##### *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

Name of Principal [Mr. Richard DeMont]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_[201 East
Hawley]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_[Herington]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[Kansas]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_[67449-2430]{.underline}\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_[Dickinson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State
School Code Number\*\_\_\_[7888]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 785) 258-3234]{.underline} Fax [( 785)
258-2915]{.underline}

Web site/URL [http://www.heringtonschools.org/]{.underline} E-mail
[demont@teen.k12.ks.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Scott M. Carter]{.underline}

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

District Name[USD 487]{.underline} Tel. [( 785 ) 258-2263]{.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 Mr. David Powell

President/Chairperson

(Specify: Ms., Miss, Mrs., 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**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

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

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

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

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

\_\_[0]{.underline}\_\_\_ Other

\_\_[3]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure: [\$9,632]{.underline}

Average State Per Pupil Expenditure: [\$9,624]{.underline}

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

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [6]{.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**    10        7                      **17**       **7**       0         0           0

  **K**       21        21                     **42**       **8**       0         0           0

  **1**       18        14                     **32**       **9**       0         0           0

  **2**       14        19                     **33**       **10**      0         0           0

  **3**       17        15                     **32**       **11**      0         0           0

  **4**       18        14                     **32**       **12**      0         0           0

  **5**       23        14                     **37**       **Other**   0         0           0

  **6**       0         0                      0                                              

                                    **TOTAL                                                   225
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

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

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

[3]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[20]{.underline}\_\_\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      27
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      18
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    45
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 225
                            the school as of October 1  

  **(5)**                   Total transferred students  .20
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           20
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0]{.underline}\_\_\_%

\_\_\_[0]{.underline}\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[49]{.underline}\_\_%

Total number students who qualify: \_\_\_[110]{.underline}\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families, or the school does not
> participate in the federally supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_\_[12]{.underline}\_\_%

\_\_\_\_[27]{.underline}\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[18]{.underline} Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[6]{.underline}\_Speech or Language
Impairment

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

> \_\_[1]{.underline}\_Mental Retardation \_\_[1]{.underline}
> Visua[l]{.underline} Impairment Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

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

Classroom teachers \_\_[14]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

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

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

> Support staff \_\_\_[4]{.underline}\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[24]{.underline}\_\_ \_\_\_\_[1]{.underline}\_\_\_

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_\_[16:1]{.underline}\_

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

> Teacher turnover rate is due to having a large number of teachers
> reaching retirement age.

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

  Daily student attendance   95%         95%         94%         94%         94%

  Daily teacher attendance   93%         93%         92%         93%         93%

  Teacher turnover rate      21%         14%         7%          0%          0%

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

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

**PART III ‑ SUMMARY**

Herington Elementary School is the only neighborhood, public elementary
schools in Herington USD 487. The building was constructed in 1952 and
enrollment has held at approximately 220 students over the past five
years. Herington is a north central Kansas community with a population
of 2500. The community has a strong economic base with Union Pacific;
however, close to half of the students at Herington Elementary School
consistently qualify for the free and reduced lunch program. Herington
Elementary School is located in the southeast quadrant of the community.

Herington Elementary School is a multiage school that organizes student
instruction around three developmental levels: Early Primary (full day
kindergarten and first grade), Primary (second and third grades), and
Intermediate (fourth and fifth grades). The school has fourteen general
education classrooms with an average size of 16 students. Two title
reading and math specialists support general education reading and math
instruction. Herington Elementary School's educational programming is
also supported with services of a school counselor, library media
specialist, physical education and music teachers. Herington Elementary
School's special education students are supported by one and a half
teachers, one speech language pathologist, and an itinerant gifted
teacher. Services of a school nurse, school psychologist, physical
therapist, and occupational therapist, are shared with schools in the
Salina Special Education Cooperative.

The quality that most distinguishes Herington Elementary School is the
commitment and dedication of staff members who value each and every
student in the building. This care for children permeates the school
culture. The Herington mission statement says it best. The *Mission is
to: Engage children and youth, families, faculty, staff and community in
creating positive, safe, nurturing, learning environments and
experiences, which support all of our students to become responsible
citizens and life long learners, successful in today's world. Our
primary mission is with our children and youth, but we must all be
students.*

***[PRIORITIES]{.underline}***

1.  *Retain and maintain quality educators who have high student
    expectations, and consistently evaluate their effectiveness for
    individual students.*

2.  *Make sure all students can read and demonstrate appropriate math
    skills by the end of third grade.*

3.  *Manage resources to provide state-of-the-art technology to enhance
    and assist learning and prepare students to integrate technology in
    ways that promote life-long success.*

4.  *Maintain high individual student achievement.*

5.  *Develop community and school partnerships by sharing resources to
    create innovative opportunities for learning and teaching.*

6.  *Build family, faculty, staff, and student partnerships, which
    support learning.*

Another important quality of the school is the commitment to
implementing the latest in brain based researched teaching techniques.
Most of the teachers have spent at least one week receiving world class
training on how the brain works relating to teaching and learning.
Teachers analyze student progress as measured by district academic
benchmarks and note instructional changes needed to best support student
learning. Herington Elementary School has created a strong learning
community sustained by a friendly, accepting climate to all. Parent
involvement begins with individual goal setting conferences in the fall
with educational and social activities continuing throughout the school
year. Family-oriented activities such as the school carnival, music
programs, book fairs, and reading nights are popular and well attended.
The foundation of family involvement is a strong parent teacher
organization and school site council. The school community understands
the focus, work, and commitment needed to provide a quality educational
experience for Herington children. It is understood that the road ahead
is long and challenging, but the daily efforts are paying off in a big
way: achievement is increasing and the achievement gap is decreasing at
Herington Elementary School.

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

**1. Assessment Results**: The State of Kansas administers State
Assessments in reading, math, writing, social studies, and science,
prepared by the Center for Educational Testing and Evaluation at the
University of Kansas. These assessments are based on the State
Standards. These may be found on the Kansas State Department of
Education webpage, [[www.ksde.org]{.underline}](../www.ksde.org). The
Kansas Reading & Mathematics Assessments are administered annually to
all 3rd - 8th graders, as well as in high school. All students in each
grade level being tested are required to take the test. Assessments are
part of the Quality Performance Accreditation process in which each
school's progress is measured before individual schools earn their
accreditation in Kansas.

From 2001-05, Kansas used Unsatisfactory, At or Above Basic, At or Above
Proficient, At or Above Advanced, and Exemplary as the names for its
five performance level categories. In 2006 these names were changed
respectively to Academic Warning, Approaches Standard, Meets Standard,
Exceeds Standard and Exemplary. To meet Kansas Standards students are
expected to be at \"Meets Standard\" or above in math and reading. Last
year in the spring of 2006, all third, fourth, and fifth grade students
took both a reading and a mathematics assessment. All students who
attend Herington Elementary during the specified testing window
participate in the assessments each spring. We take pride in the fact
that 100 percent of our students are tested each year. Herington
Elementary takes all state assessments in the computerized format. The
benefit of immediate feedback is very positive for our students.
Herington Elementary has made remarkable improvement in assessment
scores over the past three years. In 2003, only 66 percent of our
students scored in the top three categories on the reading assessment
while 34 percent scored in the bottom two categories. In 2006, 85
percent scored in the top three categories. In 2003, only 78 percent of
our students scored in the top three categories on the mathematics
assessment while 22 percent scored in the bottom two categories. In
2006, 97 percent of our students scored in the top three categories.

Herington Elementary students were awarded the building-wide Standard of
Excellence in both subject areas and made AYP as expected by NCLB. In
order to qualify for the Standard of Excellence designation, twenty-five
percent of our students must score in the exemplary category, sixty
percent must score at advanced and above, eighty percent must score at
proficient or above, and ninety-five percent must score at basic and
above.

**2. Using Assessment Results:** Herington Elementary uses state and
local assessment data to guide, change and impact instruction. Upon
looking at the data, decisions are made on three levels -- student,
curricular, and school or district level.

At the student level, formative local assessment data and summative
state assessment data is used by teachers to design individual
instruction for students and to make needed adjustments in instruction
for students, provide additional assistance through reading intervention
during the day, provide computer assisted instruction, and provide an
intensive six week summer school experience.

At the curricular level, formative and summative local and state
assessment data is used to determine what areas of the Herington
Elementary curriculum and instruction need modification. When students
demonstrate lower than desired performance, while standards and
benchmarks remain constant, the curriculum and instruction modifications
are discussed and adjusted. At the school/district level, if local and
state assessment data indicates poor performance, staff development is
designed to support staff in understanding the issues and strengthening
the teaching of the curricular standards. Student performance is also
analyzed and discussed at district grade level meetings, resulting in
changes in instruction.

**3. Communicating Assessment Results:** Herington Elementary
communicates student performance in many ways throughout the school year
to various school stakeholders. At the student level, teachers hold
individual conferences with parents at least twice a year to discuss
test scores, schoolwork, and formal reading inventories. Conferences are
held in the evening allowing working parents to attend more easily.
Herington Elementary typically achieves a 97% attendance rate at these
conferences. In addition to conferences, progress reports are
distributed quarterly. Informal conferences, home visits, classroom
newsletters, and phone calls are conducted throughout the school year as
needed. Another avenue of communicating student performance is the
Student Improvement Team process. This process consists of analyzing a
child's progress, brainstorming alternative instructional interventions,
and looking for additional ways to support the child's learning. All
parents also receive Measures of Academic Progress (MAP) results; third,
fourth, and fifth grade state assessment results; and second through
fifth grade scores on the Standardized Test for Assessment of Reading
(S.T.A.R.). Kansas publishes a Building Report Card detailing state
assessment results. Building-wide performance is shared with the local
Board of Education and also with the state required site council group
made up of parents, teachers, and business/community members.

Goal achievement is celebrated on an individual basis, as well as school
wide through announcements, Accelerated Reading parties, and celebration
banners. Methods of school-home communications vary among individual
teachers and include agenda books, good work notes, positive phone
calls, daily homework folders, and e-mails. Herington Elementary
consistently strives to communicate progress to all students and
parents.

**4. Sharing Success:** Herington Elementary celebrates its success
along with the rest of USD 487 at the beginning of the year's opening
in-service. This unified celebratory atmosphere sets the stage for
improved communication between the schools and openness to celebrate the
success of all students. Elementary teachers also meet monthly in grade
level and faculty meetings. Instructional strategies are shared
developing a common vision and plan for success across the district.
Herington Elementary also shares its success with other schools during
leadership meetings. During these meetings, USD 487 principals meet
twice monthly to gain information but also to share ideas about learning
and often discuss progress. Meetings are also held monthly with the
district curriculum committee to evaluate success. Again, information
and effective instructional strategies are discussed in order to improve
what is happening at each building.

Herington Elementary also receives phone calls from other schools in the
state of Kansas needing information regarding what we are doing to
achieve high levels of success. Often times, Herington Elementary
receives visitors from other schools around the state. Our school is
very willing to open our doors to show what we are doing to positively
impact student achievement. Information regarding how we have had high
levels of achievement is shared at the state level and local level
through coop and in-service meeting attended by staff.

We recognize that success breeds success. We are not an island unto
ourselves, but rather our school and district is a learning community
whereby we support one another, learn from one another, celebrate
together, and share our successes.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **Curriculum:** The curriculum is comprehensive, focusing on the
whole child. The core subjects of reading, language arts, mathematics,
science, and social studies are the focus of the school day. Other
subjects such as music, physical education, and guidance lessons play an
integral role in the total curriculum experience for Herington students.
Kansas State Benchmarks and Standards serve as the core curriculum in
each subject area. The state standards are the focus of instructional
planning and presentation.

Herington utilizes a balanced literacy approach to reading and language
arts. This approach stresses the following main principals of reading --
phonemic awareness, phonics, vocabulary, fluency, and text
comprehension. In addition, the Fast Forward Computerized Reading
software program supports students who are reading below grade level or
in the lowest 20% of each grade level and is used with all students who
show a need for intervention. Herington's Star Reading and Accelerated
Reading programs support the importance of reading at all grade levels.
An intensive six week summer school program is provided for students at
Herington who have the greatest deficiencies. Writing is taught through
a writing workshop format utilizing the six traits of organization,
ideas and content, fluency, word choice, voice, and conventions. The
school library media specialist supports the language arts curriculum
and instruction through classroom library/technology classes.

Herington utilizes a hands-on approach in teaching mathematics. The
school uses the Saxon Math program to give structure to the math
standards taught in the classroom. Students are expected to master the
concepts of math, apply those concepts and finally make those concepts
and facts automatic in their application. The staff also uses Otter
Creek to teach rote math facts and develop mastery of the state
standards.

Science is a discovery, hands on curriculum, based on the state
standards. The state standards are developed utilizing an active,
hands-on, inquiry methodology.

Social studies incorporate state standards and the big curricular areas
of civics/government, economics, geography, and history into
instructional thematic units. The thematic units emphasize civics,
history and cultural awareness.

Herington's physical education program is based on the Physical
Dimension program, developed in Kansas, which emphasizes dimensions of
wellness for all of students. The program highlights lifetime skills
related to wellness versus competitive sports. Students receive
instruction on a daily basis.

Art is a comprehensive overview of art education, including elements and
principals of art, art heritage, and aesthetic development. Elementary
students receive art instruction in the classroom from their regular
teacher.

Music curriculum is based upon the nine national standards of music
education. Students receive music instruction every day.

The school guidance program consists of three major components: whole
group classroom lessons, small discussion groups based upon specific
topics such as divorce, death, etc. and individual counseling sessions
designed to meet individual student emotional and social needs.

**2. Reading :** Herington utilizes a balanced literacy approach to
reading and language arts. This approach stresses the following main
principals of reading -- phonemic awareness, phonics, vocabulary,
fluency, and text comprehension. In addition, the Fast Forward
Computerized Reading software program, supports students who are reading
below grade level or in the lowest 20% of each grade level and is used
with all students who show a need for intervention. Herington's Star
Reading and Accelerated Reading programs support the importance of
reading at all grade levels. An intensive six-week summer school program
is provided for students at Herington who have the greatest
deficiencies. Writing is taught through a writing workshop format
utilizing the six traits of organization, ideas and content, fluency,
word choice, voice, and conventions. The school library media specialist
supports the language arts curriculum and instruction through classroom
library/technology classes.

Animated Alphabet is used to teach the phonemic awareness and phonics
components of the balanced literacy program in kindergarten. The Saxon
Phonics program is a program focusing upon letter-sound relationships,
phonological and phonemic awareness. The program is used with students
in grades Kindergarten through Third grade. Herington's Title 1 reading
programs support students who are reading below grade level based on
state assessments and Dynamic Indicators of Basic Early Literacy Skills
(DIBLES) scores. They participate in these programs in addition to
reading instruction in the classroom.

3.  **Additional Curriculum Areas:** In addition to reading, Herington
    Elementary School also has an intense focus on the teaching and
    learning of mathematics. Our teachers instruct students in a manner
    which creates a productive learning environment and best helps our
    students develop to their full intellectual potential.

The strategies utilized are research-based and are implemented in order
to ensure a greater opportunity for success. Cooperative learning
strategies are utilized during the instructional process. Students learn
to work together. Social skills are also developed as well as curricular
objectives. By learning to work together, objectives which are aligned
to the state and National Council of Teachers of Mathematics standards
are more readily learned. This comprehensive school reform model
continuously engages students in the process of direct instruction,
teamwork, and individual work.

Teaching children problem-solving skills has also been instrumental in
developing their abilities to process at higher levels. Students are
engaged daily in the problem solving process. Strategies are taught and
students learn how to utilize a variety of manipulatives to help solve
problems. Problem solving and mathematics instruction takes place daily.
In many instances teachers utilize other shorter periods of time
throughout the day to work on computation and additional problem solving
skills.

Students also work on mathematical skills outside of the normal time
period in which teachers utilize computer software to review, and more
importantly, accelerate students. Otter Creek math is used to help
develop math facts. Teachers use the data collected from this program to
chart progress, set goals with students, and determine further
interventions needed for students. Possible interventions might include
small groups for tutoring based on specific skills, identification of
students for the after school program, or simply the identification of
skills needed for further emphasis. In all intervention, strong
attention is given to targeted indicators and desired outcomes.

**4. Instructional Methods:** Herington teachers use a wide array of
instructional teaching methods to insure that students learn to their
highest potential. Effective strategies include thoughtful, reflective
planning throughout the entire learning process; before teaching, during
teaching, and after teaching. Before teaching, staff must be aware of
district curriculum and long range planning. Integrating the content
areas promotes advanced learning and real life applications. Herington
educators also know their students, utilizing existing assessment data
to help guide and differentiate instruction. They also apply effective
lesson design, (setting the stage for learning, linking new learning to
previous learning, guided practice, checking for understanding, and
independent practice with feedback). During teaching, educators
continually monitor initial learning in order to adjust lesson delivery.
Including cyclic practice for long term memory and teaching "how to
learn" strategies increase student achievement. During teaching,
Herington staff also use cooperative learning structures, hands on
learning models, active participation, flexible grouping, student
conferencing, direct instruction, and higher level questioning
techniques. A skilled educator applies these strategies across the
content areas. After teaching, effective instructional strategies
include classifying learning, learning logs, reciprocal teaching, and
timely feedback of independent student work. Herington staff use a
variety of assessment techniques, matched to the learning objective
(MAPP, DIBLES, State Assessments, Accelerated Reader, Star Reading, and
Otter Creek Math) to assess student growth. Based on student's growth,
other opportunities may be provided through extended summer and after
school learning. Above all, teacher strategies should increase student
retention of information and promote opportunities for student self
evaluation. Most teachers have received world-class training in brain
research to help design instruction that will be effective.

**5. Professional Development:** Herington's staff development has two
main areas of focus. The first focus is on brain research and
instructional strategies necessary for quality instruction. In addition
to this type of training, staff development is focused on using
technology to increase student learning. Both the district budget and
school site budget support these two efforts. The district supports
balanced literacy, mathematics, Intel Teaching Thinking, brain based
learning, and other curricular areas with ongoing staff development.
Professional learning opportunities held within the district include
workshops on curriculum issues, incorporating technology as a means to
increase student learning. Herington also has a close working
relationship with Educational Services and Staff Development Association
of Central Kansa*s* (ESSDACK) and Smoky Hill Educational Service Center
which provides quality professional learning opportunities for staff.
Twice a year, cadres of Herington teachers are sent to the California to
participate in Eric Jensen's Brain Learning conference. Teachers also
participate in staff meetings focused on instructional strategies and
their implementation. A structured mentoring program is offered for
beginning teachers. Our school and district strongly believe that staff
development is a long-term commitment to the development of each
teacher. Change does not occur with a one-day workshop. Change occurs
over time, by learning new strategies, practicing those strategies and
receiving feedback with coaching. Our focus on world class training of
staff to use the latest brain research and technology has resulted in a
dramatic increase in our student's scores and engagement in the learning
process. During the four years that we have implemented this staff
development we have gone from not scoring at the standard of excellence
to scoring at the standard of excellence in reading and math, with
scores increasing each of the last four years.

**PART VII - ASSESSMENT RESULTS**

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td>Subject</td>
<td><u>Reading</u></td>
<td>Grade</td>
<td><u>5</u></td>
<td>Test</td>
<td colspan="6"><u>Kansas State Reading Assessment</u></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="6"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"></td>
<td>2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="even">
<td colspan="6">Testing month</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>94</td>
<td>85</td>
<td>72</td>
<td>66</td>
<td>83</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>67</td>
<td>61</td>
<td>49</td>
<td>37</td>
<td>53</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>41</td>
<td>30</td>
<td>13</td>
<td>15</td>
<td>18</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>50</td>
<td>33</td>
<td>40</td>
<td>41</td>
<td>34</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td>1</td>
<td>0</td>
<td>1</td>
<td>0</td>
<td>1</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td>2</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>3</td>
</tr>
<tr class="even">
<td colspan="6"><ol type="1">
<li><p><strong><span class="smallcaps">White</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td>86</td>
<td>70</td>
<td>62</td>
<td>84</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>68</td>
<td>66</td>
<td>51</td>
<td>38</td>
<td>51</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>19</td>
<td>33</td>
<td>11</td>
<td>15</td>
<td>19</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>45</td>
<td>30</td>
<td>37</td>
<td>34</td>
<td>32</td>
</tr>
<tr class="even">
<td colspan="6"><ol start="2" type="1">
<li><p><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></p></li>
</ol></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>96</td>
<td>74</td>
<td>64</td>
<td>66</td>
<td>80</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>69</td>
<td>44</td>
<td>20</td>
<td>33</td>
<td>40</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>39</td>
<td>13</td>
<td>6</td>
<td>0</td>
<td>5</td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>24</td>
<td>15</td>
<td>17</td>
<td>15</td>
<td>18</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Subject</td>
<td><u>Reading</u></td>
<td>Grade</td>
<td><u>4</u></td>
<td>Test</td>
<td colspan="6"><u>Kansas State Reading Assessment</u></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"></td>
<td>2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="odd">
<td colspan="6">Testing month</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>98</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>72</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>31</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>36</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td>100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td>0</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td>0</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span
class="smallcaps">White</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>97</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>69</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>29</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>33</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>92</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>77</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>15</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>12</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 7%" />
<col style="width: 11%" />
<col style="width: 2%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Subject</td>
<td><u>Reading</u></td>
<td>Grade</td>
<td><u>3</u></td>
<td>Test</td>
<td colspan="6"><u>Kansas State Reading Assessment</u></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"></td>
<td>2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="odd">
<td colspan="6">Testing month</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>69</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>20</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>32</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td>100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td>1</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td>3</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span
class="smallcaps">White</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>68</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>19</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>29</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6">School</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td>100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td>59</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="6"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td>12</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="6"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td>16</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

\***Note:** Ass**essment comparisons to prior years are not valid**

**Explanation:** Although state assessments have been administered for a
number of years, comparisons between this year's results and prior years
do not produce reliable conclusions and would not be valid. This year
Kansas students were given new assessment tests, developed from new
State Board of Education approved curricular standards. This will make
2006 the beginning of a new baseline for assessment data and the start
of different assessment trends.  For the past 3 years, the percentage of
students in each performance category included only those students who
were enrolled by September 20^th^. In an effort to make the assessment
results consistent with the No Child Left Behind Act, and federal
Department of Education\'s guidelines, we include \"all students in the
grades tested \... not just those students enrolled for a full academic
year.\"

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 16%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="11"><strong><u>PART VII – ASSESSMENT
RESULTS</u></strong></td>
</tr>
<tr class="even">
<td>Subject</td>
<td><u>Math</u></td>
<td>Grade</td>
<td><u>4</u></td>
<td colspan="2">Test</td>
<td colspan="5"><u>Kansas State Math Assessment</u></td>
</tr>
<tr class="odd">
<td colspan="11"></td>
</tr>
<tr class="even">
<td colspan="5"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"></td>
<td colspan="2">2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="even">
<td colspan="5"><strong>ALL STUDENTS</strong> Testing month</td>
<td colspan="2">March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td>98</td>
<td>84</td>
<td>77</td>
<td>70</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">74</td>
<td>96</td>
<td>51</td>
<td>52</td>
<td>51</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">20</td>
<td>42</td>
<td>39</td>
<td>22</td>
<td>14</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">36</td>
<td>45</td>
<td>39</td>
<td>36</td>
<td>37</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td colspan="2">100</td>
<td>100</td>
<td>100</td>
<td>100</td>
<td>100</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">0</td>
<td>0</td>
<td>1</td>
<td>0</td>
<td>1</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">0</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>3</td>
</tr>
<tr class="even">
<td colspan="5"><strong><span
class="smallcaps">White</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td>97</td>
<td>97</td>
<td>94</td>
<td>89</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">74</td>
<td>95</td>
<td>56</td>
<td>56</td>
<td>49</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">14</td>
<td>41</td>
<td>44</td>
<td>24</td>
<td>14</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">33</td>
<td>39</td>
<td>34</td>
<td>34</td>
<td>36</td>
</tr>
<tr class="even">
<td colspan="5"><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">100</td>
<td>100</td>
<td>79</td>
<td>72</td>
<td>69</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">69</td>
<td>95</td>
<td>36</td>
<td>42</td>
<td>31</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">0</td>
<td>43</td>
<td>21</td>
<td>12</td>
<td>6</td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">12</td>
<td>21</td>
<td>14</td>
<td>17</td>
<td>16</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 16%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Subject</td>
<td><u>Math</u></td>
<td>Grade</td>
<td><u>3</u></td>
<td colspan="2">Test</td>
<td colspan="5"><u>Kansas State Math Assessment</u></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"></td>
<td colspan="2">2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="odd">
<td colspan="5"><strong>ALL STUDENTS</strong> Testing month</td>
<td colspan="2">March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">95</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">55</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">26</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">32</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td colspan="2">100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">1</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">3</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span
class="smallcaps">White</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">94</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">52</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">19</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">29</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">94</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">47</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">18</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">16</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 11%" />
<col style="width: 16%" />
<col style="width: 4%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 8%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Subject</td>
<td><u>Math</u></td>
<td>Grade</td>
<td><u>5</u></td>
<td colspan="2">Test</td>
<td colspan="5"><u>Kansas State Math Assessment</u></td>
</tr>
<tr class="even">
<td colspan="11"></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span class="smallcaps">School Name: Herington
Elementary</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"></td>
<td colspan="2">2006</td>
<td>2005</td>
<td>2004</td>
<td>2003</td>
<td>2002</td>
</tr>
<tr class="odd">
<td colspan="5"><strong>ALL STUDENTS</strong> Testing month</td>
<td colspan="2">March</td>
<td>March</td>
<td>March</td>
<td>March</td>
<td>March</td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2002-2005)</p>
</blockquote></td>
<td colspan="2">96</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2002-2005)</p>
</blockquote></td>
<td colspan="2">72</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2002-2005)</p>
</blockquote></td>
<td colspan="2">25</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">50</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Percent of total students tested</p>
</blockquote></td>
<td colspan="2">100</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>Number of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">2</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Percent of students alternatively assessed</p>
</blockquote></td>
<td colspan="2">4</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span
class="smallcaps">White</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">93</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">66</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">41</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">45</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><strong><span class="smallcaps">Economically
Disadvantaged</span></strong></td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5">School</td>
<td colspan="2"></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% At or Above Meets Std. (Proficient 2001-2005)</p>
</blockquote></td>
<td colspan="2">97</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>% At or Above Exceeds Std. (Advanced 2001-2005)</p>
</blockquote></td>
<td colspan="2">69</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="5"><blockquote>
<p>% Exemplary (Exemplary 2001-2005)</p>
</blockquote></td>
<td colspan="2">38</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td colspan="5"><blockquote>
<p>Number of students tested</p>
</blockquote></td>
<td colspan="2">24</td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

\***Note:** Ass**essment comparisons to prior years are not valid**

**Explanation:** Although state assessments have been administered for a
number of years, comparisons between this year's results and prior years
do not produce reliable conclusions and would not be valid. This year
Kansas students were given new assessment tests, developed from new
State Board of Education approved curricular standards. This will make
2006 the beginning of a new baseline for assessment data and the start
of different assessment trends.  For the past 3 years, the percentage of
students in each performance category included only those students who
were enrolled by September 20^th^. In an effort to make the assessment
results consistent with the No Child Left Behind Act, and federal
Department of Education\'s guidelines, we include \"all students in the
grades tested \... not just those students enrolled for a full academic
year.\"