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

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

**Cover Sheet**

Name of Principal [Mr. David Work]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1335 Waukegan Rd.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Glenview Illinois
60025-3021]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 847 ) 998-5045]{.underline} Fax [( 847 ) 998-9701]{.underline}

Website/URL [lywww.ncook.k12.il.us]{.underline} Email
[work@ncook.k12.il.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

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

Name of Superintendent [Dr. Dorothy Weber]{.underline}

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

District Name: [Glenview Community Consolidated Schools District
34]{.underline} Tel. [( 847 ) 998-5000]{.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. Beth Primer

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

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**DISTRICT**

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[1]{.underline} Middle schools

Junior high schools

High schools

[7]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5, 375]{.underline}

Average State Per Pupil Expenditure: [\$4,667]{.underline}

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

1.  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

2.  Number of years the principal has been in her/his position at this
    school.

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

3.  Number of students enrolled at each grade level or its equivalent in
    applying school:

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

  **K**       61        62                     **123**      **7**                             

  **1**       70        60                     **130**      **8**                             

  **2**       74        84                     **158**      **9**                             

  **3**       57        72                     **129**      **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

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

6\. Racial/ethnic composition of [81.9]{.underline} % White

the students in the school: [0.5]{.underline} % Black or African
American

[13.7]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 12
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 13
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        25
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    587
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.0425
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.26
              100                                
  ----------- ---------------------------------- ------------------------

> 8\. Limited English Proficient students in the school:
> [14%]{.underline}

[82]{.underline} Total Number Limited English Proficient

Number of languages represented: [8]{.underline}

Specify languages: Arabic, Japanese, Hungarian, Korean, Mandarin,
Polish, Russian, and Spanish

> 9\. Students eligible for free/reduced-priced meals:
> [12.3]{.underline} %

[­70]{.underline} Total Number Students Who Qualify

10\. Students receiving special education services: [18.7]{.underline} %

[107]{.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.

[0]{.underline} Autism [0]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [2]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [15]{.underline} Specific Learning
Disability

[1]{.underline} Hearing Impairment [85]{.underline} Speech or Language
Impairment

[3]{.underline} Mental Retardation [0]{.underline} Traumatic Brain
Injury

[0]{.underline} Multiple Disabilities [1]{.underline} Visual Impairment
Including Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [.5]{.underline}

Classroom teachers [21]{.underline} [4]{.underline}

Special resource teachers/specialists [14]{.underline} [6]{.underline}

Paraprofessionals [14]{.underline} [7]{.underline}

> Support staff [3]{.underline}
>
> Total number [53]{.underline} [17.5]{.underline}

12\. Student-"classroom teacher" ratio: [23.4]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

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

  Daily student attendance          95.8        95.6         95.2

  Daily teacher attendance          92.2        92.1         93.1

  Teacher turnover rate             13.1        16.0         14.7
  --------------------------------- ----------- ------------ ------------

## PART III ‑ SUMMARY

Lyon Elementary School, Glenview Illinois, is a dynamic, child-centered
learning community educating children in pre-kindergarten through third
grade. A dedicated staff provides a quality educational program suited
to meet the needs of each individual child in a supportive environment.
Our belief is all children can achieve success if given the
opportunities, materials, and support. Following the directive of our
District's motto, "Every Child A Winner," our mission is to enable
students to appreciate themselves and others as responsible,
independent, and collaborative learners within an academic environment
that is both challenging and nurturing. All socioeconomic levels of our
diverse school population receive academic support tailored to their
needs. Specific goals and objectives, as well as a variety of activities
and projects throughout the year, enable all our children to achieve
academic success. Ensuring that "No Child Is Left Behind," strategies to
reach every Lyon School child include:

-   An Illinois state funded early intervention kindergarten program, a
    model for other primary schools in our District, for those children
    identified as being at-risk before formally entering school

-   A District funded, research based, extended day Kindergarten program
    for at-risk students

-   A school reading support program providing early intervention
    support for emerging readers

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-   An enrichment program in reading and mathematics designed to meet
    the needs of our upper quartile of students

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-   An after school tutoring program with high school volunteers (Lyon
    Learning Club) to provide assistance with homework for at-risk
    students

-   Parent and family educational programs focusing on reading and
    mathematics (Literacy Night, Family Math Night, Family Technology
    Night, Family Reading Night)

-   A variety of heterogeneous classroom groupings (multi-age, looping,
    and traditional one grade/one teacher) to provide children with a
    setting conducive to their individual learning styles

-   An active PTA that provides volunteers for classrooms as well as
    funding for special projects and materials benefiting all children
    and supporting academic programs

-   Collaborative efforts with the Glenview community including programs
    such as Junior Achievement, Fire/Police Safety, and Public Library
    Programs support life skills and academic achievement

Our staff is committed to keeping current with the latest evidence based
teaching methods to meet the diverse needs of children. Among the ways
staff accomplishes this goal include:

-   Professional growth:

-   *73%* of certified staff have a Masters Degree

-   *2* staff certified as Reading Specialists

-   Additionally: a Doctoral Candidate; a recipient of the
    Kohl-McCormick Early Childhood Teaching Award; a National Teaching
    Certification Candidate; and a published author in the field of
    teaching science/mathematics

-   Professional staff development devoted to supporting and improving
    student performance on state assessments such as our year-long study
    of Patricia Cunningham\'s *Four Blocks of Literacy*

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-   Participation on various District committees, including reading and
    mathematics, to ensure curriculum decisions are based on current
    research, theory, and best practice

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

**1**

The **State Criterion Reference Test** that is given to all third
graders at Lyon School in the areas of Reading and Mathematics is the
*[Illinois Standards Achievement Test]{.underline}* (ISAT). The test is
published annually by NCS Pearson / Illinois State Board of Education.
The Performance Level Descriptors reported on the ISAT results in the
tables indicate the percentage of students in the preceding two
categories: *Exceeds Standard* - Students' work is outstanding and shows
comprehensive knowledge and skills in the learning areas. Students can
consistently use their knowledge and skills to solve problems and
evaluate the results; and *Meets Standards* - Students' work shows that
they have the knowledge and skills in the learning area. Students can
consistently use and apply their knowledge and skills to solve problems.

Students who are excluded from the ISAT test are those who are
identified as English as Second Language Students with less than three
years in the language program. These students are given the Illinois
Measure of Annual Growth in English (IMAGE) which measures the progress
of students who are Limited English Proficient (LEP) in attaining the
English-language reading and writing skills needed to achieve the
Illinois Learning Standards. The tests are administered annually in
reading, writing, and mathematics to LEP students in a state-approved
bilingual education program.

This group represents a total of 22 students out of our 139 third
graders or 16%.

The ISAT assessment data for Lyon School over the past three years shows
consistent and continuous increases in the performance of our students
in both Mathematics and Reading. The results of the ISAT Reading test
indicate the percentage of students in the Meets/Exceeds category has
increased by 7% (88% of 118 third graders tested) and the percentage of
students in the Exceeds category has increased by 15% (46% of those
tested) over the past three years. Likewise, on the ISAT Mathematics
test we have seen growth in the Meets/Exceeds category of 4% (97% of the
117 third graders tested) and an increase in the Exceeds category of 18%
(62% of those tested).

When looking at the **subgroup** information of the ISAT for our student
population for those categorized as **Special Education** we find very
similar growth trends. Data show that on the ISAT Reading test growth
was shown in the Meets/Exceeds categories of 50% over the past three
years, while the increase in the Exceeds category was 35%. The data for
the ISAT Mathematics test show three-year growth of 25% in the
Meets/Exceeds category, while growth of 63% was shown in the Exceeds
category.

Data for those students who would qualify for the Free/Reduced program
has not been reported to us with the results of the ISAT. This
information has been unavailable from the state until this past year and
was unfortunately not coded for that particular subgroup.

While the majority of our ESL students take the IMAGE test instead of
the ISAT, those who do participate in ISAT score well in comparison with
their third-grade peers. The data for our Hispanic population for 2002
in mathematics indicate 80% score in the Meets category, while 40% score
in the Meets category in the Reading portion of ISAT.

Lyon School outpaces the state average on both the mathematics and
reading tests by more than 23% in the Meets/Exceeds categories.

Finally, the information disaggregated in both the Reading and
Mathematics areas of ISAT indicates we have had consistent and steady
upward growth of our third grade students over the past three years.
This directly aligns with our goal to ensure every child is learning.

## Part IV - #2

We believe improving teaching and student learning is the primary reason
for assessing student performance. The disaggregation of data from the
ISAT identifies targeted areas of instructional strengths and
weaknesses. The targeted areas for improvement provide a focus for
professional development and adjustments are made in the instructional
program to fit the diverse academic needs of specific groups of
students. Additionally, we use a range of formal and informal assessment
strategies to shape instructional decisions, monitor student progress,
encourage student self-assessment, and gather information to report to
various audiences. This information helps children and parents
understand and celebrate student achievement. We use assessment data to
understand and improve student and school performance by:

-   Tracking the performance levels of our special needs and low
    socioeconomic students to measure their progress in comparison with
    the general student population

-   Making instructional modifications in the curriculum delivery for
    individuals and small groups

-   Differentiating instruction to create flexible grouping of students
    for specific skills or interests

-   Involving specialized support staff to meet children's needs (small
    group and one-on-one instruction)

-   Aligning the curriculum more closely in meeting State standards

## Part IV - #3

We regularly communicate student performance, including assessment data,
to parents, students, and the community. We are committed to being
accountable for our practice as we work together to promote public
understanding of the objectives and achievements of our school. In
addition, we provide a rationale for our major goals, experiences, and
teaching methods. We use a number of methods to communicate student
performance, including:

-   Student report cards/progress reports sent home 3 times per year

-   A report to parents providing their child's individual results on
    the state assessments.

-   Regularly scheduled parent/teacher conferences to discuss student
    progress, share samples of children's work, and establish goals for
    each child (100% of parents attend at least one conference per year)

-   Student constructed portfolios

-   The School Report Card, which provides information to parents and
    the community about student achievement on State assessments as well
    as school and district comparisons, sent to every parent and posted
    on the school and District website

-   Presentations at Local School Council meetings, Board of Education
    meetings, and PTA meetings to share student achievement results and
    goals for future improvement

-   SCHOOLOOK, a quarterly District newsletter sent to every home in our
    community conveying student achievement results

## 

## Part IV - #4

In the event Lyon School wins this prestigious award, we would take the
initiative to share our success with other educators. The teachers at
Lyon School are committed to work as leaders and collaborators in the
professional community to improve programs and practices for children
and their families. Important elements in our action plan to implement
this initiative would include:

-   An invitation to educators at other primary schools to observe our
    classrooms and programs in action. Part of the visit would include
    discussions and workshops led by Lyon School staff focusing on the
    impact our programs have had on the successful academic achievement
    of our students.

-   Information on our website highlighting the Blue Ribbon Award with
    specific program details to allow other schools to model our
    successes.

-   The development of a Blue Ribbon/No Child Left Behind presentation.
    Representative teams from our school would apply to be presenters at
    local, state and national conferences (Illinois Reading Association,
    International Reading Association, National Council of Teachers of
    Mathematics) highlighting the excellent reading and mathematics
    programs of Lyon School as well as the successful intervention
    strategies used to ensure no child is left behind.

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

## Part V -- #1

Our curriculum engages children in significant content based on State
Learning Standards that form the foundation for our integrated
curriculum. Using these standards, current research, and best practice,
we have developed programs and materials to support an environment
encouraging each child to achieve high expectations and find success in
learning. This approach enables every child to make connections between
subject matter and real world applications. Our curriculum provides
multiple opportunities to develop oral and written language skills, as
well as critical thinking skills. The following methods demonstrate how
we accomplish this:

# Significant content and high standards

-   The teaching of basic skills in all curricular areas is combined
    with research and problem solving skills (for example, first graders
    acquire research skills through inquiry learning experiences such as
    \"Why is our garden not growing?\").

-   A strong literacy curriculum integrating reading, writing, speaking,
    and listening forms the foundation for all curricular areas.

-   Conceptual development spirals and increases in difficulty as
    students progress through the grade levels in mathematics using the
    University of Chicago School Mathematics Project.

-   Homework as an expectation that develops an explicit connection
    between school and home to reinforce and expand children's learning.
    Current research on homework emphasizes its utility in keeping
    parents involved in their child's learning.

-   Planned enrichment experiences such as field trips, cultural arts
    programs, author visits, an outdoor science center, and an art
    enrichment program build background knowledge and engage the diverse
    interests of all children.

-   Student choice (centers, book clubs, self-selected reading) and
    inquiry-based learning experiences (student selected research
    projects, student created Power Point presentations) support each
    child's individual learning style.

-   High quality resources, (literature, textbooks, and technology),
    selected by staff, support the varied interests and abilities of
    children and enable students to reach their learning potential.

-   A variety of assessments including state-assessments, district-wide
    achievement tests, diagnostic reading evaluations, and portfolios
    help inform instruction and evaluate the needs of individual
    children.

[Meeting the needs of all children]{.underline}

-   Early intervention Pre-Kindergarten targets at-risk children ages
    three through five in our school community. The program focuses on
    developing school readiness and social skills, oral language
    acquisition, and the fundamental knowledge needed for optimal
    reading development. Parent involvement is a necessary component in
    program success.

-   Extended Day Kindergarten, a full-day program, incorporates children
    who attended the Pre-Kindergarten along with other students
    identified as at-risk. Children in the Extended Day Kindergarten
    attend morning kindergarten with children not at-risk. In the
    afternoon, these at-risk children engage in activities that further
    develop their literacy skills. Again, parent involvement is a key to
    achievement.

**[Part V - #2]{.underline}**

Our literature based reading program promotes high standards of
achievement with children who have diverse instructional needs and
interests. We chose Houghton Mifflin's [Invitation to
Literacy]{.underline} based upon the scientifically researched practices
delineated in the National Reading Panel Report to ensure every child
learns to read. Instructional practices that help us reach our goal of
each child becoming a successful reader and life-long learner include:

-   Explicit instruction in the following areas: phonemic awareness,
    letter recognition, sound/symbol association, phonics, word
    identification, fluency, vocabulary, and comprehension

-   High quality literature from a variety of genres and authors, on a
    wide range of topics, and at increasing levels of difficulty are
    read by all children

-   Fluency and comprehension are developed through multiple
    opportunities to practice both oral and silent reading using
    appropriately leveled materials

-   Engaging all children in active comprehension work through
    discussions, question and answering, story mapping, predicting,
    visualizing, making text connections, and vocabulary work

-   Students develop their skills to become strategic readers through
    language rich environments created to emphasize the graphophonic,
    syntactic, and semantic cueing systems

-   A reading support program providing one-on-one and small group
    instruction for at-risk readers

-   An enrichment program to challenge and provide extensions for
    children reading above grade level

## Part V - #3

Our research-based mathematics curriculum supports our mission to enable
all children to become problem solvers, to communicate and reason
mathematically, to value mathematics, and to foster confidence in one's
own ability in applying mathematics to the real world. Our mathematics
curriculum has a spiraling structure where mastery of concepts and
skills are achieved over time. Instructional strategies include:

-   Real life problem solving occurring within the context of developing
    mathematical skills.

-   Connections made to other curricular areas develop skills needed to
    achieve overall academic success.

-   Multiple opportunities for basic skills practice and to explain and
    discuss their mathematical thinking

-   Small group and partner activities to encourage children to
    communicate and collaborate with other learners. Sharing ideas
    through discussions reinforces learning and promotes reflective
    listening skills and cooperation.

-   Open-ended, hands-on explorations to create an investigative,
    challenging mathematical environment.

-   Formal and informal assessments as benchmarks for reviewing
    individual student progress and guide differentiated instruction.

-   A Home/School Connection provides opportunities for families to
    participate in their child's mathematical learning.

## Part V - #4

The State Learning Standards form the foundation for our instructional
program to improve student learning. By aligning our curricula with
these standards, we maintain high expectations for our children's
learning and academic success. Within this framework, we use many
research-based methods to help all children learn, including:

-   Problem-based learning experiences help children connect and apply
    concepts to the real world. Initially, this active and engaging
    approach is largely teacher led but as children become more able
    problem solvers, they pose their own questions and solve problems
    independently using inquiry learning.

-   Cooperative learning experiences incorporated into virtually all
    curricula to promote learning and build strong social skills.

-   Direct instruction helps children build background knowledge and
    develops the necessary skills they need to become independent
    learners.

-   The use of manipulatives, modeling, guided practice, think alouds,
    reflection, and timely feedback

-   A variety of flexibly structured groupings are used to provide
    appropriate, differentiated instruction. Examples include: targeted
    small group, specific skills instruction and one-to-one assistance

-   An integrated system of support services links classroom and
    specialized staff in designing instruction for children with
    Individualized Education Plans. This extends to the inclusion of
    low-incident, multiple needs children within a regular classroom
    setting.

## Part V - #5

The goal of our Professional Development Program is to improve student
achievement. Using assessment data, a School Improvement Plan is created
that identifies areas for professional development and guides
instructional practices. Through a sustained effort, rather than a
one-time in-service, staff develop and practice strategies to
differentiate instruction.

Professional development occurs through staff collaboration and team
work focused on refining, developing and reflecting upon instructional
strategies. Through our Professional Development Program, teachers are
able to improve student achievement by:

-   Providing engaged learning activities which motivate all children to
    become independent learners and achieve academic success

-   Developing a plan for integrating technology into each curricular
    area to enable all children to use research, problem solving, and
    communication skills

-   Working in collaborative teams (grade level, cross-grade, cross
    disciplinary) resulting in the sharing of ideas and strategies and
    the development of a common language to meet the needs of all
    children

-   Gaining knowledge about best practice and research from expert
    educational consultants and professional literature

-   Creating a parent education component as part of the professional
    development activities to build parent understanding of school
    initiatives

**[Part IV - #1]{.underline}**

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

Illinois Standards Achievement Test (ISAT)

Results for Grade 3 -- Lyon School

Reading

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

  Testing Month                       April      April       February 

  **School Scores**                                           

  Total                                                       

  At or above Meets                  88%         86%         81%

  At Exceeds                         46%         38%         31%

  Number of students tested          118         117         117

  Percent of total students tested   83%         82%         85%

  Number of students excluded        25          25          20

  Percent of students excluded       17%         18%         15%

                                                              

  **Subgroup Scores**                                         

  Special Ed                                                  

  At or above Meets                  76%         50%         25%

  At Exceeds                         35%         0%          0%

  Not Special Ed                                              

  At or above Meets                  91%         90%         82%

  At Exceeds                         48%         42%         32%

  Free/reduced                                                

  At or above Meets                  \*\*        \*\*        \*\*

  At Exceeds                         \*\*        \*\*        \*\*

  Not Free/reduced                                            

  At or above Meets                  89%         87%          \*\*

  At Exceeds                         47%         39%          \*\*

  White                                                       

  At or above Meets                  92%         87%          \*\*

  At Exceeds                         48%         41%          \*\*

  African American                                            

  At or above Meets                  \*\*        \*\*        \*\*

  At Exceeds                         \*\*        \*\*        \*\*

  Hispanic                                                    

  At or above Meets                  40%         \*\*        \*\*

  At Exceeds                         0%          \*\*        \*\*

  Asian/pacific Islander                                      

  At or above Meets                  \*\*        \*\*        \*\*

  At Exceeds                         \*\*        \*\*        \*\*

  **State Scores**                                            

  At or above Meets                  63%         62%         62%

  At Exceeds                         19%         19%         21%
  ---------------------------------- ----------- ----------- ------------

\*\*-Insufficient data from State

**[Part IV - #1]{.underline}**

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

Illinois Standards Achievement Test (ISAT)

Results for Grade 3 -- Lyon School

Mathematics

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

  Testing Month                       April       April        February

  **School Scores**                                             

  Total                                                         

  At or above Meets                  97%          94%          93%

  At Exceeds                         62%          58%          44%

  Number of students tested          117          118          121

  Percent of total students tested   82%          83%          88%

  Number of students excluded        26           24           16

  Percent of students excluded       18%          17%          12%

                                                                

  **Subgroup Scores**                                           

  Special Ed                                                    

  At or above Meets                  100%         75%          75%

  At Exceeds                         63%          17%          0%

  Not Special Ed                                                

  At or above Meets                  97%          95%          94%

  At Exceeds                         62%          62%          47%

  Free/reduced                                                  

  At or above Meets                  \*\*         \*\*         \*\*

  At Exceeds                         \*\*         \*\*         \*\*

  Not Free/reduced                                              

  At or above Meets                  98%          96%          \*\*

  At Exceeds                         64%          60%          \*\*

  White                                                         

  At or above Meets                  98%          94%          \*\* 

  At Exceeds                         66%          58%          \*\* 

  African American                                              

  At or above Meets                  \*\*         \*\*         \*\*

  At Exceeds                         \*\*         \*\*         \*\*

  Hispanic                                                      

  At or above Meets                  80%          \*\*         \*\*

  At Exceeds                         0%           \*\*         \*\* 

  Asian/pacific Islander                                        

  At or above Meets                  \*\*         \*\*         \*\*

  At Exceeds                         \*\*         \*\*         \*\*

  **State Scores**                                              

  At or above Meets                  74%          74%          69%

  At Exceeds                         30%          28%          23%
  ---------------------------------- ------------ ------------ ------------

\*\* - Insufficient data from State