- 4^th^ (89-100) / 5^th^ (88-100) -- student
> independently demonstrates the ability
>
> to go beyond the text consistently.
>
> **•** Exceeds Standard -- 4^th^ (81-88) / 5^th^ (80-87) -- student
> independently demonstrates
>
> inferential understanding within a text.
>
> **•** Meets Standard -- 4^th^ (68-80) / 5^th^ (68-79) -- student
> demonstrates a literal understanding
>
> of text with instructional support before, during an/or after reading.
>
> **•** Approaches Standard -- 4^th^ (57-67) / 5^th^ (57-67) -- student
> requires extensive support in
>
> decoding text. Application of knowledge and skills is limited,
> inconsistent, or
>
> incomplete. Intervention is necessary.
>
> **•** Academic Warning -- 4^th^ (0-56) / 5^th^ (0-56) -- student does
> not meet any of the preceding
>
> criteria.

Fifth grade students have steadily shown improvement on the reading
assessment over the past five years. In 2006, 95% of the students at
Lincoln Elementary scored "Meets Standard" or above. Because of the high
percentage of students accomplishing these scores, our fifth grade met
the Kansas Standard of Excellence. The results from 2002-2005, (67%,
63%, 75%, 85%), also show how our students have progressed. Students in
the low socio-economic subgroup scored 95% "Meets Standard" or above in
2006 compared with 45%, 60%, 57%, and 76%, during the years 2002-2005.

Student performance data for the General Kansas State Math Assessment,
which measure understanding in number sense, algebraic concepts,
geometry, and data, is reported using the following performance levels
and cut points:

> **•** Exemplary -- 4^th^ (89-100) / 5^th^ (88-100) -- student
> demonstrates superior knowledge and
>
> a comprehensive understanding of all four standards.

**•** Exceeds Standard -- 4^th^ (80-88) / 5^th^ (78-87) -- student
demonstrates a high level of

knowledge and comprehension understanding within at least three of the
four standards.

**•** Meets Standard -- 4^th^ (63-79) / 5^th^ (62-77) -- student
demonstrates sound knowledge and

understanding within four areas of the standards, but may not be able to
apply his or her

understanding within each of the four areas.

**•** Approaches Standard -- 4^th^ (54-62) / 5^th^ (54-61) -- student is
having difficulty

consistently demonstrating basic skills, concepts, and procedures across
one or more

standards.

**•** Academic Warning -- student does not demonstrate understanding of
facts, concepts, or

procedures across one or more standards.

Lincoln Elementary fifth grade students have demonstrated continuous
improvement on the General Kansas State Math Assessment. During the 2006
testing window our students also met the Kansas Standard of Excellence
in Math due to 100% of our students testing "Meets Standard" or above.
This includes 55% of our students testing "Exemplary". In the years
2002-2005 the percentage of students testing in the "Proficient"
category gradually increased. These scores were 53%, 76%, 78%, and 98%
respectively. Students in the low socio-economic subgroup scored 95%
"Meets Standard" or above in 2006 compared with 39%, 72%, 77%, and 94%
during the years 2002-2005.

Although state assessments have been administered for a number of years,
comparisons between this year's results and prior years do not produce
reliable conclusions and would not be valid. This year Kansas students
were given new assessments developed from new State Board of Education
approved curricular standards. This will make 2006 the beginning of a
new baseline for assessment data.

**2. Using Assessment Results**

Focusing on the data, and using it to drive the instruction in the
classroom has certainly been a key factor in improving test scores.
Lincoln Elementary educators use various forms of assessments to guide
instruction. In order to do this, the district first aligned its
curriculum to the state standards incorporating curriculum mapping to
coordinate efforts throughout the district. In addition to the state
assessments, local assessments and checklists were developed in order to
assess instructional needs.

Local criterion referenced tests, along with checklists are used to
continually analyze student needs and drive instruction. Prompt
intervention is provided for those struggling with a specific standard.
Students who are repeatedly struggling are provided extra assistance in
various forms. One means of providing this assistance is in the form of
an After School Program. In addition to the classroom teacher,
paraprofessionals, Title I instructors, and special education
instructors are available to provide individual or small group
assistance. A Student Intervention Team (SIT) is used to diagnose and
plan additional intervention strategies for these students as well.

All district teachers have been trained in analyzing State Assessment
scores. Through this practice, scores are not only used to determine
individual student needs, but also to guide instruction. Teachers look
at specific standards that may show the need to modify instruction. It
also provides positive feedback on those standards that are covered and
comprehended well.

Data is also used to determine needs in the area of staff development.
In order to use the data effectively, teachers at Lincoln Elementary
have been trained in analyzing State Assessment data. Teachers are also
trained in understanding the State Standards and provided with
strategies to teach them. Additional training is provided to meet needs
as they arise.

**3. Communicating Assessment Results:** Lincoln Elementary communicates
student performance to students, parents, and the community in a variety
of ways. Students interact with teachers to receive feedback in their
performance by conferencing with classroom teachers as well has having
access to power school to look at grades at any time during the nine
week grading period. Students receive feedback on state assessments very
quickly as all assessments are taken online.

Parents receive state assessment score printouts provided on the CETE
website mailed to their home each year. Conferences are held twice a
year and grades and progress reports are sent home eight times per year.
The last Parent-Teacher Conferences had a 98% parent participation rate.
Parents are informed if their student is not mastering state standards
and remedial practice sessions are scheduled. All students take the STAR
(Standardized Test for Assessment of Reading) and parents receive these
results.

The Board of Education is given a yearly report on state assessment
scores as well as a yearly presentation made to all students achieving
exemplary status at our Winter Jam Basketball Tournament in January.
Building Report Card information is sent home to parents on a yearly
basis and test results are published in local newspaper. Classes meeting
the Standard of Excellence have their class posted on a banner updated
each year at the district community building.

Site Councils are used extensively to share information and to also
receive valued feedback from parents and community as to how we can work
with our community to keep them informed about our educational progress.

**4. Sharing Success:** The staff and administration has always felt it
is very important for both us and other schools to share successes they
have had at their individual schools. We have borrowed many successful
ideas from other educators and schools and adapted or modified them to
make them successful at Lincoln Elementary.

In the last five years we have had numerous schools contact us about
student achievement and how we were able to obtain the gains that we
have made. We have been able to accommodate them with visits or
suggestions by phone as to what we are doing and what might work for
them. Lincoln Elementary has also been able to share many of these ideas
with the other buildings in our district at staff inservices and at
district site council meetings as well as board meetings.

The building principal as well as 50% of the Lincoln Staff has been part
of visiting accreditation teams for districts outside of USD #431. This
process has allowed us to share ideas with other buildings and districts
that have been successful and might work for their building or district.

Our district and building work very closely with our district service
center ESSDACK

(Education Services and Staff Development Association of Central
Kansas), to receive training in successful practices. We also have had
the opportunity to share ideas with other ESSDACK members in Workshops
or in Administrator forums.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Lincoln Elementary's curriculum in each of the
content areas is directly guided by the Kansas State Standards.
Instructors follow a comprehensive program that guides our curriculum
with the integration of communication, higher-level thinking skills,
problem solving strategies, and real-world application in the content
areas.

Math instruction follows the Kansas State Standards which is broken into
four main categories; numbers and computation, algebra, geometry, and
data. In addition to basic mathematical concepts, an emphasis is placed
on problem solving and real world application. An 80 minute block allows
instruction to be enhanced through the use of technology, games,
manipulatives, graphic organizers, and cooperative learning. Technology
is also an integral part of the math curriculum and other content areas.

Teachers use Leveled Guided Reading groups to provide students
instruction and interaction in a smaller setting. Students are given the
opportunity to enhance reading accuracy, fluency, and comprehension due
to reading and working on the level where they can become more
successful. The Question Answer Relationship strategy has been adopted
district wide. This strategy helps students access prior knowledge and
provides a behavior for students when reading and answering questions.
The use of graphic organizers is another research based strategy that
the district has adopted.

The library specialist assists instructors with integrating literature
into the content areas. She is also very interactive with the children,
helping with research skills and selecting literature at their
appropriate levels.

Writing skills are taught using the Six -Trait Writing Model made up of
six key qualities. Included are ideas, organization, voice, word choice,
sentence fluency, and conventions. Students begin by choosing a topic
and brainstorming. Writing samples begin as rough drafts which are
revised and edited before producing the final copy. Rubrics are used as
tools to enhance their writings. Writing samples are produced across the
curriculum.

Our elementary science program emphasizes a hands-on approach. Inquiry
based, hands-on units are used to allow students to investigate
important issues in the world. Working in small groups allows students
to learn effectively while actively engaged in the discovery process.
This allows students to practice problem-solving skills, develop
positive science attitudes, learn new science content, and increase
their scientific literacy. Active investigations nurture student
curiosity and develop positive attitudes toward science.

The social studies teachers use technology and library media to enhance
the curriculum, encompassing civics, government, history and geographic
regions.

In order to develop the whole child, our music curriculum builds
lifelong enjoyment and skills in singing, playing instruments,
performing, analyzing and evaluating music. Students demonstrate their
skills by performing in concerts at school, and around the community.
Band is offered to 5^th^ grade students.

Our physical education program encourages all students to participate
and have success. We help develop motor skills, physical fitness levels,
and healthy life choices. All activities promote sportsmanship, self
confidence, and social skills. We also participate in the "Presidential
Physical Fitness Challenge" and the "Jump Rope for Heart" program which
helps our fitness level and the community.

A counselor provides classroom instruction covering various topics.
Students are trained in small groups to serve as peer mediators in order
to assist peers in day to day problem solving. Individual support is
provided on an as needed basis.

Art lessons are developed to extend the curriculum. Experiences are
designed to strengthen the students' abilities to create original
artwork. Student work is displayed throughout the school.

2a. **(Elementary Schools)** **Reading:** The reading curriculum at
Lincoln Elementary is based on a balanced literacy approach. We chose
this curriculum because each element is essential in building a
successful reader. This approach is based on reading TO, WITH, and BY.
Students are read "TO" everyday and teachers model reading strategies
while teaching state standards. Our read aloud program utilizes rich
literature by notable authors with a variety of text. Exposure to,
interaction with, and analysis of literature occurs in all curricular
areas and is an instructional strategy used by all teachers. Reading
WITH students during whole and small group lessons provides explicit
skills instruction. Whole class instruction is frequently selected by
the teacher when new material is being presented. Shared Reading is a
type of whole class instruction that allows students with varying
reading abilities exposure to and interaction with grade level
literature. Small group lessons allow teachers to form groups of
mixed-ability students and often include cooperative learning
structures. Guided Reading groups also provide teachers with time to
work with small groups who demonstrate similar abilities. In our reading
"WITH" students, a standards-based model of teaching for learning is in
place at each grade level, with essential state indicators outlined in
the bench mark areas. Independent reading "BY" all students occurs
during a specific silent reading time at school. Students are tested
three times during the school year to determine their independent
reading levels. Students are taught how to select literature appropriate
to their independent reading level.

Understanding the importance of reading, our school has designated a
larger amount of time to be spent on reading instruction and an emphasis
has been placed on teaching reading strategies cross curricular. Our
goal is to not only teach them to be better readers, but to promote the
lifelong desire to read independently.

3\. **Additional Curriculum Area: (Math):** Students at Lincoln
Elementary are provided a balanced curriculum that promotes learning at
each student's instructional level. Lincoln Elementary teachers have
used the Kansas State Mathematic Standards to align the fourth and fifth
grade curriculums. Two years ago Lincoln staff members and
administration identified the need for extended amounts of time in
subject areas that were assessed by the state. Subsequently, class
periods were reorganized and increased from 60 to 80 minutes per day.
This additional time allows teachers to provide students with authentic
practice of real world math situations and emphasize the district
problem solving model. Math instruction has also been enhanced by the
use of hands-on games, increased use of manipulatives, graphic
organizers, and cooperative learning. After attending several workshops
focusing on the state standards, teachers began designing lessons. These
creative lessons reinforced students' development to process at higher
levels.

Individualized student progress is frequently monitored with the use of
a standards/benchmark checklist. In addition to the checklist, student
performance is evaluated with paper- pencil/computerized formative
assessments prior to the state assessment testing window. After
analyzing the standards checklist, formative assessment scores, and
grade performance, teachers recommend low performing students for an
after school program. The 60 minute after school sessions are an
integral part of attaining individual student success. Guided practice
and one-on-one instruction are key components to this successful
program.

A school wide emphasis is placed on each student achieving a high level
of learning and reaching optimal potential. The use of incentives
throughout the school year for successfully meeting mathematical goals
has been well received by the student population at Lincoln Elementary.
Dodge-ball and kickball tournaments, bingo bash, a raffle, and a public
awards ceremony help inspire students to perform at their highest level
on standardized testing.

4\. **Instructional Methods:** Lincoln Elementary uses research-based
instructional methods and provides staff training so that all the
students that attend this building have the opportunity to be
successful. Through the use of whole-group, small-group, and individual
instruction students have risen to the challenge to be successful.

Lincoln staff use curriculum mapping strategies to make sure that all
students are being taught all standards and taught uniformly throughout
the building. Graphic Organizers and QAR (Questing-Answer-Response) are
used across the curriculum with district training provided to all staff.

Reading and math instruction are both based on the premise that students
must have enough time to digest what is being taught and for instructors
to have enough time to teach all that students must know. Both reading
and math sessions have been lengthened to 80 minutes per day, with not
all of that instruction at one continuous time.

Students receive instruction in the Six-Trait Writing Model as well as a
5 step problem solving model as both are used district-wide. Technology
instruction is provided to students with keyboarding skills, online
testing, internet access, a stationary lab, a mobile laptop cart, and
math and language programs.

Instruction is provided to students outside the normal educational day
by providing an after school help program for students needing
additional instruction and remediation. After school sessions are
provided for students falling behind in their master of grade level
standards. A jump start summer school starting three weeks before school
provides more one-on-one instruction to allow students to sharpen skills
before school starts in the fall. In all of these settings one to one
instruction is taking place with teachers and paras to help our students
be successful.

5\. **Professional Development:** Lincoln Elementary has a Results Based
Staff Development Plan in place which links staff development to goals
set in the School Improvement Plan. These documents, along with
individual staff members' Professional Development Plans are all linked
together to promote student learning. Student achievement is improved by
enhancing teaching techniques and focusing on a curriculum that
addresses the needs of the children. As they arise, training on research
based strategies are sought out to address these needs. The area service
center, ESSDACK, has provided great assistance on researching strategies
and providing training at many levels for our district. Training may
take place on an individual level, a building level, or a district
level. Individuals attending training are encouraged to share
information gained with colleagues. Two full days and five early release
days are built into the district calendar to be used for professional
development. A district level Professional Development Council
determines how these days will be used. Some of the previous
district-wide training offered has included Understanding the Kansas
State Standards, Data Analysis with the Kansas State Standards,
Curriculum Mapping, Technology in the Classroom, DIBELS, Six Trait
Writing, and Guided Reading. The district has also supported attendance
at national and state conferences with attendees sharing information
gained with colleagues.

Teachers at Lincoln Elementary understand that education and children
are ever changing and are willing to grow with them. The successes
they've had in implementing research based strategies in the classroom
show their commitment to meeting the instructional needs of the
children.

**PART VII -- ASSESSMENT RESULTS**

+--------------------------------------+-----+-----+-----+-----+---+----+
| **Kansas State Math Assessment       |     |     |     |     |   |    |
| Subject-Math Grade-4^th^             |     |     |     |     |   |    |
| (2002-2006)**                        |     |     |     |     |   |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
|                                      | 2   | 2   | 2   | 2   | 2 |    |
|                                      | 006 | 005 | 004 | 003 | 0 |    |
|                                      |     |     |     |     | 0 |    |
|                                      |     |     |     |     | 2 |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| **LINCOLN ELEMENTARY-ALL STUDENTS**  | Ma  | Ma  | Ma  | Ma  | M |    |
| Testing month                        | rch | rch | rch | rch | a |    |
|                                      |     |     |     |     | r |    |
|                                      |     |     |     |     | c |    |
|                                      |     |     |     |     | h |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% At or Above Meets Std.          | 97% | 95% | 78% | 76% | 5 |    |
| > (Proficient 2002-2005)             |     |     |     |     | 3 |    |
|                                      |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% At or Above Exceeds Std.        | 88% | 81% | 53% | 56% | 1 |    |
| > (Advanced 2002-2005)               |     |     |     |     | 9 |    |
|                                      |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% Exemplary (Exemplary 2002-2005) | 37% | 43% | 30% | 16% | 0 |    |
|                                      |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > Number of students tested          | 34  | 37  | 53  | 45  | 4 |    |
|                                      |     |     |     |     | 7 |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > Percent of total students tested   | 100 | 100 | 100 | 100 | 1 |    |
|                                      |     |     |     |     | 0 |    |
|                                      |     |     |     |     | 0 |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > Number of students alternatively   | 0   | 0   | 0   | 0   | 0 |    |
| > assessed                           |     |     |     |     |   |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > Percent of students alternatively  | 0   | 0   | 0   | 0   | 0 |    |
| > assessed                           |     |     |     |     |   |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| **[Subgroup Scores]{.smallcaps}**    |     |     |     |     |   |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| **[LINCOLN-ECONOMICALLY              |     |     |     |     |   |    |
| DISADVANTAGED]{.smallcaps}**         |     |     |     |     |   |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% At or Above Meets Std.          | 1   | 94% | 77% | 72% | 3 |    |
| > (Proficient 2001-2005)             | 00% |     |     |     | 9 |    |
|                                      |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% At or Above Exceeds Std.        | 93% | 69% | 50% | 48% | 9 |    |
| > (Advanced 2001-2005)               |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > \% Exemplary (Exemplary 2001-2005) | 33% | 31% | 30% | 24% | 0 |    |
|                                      |     |     |     |     | % |    |
+--------------------------------------+-----+-----+-----+-----+---+----+
| > Number of students tested          | 15  | 16  | 30  | 25  | 2 |    |
|                                      |     |     |     |     | 3 |    |
+--------------------------------------+-----+-----+-----+-----+---+----+

+-----------+------------+------------+----------------------+--------+
| Subject   | [Math]{.   | Grade 5    | [Assessment --       |        |
|           | underline} |            | Kansas State         |        |
|           |            |            | Ass                  |        |
|           |            |            | essment]{.underline} |        |
+-----------+------------+------------+----------------------+--------+
| **LINCOLN |            |            |                      | 2006   |
| ELEME     |            |            |                      |        |
| NTARY-ALL |            |            |                      |        |
| 5^TH^     |            |            |                      |        |
| GRADE     |            |            |                      |        |
| S         |            |            |                      |        |
| TUDENTS** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| Testing   |            |            |                      | March  |
| month     |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 100%   |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Meets   |            |            |                      |        |
| > Std.    |            |            |                      |        |
| > (P      |            |            |                      |        |
| roficient |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 98%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Exceeds |            |            |                      |        |
| > Std.    |            |            |                      |        |
| >         |            |            |                      |        |
| (Advanced |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \%      |            |            |                      | 55%    |
| >         |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > (       |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 47     |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Percent |            |            |                      | 100    |
| > of      |            |            |                      |        |
| > total   |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 0      |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > alte    |            |            |                      |        |
| rnatively |            |            |                      |        |
| >         |            |            |                      |        |
|  assessed |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Percent |            |            |                      | 0      |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > alte    |            |            |                      |        |
| rnatively |            |            |                      |        |
| >         |            |            |                      |        |
|  assessed |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| **        |            |            |                      |        |
| [Subgroup |            |            |                      |        |
| Sco       |            |            |                      |        |
| res]{.sma |            |            |                      |        |
| llcaps}** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| *         |            |            |                      |        |
| *[LINCOLN |            |            |                      |        |
| ELEME     |            |            |                      |        |
| NTARY-Eco |            |            |                      |        |
| nomically |            |            |                      |        |
| D         |            |            |                      |        |
| isadvanta |            |            |                      |        |
| ged]{.sma |            |            |                      |        |
| llcaps}** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 95%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Meets   |            |            |                      |        |
| > Std.    |            |            |                      |        |
| > (P      |            |            |                      |        |
| roficient |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 81%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Exceeds |            |            |                      |        |
| > Std.    |            |            |                      |        |
| >         |            |            |                      |        |
| (Advanced |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \%      |            |            |                      | 38%    |
| >         |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > (       |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 21     |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 12%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Subject</td>
<td></td>
<td><u>Reading</u></td>
<td>Grade</td>
<td><u>5<sup>th</sup></u>(‘02-‘06)</td>
<td colspan="7"><u>Kansas State Reading Assessment</u></td>
</tr>
<tr class="even">
<td colspan="6"><strong>LINCOLN ELEMENTARY SCORES</strong></td>
<td>2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6">Testing month</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>95%</td>
<td>85%</td>
<td>75%</td>
<td>63%</td>
<td>67%</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>75%</td>
<td>61%</td>
<td>40%</td>
<td>41%</td>
<td>54%</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>41%</td>
<td>37%</td>
<td>7%</td>
<td>19%</td>
<td>15%</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>46</td>
<td>54</td>
<td>48</td>
<td>49</td>
<td>39</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td>100%</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">Subgroup
Scores</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><strong><span class="smallcaps">LINCOLN ECONOMICALLY
DISADVANTAGED</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>95%</td>
<td>76%</td>
<td>57%</td>
<td>60%</td>
<td>45%</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>81%</td>
<td>59%</td>
<td>29%</td>
<td>32%</td>
<td>34%</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>38%</td>
<td>31%</td>
<td>5%</td>
<td>8%</td>
<td>12%</td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>21</td>
<td>29</td>
<td>21</td>
<td>25</td>
<td>18</td>
<td></td>
</tr>
</tbody>
</table>

+-----------+------------+------------+----------------------+--------+
| Subject   | [          | Grade 4    | [Assessment --       |        |
|           | Reading]{. |            | Kansas State         |        |
|           | underline} |            | Ass                  |        |
|           |            |            | essment]{.underline} |        |
+-----------+------------+------------+----------------------+--------+
| **LINCOLN |            |            |                      | 2006   |
| ELEME     |            |            |                      |        |
| NTARY-ALL |            |            |                      |        |
| 4^TH^     |            |            |                      |        |
| GRADE     |            |            |                      |        |
| S         |            |            |                      |        |
| TUDENTS** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| Testing   |            |            |                      | March  |
| month     |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 91%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Meets   |            |            |                      |        |
| > Std.    |            |            |                      |        |
| > (P      |            |            |                      |        |
| roficient |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 60%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Exceeds |            |            |                      |        |
| > Std.    |            |            |                      |        |
| >         |            |            |                      |        |
| (Advanced |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \%      |            |            |                      | 23%    |
| >         |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > (       |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 34     |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Percent |            |            |                      | 100    |
| > of      |            |            |                      |        |
| > total   |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 0      |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > alte    |            |            |                      |        |
| rnatively |            |            |                      |        |
| >         |            |            |                      |        |
|  assessed |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Percent |            |            |                      | 0      |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > alte    |            |            |                      |        |
| rnatively |            |            |                      |        |
| >         |            |            |                      |        |
|  assessed |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| **        |            |            |                      |        |
| [Subgroup |            |            |                      |        |
| Sco       |            |            |                      |        |
| res]{.sma |            |            |                      |        |
| llcaps}** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| *         |            |            |                      |        |
| *[LINCOLN |            |            |                      |        |
| ELEME     |            |            |                      |        |
| NTARY-Eco |            |            |                      |        |
| nomically |            |            |                      |        |
| D         |            |            |                      |        |
| isadvanta |            |            |                      |        |
| ged]{.sma |            |            |                      |        |
| llcaps}** |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 93%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Meets   |            |            |                      |        |
| > Std.    |            |            |                      |        |
| > (P      |            |            |                      |        |
| roficient |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \% At   |            |            |                      | 60%    |
| > or      |            |            |                      |        |
| > Above   |            |            |                      |        |
| > Exceeds |            |            |                      |        |
| > Std.    |            |            |                      |        |
| >         |            |            |                      |        |
| (Advanced |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > \%      |            |            |                      | 27%    |
| >         |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > (       |            |            |                      |        |
| Exemplary |            |            |                      |        |
| > 2       |            |            |                      |        |
| 002-2005) |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+
| > Number  |            |            |                      | 15     |
| > of      |            |            |                      |        |
| >         |            |            |                      |        |
|  students |            |            |                      |        |
| > tested  |            |            |                      |        |
+-----------+------------+------------+----------------------+--------+