##### *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 [Mrs. Barbara Schremser]{.underline}

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

Official School Name [Adolph Link Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [900 S West Glenn
Trail]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Elk Grove
Village]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[IL]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[60007-3132]{.underline}\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_\_\_\_[Cook]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*[14-016-0540-04-2023]{.underline}

Telephone [( 847 ) 357-5300]{.underline} Fax [( 847 )
357-5301]{.underline} \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Web site/URL [www.sd54.org/schools/link]{.underline} E-mail
[BarbaraSchremser@sd54.org]{.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. Edward Rafferty]{.underline}

(Specify: Ms., Miss, Mrs., Dr., [Mr]{.underline}., Other)

District Name [Schaumburg Community Consolidated School District
54]{.underline} Tel. [( 847 ) 357-5000]{.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 Mrs. Peggy Brothman

(Specify: Ms., Miss, [Mrs]{.underline}., Dr., Mr., Other)

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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office 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: \_\_[22]{.underline}\_ Elementary
schools

\_\_\_\_\_ Middle schools

\_\_\_[5]{.underline}\_\_ Junior high schools

\_\_\_\_\_\_ High schools

\_\_\_\_ Other

\_\_\_[27]{.underline} TOTAL

2\. District Per Pupil Expenditure:
\_[\$10,933]{.underline}\_\_\_(2005-06)

Average State Per Pupil Expenditure: \_\_[\$9,099]{.underline}\_(2004-05
last available)

**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\. [\_\_\_9\_\_\_]{.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 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**       28        36          64           **8**                                   

  **1**       56        48          104          **9**                                   

  **2**       41        36          77           **10**                                  

  **3**       41        46          87           **11**                                  

  **4**       34        28          62           **12**                                  

  **5**       38        30          68           **Other**                               

  **6**       43        35          78                                                   

  **TOTAL                                                                          540   
  STUDENTS IN                                                                            
  THE                                                                                    
  APPLYING                                                                               
  SCHOOL →**                                                                             
  ----------- --------- ----------- --------- -- ----------- --------- ----------- ----- ---------

6\. Racial/ethnic composition of [\_\_\_\_\_72]{.underline}% White

the school: [2]{.underline}% Black or African American

[5]{.underline}% Hispanic or Latino

[\_\_\_\_\_16]{.underline}% Asian/Pacific Islander

[\_\_\_\_\_\_1]{.underline}% American Indian/Alaskan Native

\_\_\_\_\_\_[4%]{.underline} Multi-Racial

**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:
\_\_\_\_[10]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      24
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      30
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    54
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 550
                            the school as of October 1  

  **(5)**                   Total transferred students  0.1
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           10
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_[\_47]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_[16]{.underline}\_

Specify languages: English, Spanish, Greek, Italian, Polish, Serbian,
Korean, Pilipino (Tagalog), Japanese, Lithuanian, Assyrian (Syriac and
Aramaic), Urdu, Gujarati, Panjabi (Punjabi), Malayalam, Telugu (Telegu)

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_\_\_[3]{.underline}%

Total number students who qualify: \_\_\_\_\_\_\_[14]{.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: \_\_\_\_\_\_11%

\_\_\_\_\_\_58 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.

\_\_9_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_5\_ Other Health Impaired

\_\_\_\_Deaf-Blindness \_16 Specific Learning Disability

\_\_5_Emotional Disturbance \_21 Speech or Language Impairment

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

> \_\_2_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\_\_\_ \_\_\_0\_\_\_\_

Classroom teachers \_\_\_21\_\_ \_\_\_1\_\_\_\_

Special resource teachers/specialists \_\_\_\_8\_\_ \_\_12\_\_\_\_

Paraprofessionals \_\_\_\_8\_\_ \_\_\_2\_\_\_\_

Support staff \_\_\_\_5\_ \_\_\_2\_\_\_\_

> Total number \_\_\_43 \_\_\_17\_\_\_

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 \_\_[24:1]{.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  97%         96%         97%         96%         95%

  Daily teacher attendance  97%         96%         96%         96%         95%

  Teacher turnover rate     9%          14%         20%         14%         16%

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

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

> **\* The total number of teachers retiring or leaving Link School for
> another reason is only 2 or 3 each year.**

**PART III -- SUMMARY**

The mission of Adolph Link School is to inspire every student, "to
think, to learn, to achieve and to care." "No Child Left Behind" is not
just a mantra at Link; it's a way of life that exists through staff
interaction with students and a guaranteed, viable curriculum. Link is
committed to helping students develop the capacity for learning so that
they can live effectively in a complex, diverse and ever-changing world.

Link is a kindergarten through sixth-grade school in Elk Grove Village,
Illinois, located 25 miles west of Chicago. The population of 540
students consistently scores above district and state averages,
demonstrating high achievement on state reading and math assessments. In
addition, all teachers at Link are highly qualified as defined through
NCLB.

To achieve such great success, Link uses the Illinois State Standards as
a guideline and follows the School District 54 Essential Outcomes, which
students are expected to master by the end of each grade level.

All staff members work collaboratively as an integral part of our
Professional Learning Community (PLC) and share an equal responsibility
for the education of all our students. Our PLC consists of classroom
teachers, members of our Child Study Team, our assistive technology
facilitator, our literacy coach, our learning resource teacher, our
gifted education resource teacher and district personnel.

We teach in a way that instills curiosity and promotes a reflective
outlook. Link emphasizes literacy with a balanced approach to help
students become effective readers, writers and speakers. We teach math
through a model that demonstrates how concepts are applicable to
everyday life. We believe that an inquiry-based approach is the
unsurpassed way to teach science. Link teachers emphasize a diverse
world and a tolerance for other cultures as students explore our social
studies curriculum.

Link School provides many unique opportunities that go beyond the normal
learning day to help develop well-rounded students who will become good
citizens. Teachers help students to achieve their educational goals
through activities both before school and during lunchtime, including
reading intervention programs, student-to-student mentoring,
teacher-to-student mentoring programs, and various fine art experiences.
Link staff also provides opportunities for students to become inspired
about their future. For example, many students participate in clubs such
as Teachers of Tomorrow, Future Environmentalists, Student Council,
Technology Tutors and Production Studio Crew.

We strive to teach a certain essence of globalization and the
appreciation of other values in order to lower cultural conflict.
Children need to learn how to view differing perspectives and develop a
commitment to their morals without inhibiting others. We also teach our
children to take care of each other, cooperate and be kind to all. This
is accomplished not only through our participation in multicultural
activities, book clubs, and the community-wide Character Counts
Coalition, but exhibited daily through our inclusive special education
program.

Many of Link's great successes would not be possible without supportive
parents and community members. Link has a high level of parental and
community involvement. Our PTA provides a wide variety of programs,
which support our school mission and the policies of the District 54
Board of Education. Volunteer speakers, readers, presenters and
incentive organizers from businesses and community groups have greatly
enriched our learning environment.

We promote life-long learning for all stakeholders, teach students to
reflect on goals, and guide them with sensitivity to coping with
problems. Above all, every time we speak to a student, we do so with an
agenda of helping that child believe in himself to become a confident
and competent learner. We are committed to empowering all children to
learn. There is no limit to student successes.

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

1.  **Assessment Results:** Every student at Link participates in state,
    national and school assessments. Link students achieve at high
    levels on all areas of these assessments. Students in grades three
    through six take the Illinois Standards Achievement Test (ISAT) in
    reading and math. The tables at the end of this application show the
    percentages of students in third and fifth grade who have met or
    exceeded state standards on this test. The state of Illinois only
    added the reading and math test for fourth- and sixth-grade students
    last year. We did not include the data because there is only one
    year worth of data. Students can score at four ISAT performance
    levels: Academic Warning, Below Standards, Meets Standards and
    Exceeds Standards. ISAT results indicate that Link students, as a
    whole, outperformed students from District 54 and the state (based
    on test score averages from the spring of 2005). More information
    can be found at *www.isbe.net*.

Over several years, the number of Link students meeting or exceeding
state standards on ISAT has continued to increase. During the 2001-02
school year, 83 percent of all Link students met or exceeded state
standards. During the 2005-06 school year, 92 percent of Link students
met or exceeded standards. With these scores, Link School continues to
meet the standards of No Child Left Behind.

Link has been tracking the performance of individual students for many
years. Utilizing assessment scores, students can be targeted and
measured for growth. Teachers also use the data to drive instruction.
With ISATs now being taken yearly, it is possible to look at the same
group of students as they move from grade to grade. During the 2005-06
school year, 92 percent of sixth-grade students met or exceeded
standards in reading. Looking back, this has been an overall increase of
12 percent since these students began taking ISAT as third-graders in
2003. This increase is a direct result of our strong literacy program.

ISAT math scores have also steadily increased for this same cohort of
students. During the 2002-03 school year, 96 percent of third-grade
students met or exceeded math standards on the ISAT. By the 2005-06
school year, 97 percent of these sixth-grade students met or exceeded
state standards.

The Asian/Pacific Islander subgroup also has shown growth. As
third-graders, 92 percent of this subgroup of students met or exceeded
state standards in reading, compared to 100 percent of the same group
meeting or exceeding as sixth-graders during the 2005-06 school year. In
math, 100 percent of our Asian/Pacific Islander population met or
exceeded math standards from third grade through sixth grade.

Link does not have a significant enough number of students with
Individual Education Plans (IEPs) to include that data in the charts at
the end of this packet. However, that group\'s growth should also be
noted. During the 2002-03 school year, only 46 percent of third-grade
students with IEPs met or exceeded state reading standards. By the
2005-06 school year, 67 percent of that same group of students met or
exceeded reading standards. In the 2005-06 school year, six students
were alternatively assessed and 100 percent met or exceeded state
reading standards and 83 percent met or exceeded state math standards.

Link staff is pleased that the State of Illinois has now begun testing
students at almost every grade level, which will enable staff to draw
precise conclusions about performance on a yearly basis. ISAT data
coupled with other valuable formative and summative assessments provide
Link staff with information to identify areas of student learning needs.
Other forms of data include: Measures of Academic Progress (MAP),
Illinois Snapshot of Early Literacy (ISEL), Developmental Reading
Assessment (DRA), Reading and Math Extended Response, Writing Samples,
Running Records, teacher observation, and other teacher-created
materials. All of this information is recorded on a student data sheet
and moves with work samples to new grade levels for smooth transitions
and increased understanding of our students' educational needs. Each
year begins with cross grade level articulation meetings to share
assessment data about each group of students as well as each individual
student.

**2. Uses Assessment Data:** Data reflection is the force behind all
instructional and school improvement decisions at Link. For years we
have created a School Improvement Plan using ISAT and non-standardized
data. Working collaboratively, grade level and special service teachers,
set SMART goals based on the data gleaned from assessments (SMART stand
for specific, measurable, attainable, realistic and time specific). This
year, we have added the MAP assessment, which pinpoints the student's
achievement in reading and math. It is completed by second- through
sixth-graders, three times a year. Students and teachers use the
immediately available scores from MAP testing to set goals and track
improvement together.

Link uses the ISEL in kindergarten, first, and second grade twice a year
to assess student literacy in the areas of phonemic awareness, letter
recognition, vocabulary, fluency and reading comprehension. In addition,
the DRA is used in first and second grade to assess and track student
reading performance at least three times a year. Using the DRA scores,
we have implemented an assessment wall for first grade, which is
analyzed by the grade level team and our literacy coach.

Furthermore, each grade level creates common assessments and keeps
literacy portfolios, to formatively assess essential skills. Students
that do not meet the criteria that the teachers have set to demonstrate
proficiency are involved in an intervention group. The strongest
grade-level teacher, determined by assessment results, works four times
a week for 35 minutes during the school day with the intervention group
until skills are mastered.

A combination of these assessments has led to choosing target students
in each classroom. Teachers identify "at-risk" students and plan
specific interventions through differentiation to meet the student's
needs. The results of assessments also lead to grade levels choosing
students for reading intervention programs that go beyond the academic
day. Data from all assessments provides useful information for special
education, gifted services and enrichment. Link School will continue to
use all forms of data to understand and improve student and school
performance.

3.  **Communicates Student Performance:** At the onset of every school
    year, teachers share assessment criteria, state learning standards,
    district learning essentials and the goals of the School Improvement
    Plan during Curriculum Night with parents, usually in early
    September. Students, parents and teachers participate in a
    student-led, goal-setting conference in October, during which
    students share assessment data from the beginning of the school
    year. All involved work together to identify areas of weakness for
    each student, create a plan for improvement, and determine ways to
    track progress. Individual student performance is shared with
    parents through report cards three times a year and progress reports
    halfway through each grading period. All assessment results are also
    shared with parents in a timely manner. Families participate in a
    second conference during the month of February to evaluate goals
    that had been previously set. Toward the end of the school year,
    families attend Celebrate Learning, which is a time to reflect on
    the progress students have made during the school year.

The principal assumes the responsibility of sharing assessment data with
the staff, parents and community. First, the principal uses the
Interactive Illinois Report Card (IIRC) and ISAT data to access school,
district and state data related to school performance as it relates to
No Child Left Behind (NCLB). The Link staff continuously monitors
targeted progress toward yearly goals and makes modifications as needed.
Data is further analyzed by the School Leadership Team. Progress is
shared with the community on a regular basis.

The State School Report Card is available for all constituents on the
District 54 and Link School websites. A hard copy is also sent home with
students. This report card shares information about the academic
achievement data from state assessments, as well as demographic,
financial and instructional information about the school, district and
state. The local newspapers publish this data and the principal explains
the report card at PTA meetings, which helps expand parental
understanding of the data reported.

4.  **Shares its Successes:** Information about Link's successes can be
    found in our school and classroom newsletters and on our website
    (*web54.sd54.k12.il.us/schools/link/default.htm*). Link believes
    that teachers should share successes by giving back to educators and
    the community. Link staff presentations support future education and
    have taken place in myriad of forums.

In our district, Link teachers have created and led a variety of staff
development courses, including "Picture Books 'R Us," "Get Your Hands-On
Equations," "Classroom Management," "Literacy Block Party" and new
teacher training. Staff members have been videotaped as models to be
shared with staff members from other schools during district staff
development. In addition, staff members serve on decision-making
committees that support instruction, including Teacher Evaluation, NCLB,
Literacy and Science task forces, Superintendent's Communication
Council, Literacy Cadre, Assistive Technology, Kindergarten Field
Leader, District Report Card, and Targeted Assistance Reading for
bilingual students.

Multiple staff members have taught and presented at universities on
subjects including special education, early childhood education in
literacy and educator career building. One staff member spoke at a
presentation about teachers helping students cope with illness. Another
staff member has been published in professional journals. The district
has even recognized a staff member with its "Above and Beyond" award and
hosted one of its School Board meetings at Link School, at which we
shared our successes with other schools and the community.

Numerous teachers have written and received grants to purchase
educational tools to differentiate instruction. Local businesses have
honored teachers with awards and grants. The Japanese Cultural Center
provided a grant for multicultural education. Link School was honored at
the Elk Grove Village Board Meeting for its outstanding work with
Character Education.

Many people observe and learn from Link teachers. Roosevelt University
consistently sends students to observe our teachers and support our
student progress in the areas of literacy and math. Staff has also
supervised numerous student teachers from universities statewide. Staff
serves as mentors to novice teachers and administrators. Link also
hosted the state multiage conference.

Most importantly, we want to share our successes with our students'
families. Parents are invited to observe and participate during the
school day. They are also welcomed at many evening activities throughout
the year.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** Link staff holds students to high standards to
    ensure student achievement. In each subject, students are actively
    engaged in the learning process. Literacy is integrated into all
    areas of our curriculum. The instructional methods by which we meet
    our students' needs greatly impact achievement. Aside from classroom
    differentiation, our gifted and special service staff meet the
    unique needs of our students within the general education classroom.
    Technology is an invaluable resource that provides assistance to all
    students through individual laptops, assistive technology, LCD
    projectors and digital imaging systems.

Balanced literacy instruction addresses the needs of all learners. At
least 175 minutes a day are devoted to literacy instruction at Link
School. The curriculum taught at Link is part of a comprehensive core
curriculum adopted by District 54 in 2006. The research-based
comprehensive literacy series, *Treasures,* from Macmillan-McGraw Hill,
is the core of the balanced literacy program. This series supports
instruction in the five key literacy components identified by the
National Reading Panel: phonemic awareness, phonics, fluency, vocabulary
and comprehension. A balanced literacy approach provides students with
daily reading and writing activities to help them comprehend information
and communicate more effectively. In a balanced literacy model, students
participate in guided reading, read alouds, shared reading, independent
reading, word study and writing. The curriculum includes a period of
time each day for intervention or enrichment, depending on a student's
individual needs.

The mathematics curriculum is based on the University of Chicago's
*Everyday Mathematics* program. Teachers guide students to solve
problems and form critical thinking skills. Students become proficient
at using and applying number sense, estimation and measurement, algebra,
geometry and data analysis, as directed by the Illinois State Standards.
Other tools to encourage mathematical understanding include exemplars,
hands-on equations and problem-solving. All of Link's math instruction
is manipulative rich, and uses written and spoken language as a tool for
understanding. Each year, families are invited to participate in a math
night, which shares instructional tools in a hands-on environment.

Link's science curriculum is an inquiry-based, hands-on learning
experience. Students are engaged in the work of a scientist. Therefore,
the curriculum is based on engagement, exploration, explanation,
elaboration and evaluation. Students continue to develop their abilities
to work cooperatively with others as they are taught that collaboration
of ideas, along with accountability and responsibility, are essential to
scientific progress. For example, fourth-graders work in teams to
develop clay boats when studying buoyancy. In addition to an
inquiry-based science curriculum, Link teachers integrate tradebooks and
read alouds to develop background knowledge and enhance students'
understanding of scientific concepts.

The social studies curriculum provides students with opportunities to
understand historical, geographical, economic and political components
of the world. Text materials and Interacts provide highly engaging
explorations that encourage the study of cultural universals in the
context of real world social science. One example is that a sixth-grade
classroom is transformed into feudalistic society. All students assume a
role and make decisions based on information gathered about that time
period. In addition, students use technology to access current
information and make connections to the world outside of the classroom.

Fine arts instruction adds to the students' cultural knowledge and
skills. All students participate in music and art classes. During music
instruction, students learn to read and write music, to play instruments
of the past and present from a variety of countries, and to perform.
Band and orchestra classes are available to intermediate grade students.
Students can also participate in performance groups. During art
instruction, students learn to identify the works of various artists
through books; work with a variety of materials; and explore, create,
and read about other cultures' traditional art forms. Talented students
are able to participate in advanced art classes once a week. After
school, interested students are invited to participate in an art club
that creates projects to give Link School its unique atmosphere.

**2a. Reading Curriculum:** For six years, Link has had a balanced
literacy program. Our program ensures that each student will find
success at a level that is appropriate to his current ability. Guided
reading occurs in small, flexible groups, led by the teacher, at the
group's instructional level determined by ongoing assessment results.
These groups use a variety of texts to develop fluency, skills and
strategies, as well as to identify text structure, literary elements and
literary techniques.

Read alouds and shared reading allow the teacher to model her thinking
when comprehending text. Students are asked to reflect through
meaningful conversations. Independent Reading is the bridge where all
students spend a portion of each day reading independently to practice
and apply reading strategies learned. The books chosen are at a reading
level that students can comprehend while expanding vocabulary and
instilling an intrinsic enjoyment for reading. Students confer with
teachers, as they delve into these self-selected texts, about the
strategies and skills they are using to gain meaning while reading.

Another crucial component to Link's balanced literacy program is word
study, which helps students to achieve automaticity for words and to
develop a vocabulary, both necessary for fluency and comprehension. The
teacher uses instruction to introduce, teach and provide students with
the opportunity to practice and apply knowledge of phonemic awareness,
letter recognition, letter-sound relationships, phonics, spelling
patterns and word parts. Vocabulary instruction enriches the students'
oral and written language and provides opportunities to think about and
use words.

Analyzing text, utilizing authentic literature, and expanding vocabulary
helps students become strong writers. Teachers model writing techniques
during mini-lessons and expose students to writing elements. As a
result, students become proficient writers in a variety of genres,
considering different audiences, as they move through the writing
process. Link's balanced literacy approach ensures that all students'
needs are not only met, but that students are pushed to achieve high
standards.

Link provides other tiers of literacy support with Reading Recovery
instruction for its lowest performing students in first grade and a
gifted education resource teacher working with the highest performing
students. Reading Recovery is a research-based accelerated learning
program structured in a one-on-one setting. These teachers' literacy
expertise is shared with and modeled for other teachers at the school
and ultimately impacts teachers and students in all grade levels with
these literacy supports.

3.  **Math Curriculum:** The University of Chicago *Everyday Math*
    program is the primary source for mathematics instruction at Link
    School. Students become familiar with the cyclical nature, common
    vocabulary and general format of the program to ensure an effective
    transition through grade levels.

This math program emphasizes problem-solving, computational skills, data
analysis and teamwork. Students are engaged in active, collaborative
work, using manipulatives and technology. They perform calculations and
devise multiple solutions to problems. Many algorithms are introduced
for each mathematical operation so students may choose the most
effective method.

Work in mathematics does not rely completely on this resource. Math
exemplars provide excursions into real-world mathematics problems and
entice students to apply their math knowledge and skills in new areas.
In addition, students are introduced to Hands-On Equations, which
encourages and supports algebraic thinking and problem-solving at an
early age. Teachers work to differentiate instruction for struggling
learners and students that are in need of a challenge. For example, the
gifted resource teacher may work with a group of students to extend a
topic while the classroom teacher can practice with students that may
benefit from spending more time on a topic to be successful. A student
that needs to reinforce basic skills may be seen using manipulatives,
Touch Math, or computer programs.

All instruction in math is language rich. Student's oral language skills
are enhanced as teachers prompt them to explain the process they used to
arrive at solutions. In addition, written explanations are required,
enhancing literacy skills.

4.  **Instructional Methods Used to Improve Student Learning:** Ensuring
    the success of all students requires Link teachers to use a great
    range of instructional strategies, intervention and enrichment. Link
    teachers are aware that professional pedagogical toolboxes must
    include a depth and breadth of strategies, such as flexible and
    cooperative grouping and conferring with students on an individual
    basis, as well as small group and whole class direct instruction.

The staff at Link continues to investigate effective ways to impact
student learning and achievement. Our Literacy Coach is an asset to
teachers when planning, reflecting on, and enhancing effective literacy
instruction. Professional Learning Communities work together to
determine interesting and valuable ways to model and coach students
through the learning process. Teachers and instructional assistants have
also improved instruction by observing each other during the school day
and having time for conversation to provide feedback.

The school day is structured with the knowledge that students receive
and process information differently and at varying rates.
Differentiation is imperative and is implemented by both the classroom
teacher and support staff. Modifications are made for students that are
"at risk" and enrichment is provided for students who benefit from
extending concepts.

The classroom teacher is supported by a team of teachers. Individual
Education Plans are developed for students with learning and emotional
disabilities. A variety of technology, for example laptops and assistive
technology, are available as educational tools for students. The Gifted
Education Program challenges students both in and out of the general
education classroom. Reading Recovery is offered for struggling
first-grade readers. During the school day, student learning is impacted
by intervention time for students that do not meet expectations on
common assessments based on grade level essential skills. Outside of the
school day, each grade level also has a reading intervention group that
meets three times a week with a small group of students that are below
grade level expectations.

Students at Link are encouraged to learn cooperatively, as well as
independently, with assistance from a variety of adults during full
group, small group and independent instruction.

5.  **Professional Development Program and Impact on Improving
    Achievement:** Link's professional staff development program is
    aligned with its School Improvement Plan (SIP). Link's current
    improvement plan, which was developed by the entire staff, is to
    increase student performance in literacy as measured by the ISAT.
    Link has a School Leadership Team (SLT) that consists of one parent
    member, seven staff members, the principal and the literacy coach,
    each representing a different grade level and/or voice. The SLT is
    responsible for supporting the continued education of more than 40
    staff members on the most current research into the best
    instructional practices. The SLT is also plans and delivers
    in-service training by analyzing progress toward the goal of the
    SIP.

The Link staff has participated in training to become a Professional
Learning Community. A Professional Learning Community (PLC) framework
consists of building a solid foundation of collaboratively developed
instructional goals and professional values to provide an opportunity
for all students to learn. The SLT utilizes staff development time to
create effective and efficient PLCs. Time is devoted to working together
to analyze data and research, to discuss and to improve instruction in
order to make an impact on student achievement. One 90-minute staff
development session occurs each week. This time is used not only for
PLCs, but also for the whole staff to come together to focus on data
analysis, differentiation, integrating technology and the understanding
of Link's curricular areas.

Staff also benefits from the district's professional development
program. This program begins with new teacher mentoring. It also
includes in-district training in terms of in-services and Salary Lane
classes, as well as opportunities to attend out-of-district workshops
and conferences. Staff attending workshops outside of the school
building shares new knowledge gained with colleagues.

Each staff member is valued and encouraged to share his strengths. For
example, staff members observe each other during the school day to
improve instructional methods and refine skills. This allows our staff
to ensure the most effective and beneficial strategies are being used
for instruction.

**PART VII - ASSESSMENT RESULTS**

**State Criterion-Referenced Test**

**Subject:** Math **Grade:** 3 **Test:** Illinois Standards Achievement
Test

**Edition/publication year:** Yearly **Publisher:** State of Illinois

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

  Testing Month                   March       March       March       March       April

  SCHOOL SCORES                                                                    

  Meets Standards                 93.20%      89.80%      89.40%      96.20%      91.00%

  Exceeds Standards               59.30%      50.70%      46.70%      46.20%      55.00%

  Number of Students Tested       56          69          76          79          70

  Percent of total students       100.00%     100.00%     100.00%     100.00%     97.00%
  tested                                                                          

  Number of students              4           2           5           6           2
  alternatively assessed                                                          

  Percent of students             6.67%       2.82%       6.17%       7.06%       2.78%
  alternatively assessed                                                          

                                                                                   

  SUBGROUP SCORES                                                                  

  **1. White Non-Hispanic**                                                        

  Meets Standards                 91.10%      92.70%      90.20%      98.30%      95.00%

  Exceeds Standards               53.30%      54.50%      45.10%      46.60%      60.00%

  Number of Students Tested       42          55          51          59          53

                                                                                   

  **2. Asian or Pacific                                                            
  Islander**                                                                      

  Meets Standards                 100.00%     100.00%     94.10%      100.00%     84.00%

  Exceeds Standards               75.00%      57.10%      64.70%      61.50%      67.00%

  Number of Students Tested       12          7           17          13          8

  STATE SCORES                                                                     

  Meets Standards                 85.60%      66.6%       79.1%       75.7%       74.0%

  Exceeds Standards               38.50%      21.5%       33.0%       31.1%       30.0%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Reading **Grade:** 3 **Test:** Illinois Standards
Achievement Test

**Edition/publication year:** Yearly **Publisher:** State of Illinois

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

  Testing Month                   March       March       March       March       April

  SCHOOL SCORES                                                                    

  Meets Standards                 84.80%      75.30%      73.00%      80.80%      83.00%

  Exceeds Standards               37.30%      24.60%      36.50%      30.80%      35.00%

  Number of Students Tested       56          69          76          79          72

  Percent of total students       100.00%     100.00%     100.00%     100.00%     100.00%
  tested                                                                          

  Number of students              4           2           5           6           2
  alternatively assessed                                                          

  Percent of students             6.67%       2.82%       6.17%       7.06%       2.78%
  alternatively assessed                                                          

                                                                                   

  SUBGROUP SCORES                                                                  

  **1. White Non-Hispanic**                                                        

  Meets Standards                 82.20%      78.20%      72.00%      84.50%      87.00%

  Exceeds Standards               33.30%      27.30%      36.00%      34.50%      39.00%

  Number of Students Tested       42          55          51          59          55

                                                                                   

  **2. Asian or Pacific                                                            
  Islander**                                                                      

  Meets Standards                 91.70%      100.00%     82.40%      92.30%      83.00%

  Exceeds Standards               50.00%      28.60%      41.20%      30.80%      50.00%

  Number of Students Tested       12          7           17          13          8

  STATE SCORES                                                                     

  Meets Standards                 70.70%      79.3%       65.1%       62.0%       63.0%

  Exceeds Standards               23.40%      34.1%       22.7%       21.9%       19.0%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Math **Grade:** 4 **Test:** Illinois Standards Achievement
Test

**Edition/publication year:** Yearly, starting in 2006 **Publisher:**
State of Illinois

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

  Testing Month                  March       March          March       March       April

  SCHOOL SCORES                                                                      

  Meets Standards                98.3%       The ISAT test                          
                                             for reading                            
                                             and math was                           
                                             not                                    
                                             administered                           
                                             at this grade                          
                                             level before                           
                                             the 2005-06                            
                                             school year.                           

  Exceeds Standards              36.2%                                              

  Number of Students Tested      58                                                 

  Percent of total students      100.0%                                             
  tested                                                                            

  Number of students             2                                                  
  alternatively assessed                                                            

  Percent of students            3.3%                                               
  alternatively assessed                                                            

                                                                                    

  SUBGROUP SCORES                                                                   

  **1. White Non-Hispanic**                                                         

  Meets Standards                97.8%                                              

  Exceeds Standards              34.0%                                              

  Number of Students Tested      47                                                 

                                                                                    

  **2. Asian or Pacific                                                             
  Islander**                                                                        

  Meets Standards                95.7%                                              

  Exceeds Standards              51.9%                                              

  Number of Students Tested      9                                                  

  STATE SCORES                                                                      

  Meets Standards                82.8%                                              

  Exceeds Standards              26.1%                                              
  ------------------------------ ----------- -------------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Reading **Grade:** 4 **Test:** Illinois Standards
Achievement Test

**Edition/publication year:** Yearly, starting in 2006 **Publisher:**
State of Illinois

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

  Testing Month                  March       March          March       March       April

  SCHOOL SCORES                                                                      

  Meets Standards                89.7%       The ISAT test                          
                                             for reading                            
                                             and math was                           
                                             not                                    
                                             administered                           
                                             at this grade                          
                                             level before                           
                                             the 2005-06                            
                                             school year.                           

  Exceeds Standards              32.8%                                              

  Number of Students Tested      58                                                 

  Percent of total students      100.0%                                             
  tested                                                                            

  Number of students             2                                                  
  alternatively assessed                                                            

  Percent of students            3.3%                                               
  alternatively assessed                                                            

                                                                                    

  SUBGROUP SCORES                                                                   

  **1. White Non-Hispanic**                                                         

  Meets Standards                89.4%                                              

  Exceeds Standards              29.8%                                              

  Number of Students Tested      9                                                  

                                                                                    

  **2. Asian or Pacific                                                             
  Islander**                                                                        

  Meets Standards                83.8%                                              

  Exceeds Standards              38.3%                                              

  Number of Students Tested      47                                                 

  STATE SCORES                                                                      

  Meets Standards                74.9%                                              

  Exceeds Standards              26.3%                                              
  ------------------------------ ----------- -------------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Math **Grade:** 5 **Test:** Illinois Standards Achievement
Test

**Edition/publication year:** Yearly **Publisher:** State of Illinois

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

  Testing Month                   March       March       March       March       April

  SCHOOL SCORES                                                                    

  Meets Standards                 89.50%      96.90%      90.30%      93.50%      88.00%

  Exceeds Standards               26.30%      25.00%      37.50%      32.80%      28.00%

  Number of Students Tested       65          96          72          61          76

  Percent of total students       100.00%     100.00%     100.00%     100.00%     100.00%
  tested                                                                          

  Number of students              1           4           5           3           3
  alternatively assessed                                                          

  Percent of students             1.52%       4.00%       6.33%       4.69%       3.80%
  alternatively assessed                                                          

                                                                                   

  SUBGROUP SCORES                                                                  

  **1. White Non-Hispanic**                                                        

  Meets Standards                 89.50%      98.70%      96.10%      83.40%      90.00%

  Exceeds Standards               24.60%      23.70%      37.30%      35.60%      25.00%

  Number of Students Tested       51          76          51          45          57

                                                                                   

  **2. Asian or Pacific                                                            
  Islander**                                                                      

  Meets Standards                 100.00%     100.00%     90.00%      100.00%     100.00%

  Exceeds Standards               60.00%      40.00%      50.00%      36.40%      50.00%

  Number of Students Tested       9           15          10          11          12

  STATE SCORES                                                                     

  Meets Standards                 78.60%      73.2%       71.8%       68.3%       63.0%

  Exceeds Standards               14.60%      12.4%       12.0%       9.7%        8.0%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Reading **Grade:** 5 **Test:** Illinois Standards
Achievement Test

**Edition/publication year:** Yearly **Publisher:** State of Illinois

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

  Testing Month                   March       March       March       March       April

  SCHOOL SCORES                                                                    

  Meets Standards                 81.60%      74.00%      76.40%      80.30%      84.00%

  Exceeds Standards               40.80%      24.00%      45.80%      42.60%      35.00%

  Number of Students Tested       65          96          72          61          76

  Percent of total students       100.00%     100.00%     100.00%     100.00%     99.00%
  tested                                                                          

  Number of students              1           4           5           3           3
  alternatively assessed                                                          

  Percent of students             1.52%       4.00%       6.33%       4.69%       3.80%
  alternatively assessed                                                          

                                                                                   

  SUBGROUP SCORES                                                                  

  **1. White Non-Hispanic**                                                        

  Meets Standards                 80.6%       76.30%      82.40%      82.20%      90.00%

  Exceeds Standards               42.10%      25.00%      51.00%      44.40%      39.00%

  Number of Students Tested       51          76          51          45          56

                                                                                   

  **2. Asian or Pacific                                                            
  Islander**                                                                      

  Meets Standards                 80.00%      96.70%      70.00%      72.80%      80.00%

  Exceeds Standards               60.00%      26.70%      40.00%      45.50%      10.00%

  Number of Students Tested       9           15          10          11          12

                                                                                  

  STATE SCORES                                                                     

  Meets Standards                 68.50%      59.8%       60.9%       60.4%       59.0%

  Exceeds Standards               22.00%      19.4%       25.0%       23.1%       22.0%
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Math **Grade:** 6 **Test:** Illinois Standards Achievement
Test

**Edition/publication year:** Yearly, starting in 2006 **Publisher:**
State of Illinois

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

  Testing Month                  March       March          March       March       April

  SCHOOL SCORES                                                                      

  Meets Standards                96.5%       The ISAT was                           
                                             for reading                            
                                             and math was                           
                                             not                                    
                                             administered                           
                                             at this grade                          
                                             level before                           
                                             the 2005-06                            
                                             school year.                           

  Exceeds Standards              41.2%                                              

  Number of Students Tested      85                                                 

  Percent of total students      100.0%                                             
  tested                                                                            

  Number of students             1                                                  
  alternatively assessed                                                            

  Percent of students            1.2%                                               
  alternatively assessed                                                            

                                                                                    

  SUBGROUP SCORES                                                                   

  **1. White Non-Hispanic**                                                         

  Meets Standards                96.9%                                              

  Exceeds Standards              43.9%                                              

  Number of Students Tested      66                                                 

                                                                                    

  **2. Asian or Pacific                                                             
  Islander**                                                                        

  Meets Standards                100%                                               

  Exceeds Standards              50%                                                

  Number of Students Tested      12                                                 

  STATE SCORES                                                                      

  Meets Standards                79.1%                                              

  Exceeds Standards              16.2%                                              
  ------------------------------ ----------- -------------- ----------- ----------- -----------

**State Criterion-Referenced Test**

**Subject:** Reading **Grade:** 6 **Test:** Illinois Standards
Achievement Test

**Edition/publication year:** Yearly, starting in 2006 **Publisher:**
State of Illinois

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

  Testing Month                   March       March          March       March       April

  SCHOOL SCORES                                                                       

  Meets Standards                 91.6%       The ISAT test                          
                                              for reading                            
                                              and math was                           
                                              not                                    
                                              administered                           
                                              at this grade                          
                                              level before                           
                                              the 2005-06                            
                                              school year.                           

  Exceeds Standards               33.3%                                              

  Number of Students Tested       84                                                 

  Percent of total students       100.0%                                             
  tested                                                                             

  Number of students              1                                                  
  alternatively assessed                                                             

  Percent of students             1.2%                                               
  alternatively assessed                                                             

                                                                                     

  SUBGROUP SCORES                                                                    

  **1. White Non-Hispanic**                                                          

  Meets Standards                 94.0%                                              

  Exceeds Standards               37.9%                                              

  Number of Students Tested       66                                                 

                                                                                     

  **2. Asian or Pacific                                                              
  Islander**                                                                         

  Meets Standards                 100%                                               

  Exceeds Standards               25%                                                

  Number of Students Tested       12                                                 

  STATE SCORES                                                                       

  Meets Standards                 72.8%                                              

  Exceeds Standards               19.4%                                              
  ------------------------------- ----------- -------------- ----------- ----------- -----------