**REVISED 3/24/05**

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal [Mrs. Orene Lea]{.underline}

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

Official School Name [Chesbrough Elementary]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[68495]{.underline} \_[Hwy.
1054]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Kentwood]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_\_\_\_\_[LA]{.underline}\_\_\_\_
\_\_\_\_[70444-6911\_\_\_\_\_\_\_\_\_]{.underline} City State Zip Code+4
(9 digits total)

County
\_\_\_\_\_\_[Tangipahoa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code Number\*\_\_\_\_[053004]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 985 ) 229-6377]{.underline} Fax [( 985 )
229-7234]{.underline}

Website/URL [www.tangischools.org]{.underline} E-mail
[orene.lea@tangischools.org]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Louis Joseph]{.underline}

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

District Name [Tangipahoa \_\_\_\_\_]{.underline}Tel. [( 985 )
748-2502]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mr. Leonard Genco

(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)

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

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

2.  The school has not been in school improvement status or 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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

6.  The 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
    the 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: \_\_[21]{.underline}\_ Elementary
schools

\_\_\_[6]{.underline}\_ Middle schools

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

\_\_\_[8]{.underline}\_ High schools

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

\_\_[35]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$7,311]{.underline}\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_[\$6,906]{.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
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

4\. [3]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**    6         14                     **20**       **7**                             

  **K**       34        29                     **63**       **8**                             

  **1**       31        31                     **62**       **9**                             

  **2**       26        24                     **50**       **10**                            

  **3**       25        32                     **57**       **11**                            

  **4**       27        27                     **54**       **12**                            

  **5**       31        24                     **55**       **Other**                         

  **6**       31        23                     **54**                                         

                                    **TOTAL                                                   **415**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [73]{.underline} % White

the students in the school: [26]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

[0]{.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 transferred ***to***  36
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           45
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   81
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 408
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  0.2 \*
            (4)                                          

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

\*Number rounded to nearest tenth

8\. Limited English Proficient students in the school:
\_\_[1]{.underline}\_\_\_%

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

Number of languages represented: \_\_\_[1]{.underline}\_\_\_\_

Specify languages: Spanish

9\. \*\*Students eligible for free/reduced-priced meals:
\_\_[81]{.underline}\_\_%

Total number students who qualify: \_[331]{.underline}\_\_\_\_

> \*\* Data from 2003-2004 school year
>
> 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:
\_\_[14]{.underline}\_\_\_%

\_\_[57]{.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 \_\_[2]{.underline}\_Orthopedic Impairment

\_\_[0]{.underline}\_Deafness \_\_[6]{.underline}\_Other Health Impaired

\_\_[0]{.underline}\_Deaf-Blindness \_[29]{.underline}\_Specific
Learning Disability

\_\_[0]{.underline}\_Emotional Disturbance \_[17]{.underline}\_Speech or
Language Impairment

\_\_[0]{.underline}\_Hearing Impairment \_\_[0]{.underline}\_Traumatic
Brain Injury

> \_\_[1]{.underline}\_Mental Retardation \_\_[1]{.underline}\_Visual
> Impairment Including Blindness

\_\_[1]{.underline}\_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 \_\_\_[25]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[0]{.underline}\_\_
\_\_\_\_\_\_\_\_

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

> Support staff \_\_\_[19]{.underline}\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_[51]{.underline}\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[17:1]{.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.)

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance   95%         93%         94%         94%         95%

  Daily teacher attendance   93%         93%         94%         93%         90%

  Teacher turnover rate      4%          4%          5%          5%          5%
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Chesbrough Elementary is a rural school in Tangipahoa Parish, located in
Kentwood, a small community in southeast Louisiana. The original school
was grades kindergarten through twelve and held its first classes in
November of l903, but with consolidation now educates grades
pre-kindergarten through sixth grade. As part of our school's vision, we
believe that given the opportunity, all of our children can learn
regardless of the diverse backgrounds they bring forth to school.
Diversity makes learning more challenging and fun at our school! At
Chesbrough, we work as a team of teachers, parents, and students working
together to achieve our mission statement of "Think High! Reach High!"

Chesbrough Elementary received the label from the Louisiana State
Department of Education for "Recognized Academic Growth" during the
2002-2003 school year and for "Exemplary Academic Growth" during the
2003-2004 school year. These recognitions included monetary rewards that
were utilized to purchase instructional materials including, but not
limited to, the *Accelerated Math* program in order to increase student
achievement on state mandated tests. Chesbrough has also received a
"School Performance Score" of two stars, which we consider a remarkable
achievement considering that we are a rural, high poverty area with 81%
of our students qualifying for free or reduced lunch.

Our school consists of twenty-five certified teachers and six
paraprofessionals to assist with instruction. Our office personnel
consists of one administrator and one school secretary. The custodial
staff consists of two full-time custodians, and one full-time support
staff member that works as part-time custodian and part-time cafeteria
monitor. One manager, one billing clerk, and three cooks staff the
cafeteria. Our students are safely transported to school by ten bus
drivers.

Our school cultivates a strong link between the school, home, and
community as a focus of our School Improvement Plan. Throughout the
year, our faculty, staff, and support personnel provide a multitude of
parental involvement activities that support these efforts to maintain a
positive learning environment with the assistance of a strong, active
Parent Teacher Association. Events that extend beyond the classroom held
throughout the year include: Family Literacy Night, Family *LEAP*
(Louisiana Educational Assessment Program) Night, Family Math and
Technology Night, Open House, Thanksgiving Parent Luncheon,
Grandparents' Luncheon, Christmas Program, 100^th^ Day of School
Celebration, and a Spring Fling.

Members of our P.T.A. are on campus daily, planning and carrying out
numerous activities throughout the year. Activities initiated by the
P.T.A. include monthly meetings to award students for improved and
outstanding academic achievement, P.T.A. newsletters to inform parents
of school events/activities being held, and fund raisers to provide
funds for the school's needs. Most recently, this group was instrumental
in raising the necessary funding to purchase \$35,500.00 worth of much
needed playground equipment at the school.

Our philosophy at Chesbrough Elementary School is to bring all students
into the educational mainstream by the end of elementary school so they
can perform at a level appropriate to their age group. In an attempt to
reach this goal, the Holistic approach to learning is implemented. Our
faculty, while working within the restraints of the budget, utilizes the
best techniques and strategies available to help students maximize their
potential. We strive to lead each student to a realization,
understanding, and appreciation of himself/herself as a unique
individual with special talents, characteristics, capabilities, and
learning styles.

An effort is made to provide opportunities to meet the diverse needs of
individual students through auditory, visual, kinesthetic, and tactile
learning styles. Through the integration of our learning styles
philosophy of teaching, our plan for improving student achievement, and
the Title I Schoolwide Program, it is our belief that each child will
attain the skills necessary to compete in today's world. We strive to
develop within each child the ability to recognize and accept the
diverseness and uniqueness of all individuals. It is our belief that
students entrusted to us will become responsible citizens who will be
able to adapt to an ever-changing world. Our faculty works to integrate
technology into the classroom through the use of computers, digital
cameras, scanners, and other forms of technological equipment.
Chesbrough Elementary's mission is to have all students at our school,
"Think High! Reach High!"

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

**School's Assessment Results in Reading and Math**

1\. In the fall of 2004, Chesbrough Elementary was recognized as a
school of "Exemplary Academic Growth" by the state of Louisiana due to
the increase of [18.3]{.underline} points in the School Performance
Score (SPS). The SPS is based on an accountability formula in which our
fourth grade students are required to take the *LEAP 21* test, and the
scores count for 60%. Third, fifth, and sixth grade students are
required to take the *Iowa Tests of Basic Skills* (*ITBS*) which count
for 30%. The overall school attendance (for grades pre-kindergarten
through sixth) counts for 10% of the SPS. More information on this can
be found at the state's website
[www.louisianaschools.net](http://www.louisianaschools.net/). Based on
our academic growth, our school has received monetary rewards from the
state for the past two years.

The school assessment data from the *LEAP 21* (4^th^ grade) shows a
dramatic decrease in students who score below *Basic* on the assessment.
Students in grades 3, 5, and 6 are assessed with the *ITBS* norm-
referenced test. During the past two years, students in these grades
have scored above the parish and state averages, with the exception of
grade 5, who tied the state average two years ago. In the spring of
2004, students in grades 3, 5, and 6 surpassed the national percentile
rank as compared to performance of the typical student in the nation. We
believe this improvement in test scores is due to the team-oriented
approach that we use at Chesbrough. As a faculty, we analyze our
school's test scores and make a chart of weaknesses and strengths in
each academic area. We meet and collaborate together in grade levels to
target the skills and brainstorm strategies needed to improve student
learning. For example, reading comprehension and vocabulary were two of
our weaker areas that were addressed through the use of the Accelerated
Reader Program. Teachers also use the assessment results to determine
the eligibility of at-risk students (students who scored at or below the
30^th^ percentile on the ITBS and/or report card grades). These students
are offered an extended school day program in grades kindergarten
through third as another means of improving student learning in language
arts and math.

Our fourth graders in Louisiana are required to take a
criterion-referenced test called *Louisiana Educational Assessment
Program (LEAP)*. This is a test that is designed to measure the
student's academic achievement based on the state content standards. The
*LEAP* test measures the student's knowledge in English Language Arts,
math, social studies, and science. The student's promotion to the next
grade depends on the results of this test. The test has five levels of
achievement: *Advanced*, *Mastery*, *Basic*, *Approaching Basic*, and
*Unsatisfactory*. At-risk students (students who scored at or below the
30^th^ percentile on the ITBS in grade 3) are targeted at the beginning
of the year and are offered after-school tutoring on *LEAP* skills. The
teachers use the test results to target specific skills which need to be
addressed and design activities and lessons to address these specific
skills.

Beginning in the 2003- 2004 school year, the students were required to
score *Basic* or above in at least one of the two areas (Language Arts
or Math). If any student fails to meet these criteria or scores
*Unsatisfactory* in either of these two sections of the test, they are
retained in the 4^th^ grade. These students have an opportunity to take
summer remediation classes. At the end of the summer session, these
students are able to retake the part of the test in which they were
unsuccessful. If the student passes the test at this time, they are then
promoted to the next grade if all other promotional requirements are
met. The most recent results regarding the *LEAP* scores have shown that
our students at Chesbrough have scored higher than the state averages in
all areas. The majority of our 4^th^ grade students scored *Basic* or
above in the following areas: 74% in English Language Arts, 71% in math,
73% in science, and 75% in social studies.

**How the school uses assessment data**

2\. Upon receiving spring test results, our faculty analyzes the results
and identifies strengths and weaknesses of the students and the
instructional strategies used. We determine if goals set for the year
were met. Our administrator, as well as teachers, uses the data to
prioritize needs, plan changes in the curriculum, and modify teaching
techniques and strategies to address individual students' academic
weaknesses and build upon students' strengths.

At the beginning of each school year, assessment data is used to
establish goals, identify trends, and to update and revise the School
Improvement Plan. Each grade level also devises an action plan to
provide academic interventions for the year. Specific "target skills"
are identified at each subject area, and strategies are developed to
improve the skills targeted according to the assessment data.

We hold grade level meetings twice each six weeks, as well as, meet a
half-day per semester for staff development to identify and target areas
of weakness. In these meetings, an on-going plan of improvement for use
throughout the year is developed. Our school also provides extended day
and extended year instruction for at-risk students. We also provide
computer lab instruction for all students to strengthen and enrich
academic skills.

The following steps are taken to use assessment data to understand and
improve student and school performances: 1.) test data analyzed; 2.)
strengths and weaknesses identified; 3.) needs prioritized; 4.) action
plan devised with strategies and academic interventions included.

**How school communicates student performance**

3\. At our school, student performance, including assessment data, is
communicated to parents, students, and the community on a six weeks
basis. Our school holds parent/teacher conferences as needed to discuss
on-going student performance. Progress reports are sent each mid-six
weeks to parents in order to alert them of any potential problem areas
before the end of the six weeks' grading period when the report cards
are issued. The local newspaper publishes our school's Honor Roll and
Principal's Achievement list in order to provide the community with data
about our students. Students take home graded papers for parent
signatures throughout each six weeks. The Parent Teacher Association
holds meetings once each six weeks to award "Most Improved" and "Most
Outstanding" student performance in each classroom. These P.T.A.
meetings also enable designated grade levels to showcase what they have
been learning throughout the school year to parents and interested
community persons. Once per year, our school holds an Open House
inviting all parents to attend to meet the faculty and staff, as well
as, to view their child's classroom. Teachers and the administrator
frequently make phone calls to parents, and hold parent conferences to
discuss any problems or progress concerning their child. Workshops are
held at night each six weeks during the school year for parents and
students to provide numerous strategies to improve students' academic
achievement and school performance on state mandated tests. For example,
our school holds a Family Literacy Night, Family *LEAP* Night, and
Family Math & Technology Night when parents are given sample activities
to allow them to work with their child at home. This also helps them to
know what is expected of their child at school. At the end of the school
year, copies of state mandated test results are mailed to parents along
with a final report card to provide parents with information on how
their child performed academically for the school year. The state
department issues a school report card for parents once per year to
provide the parents, students, and community with the school's progress
in several areas for the year as well.

**How school has shared its successes with other schools**

4\. Chesbrough Elementary has shared our ideas and strategies for
student learning with other teachers and will continue to share our
successes with the other schools in our community and parish. We work
together with Southeastern Louisiana University by serving as a
community partner in providing an opportunity for education majors to
observe teachers at our school. Teachers at Chesbrough have also
supervised student teachers. Teachers have presented at local, parish,
state, and regional conferences. At parish workshops, we network with
other teachers in our parish. We collaborate with teachers from our
feeder school on test taking strategies, techniques on improving test
scores, and implementation of language arts and math targeted skills.
The state department personnel has visited our school on several
occasions to monitor various programs that we have implemented, such as
our "Reading Buddy" program and our pre-k early intervention program.
The superintendent and other district personnel frequently visit and
provide us with an opportunity to share our successes. The local
newspaper, television, and radio

stations also take part in sharing our successes. The school's web page
provides general information on the school as well as important
information on each grade level. This web page also allows for parents
to communicate with their child's teacher through e-mail. The Tangipahoa
Parish School System website provides a wealth of resources including
links that share success stories of schools throughout our parish. Our
P.T.A. newsletter is distributed every six weeks, containing stories and
photos of students and teachers who have demonstrated success.

**PART V -- CURRICULUM AND INSTRUCTION**

**The school's curriculum**

1\. Chesbrough Elementary School offers students programs that exceed
beyond the state and district curriculum. Our faculty recognizes and
values the instruction of basic skills for educational excellence;
however, once mastery of these skills is established it is critical to
guide students to the next level of learning. Bloom's Taxonomy of
Learning provides our faculty with the foundation necessary for learning
to occur. Students are encouraged to move beyond the levels of knowledge
and comprehension; therefore, reaching the next levels of higher order
and critical thinking skills.

-   **[Reading/Language Arts:]{.underline}** In grades pre-kindergarten
    through six, students are taught to read and write for a variety of
    purposes. The reading/language arts curriculum is aligned with the
    implementation of activities and programs that enhance student
    learning. *Accelerated Reader* is a program used throughout the
    school to increase skills in reading comprehension and vocabulary.
    *Write From the Beginning* is a writing program that we use to teach
    writing. *Daily Oral Language* is an activity completed with the
    class to improve writing skills. *Word of the Day* is an additional
    activity to strengthen vocabulary skills. The teacher shares
    literature with students on a daily basis through daily read-alouds.
    Students also have a designated time to read silently each day.
    Reading compacts are utilized throughout the school to encourage
    reading at home.

-   **[Mathematics:]{.underline}** Each teacher strives to create an
    interactive hands-on environment, which builds on the basic
    principles of math and helps students learn practical math
    applications to real world situations. Students concentrate on
    reasoning, understanding, problem-solving, and connecting ideas for
    meaning. Daily Dazzlers, Fact Friday, and *Accelerated Math* are a
    few of the instructional activities that drive our math curriculum.

-   **[Social Studies:]{.underline}** In the lower elementary grades,
    the social studies curriculum reflects the student's relationship
    with their family and community. *Thinking Maps* are used
    extensively to help students see the connections between themselves
    and their community. Individuals from the community are brought in
    on a regular basis to share their roles in society. In the upper
    elementary grades, current events are the focus of the curriculum.
    Newspapers (both local and state) and [Weekly Readers]{.underline}
    are used weekly as a springboard to discuss current events. Students
    create *Thinking Maps* to organize and communicate the information
    they have learned.

-   **[Science:]{.underline}** The science curriculum at our school
    involves using the hands-on approach in order to enable students to
    "discover" science for themselves. The scientific method and the
    science process skills are emphasized through teacher demonstrations
    and student lab activities. To compensate for the lack of a science
    lab and equipment, teachers write mini-grants to fund and acquire
    the materials needed for science instruction.

-   **[Music & Art:]{.underline}** These two areas are integrated
    throughout the various academic subjects. They are incorporated on a
    weekly basis in many subjects through the use of *Thinking Maps* and
    *Write From the Beginning*. In addition, special holiday and other
    schoolwide activities, such as the parish fair and Spring Fling,
    allow students to showcase their talents.

-   **[Physical Education:]{.underline}** Our students have the
    opportunity to participate in daily physical activities such as
    basketball, kickball, football, jump rope, tetherball, and strength
    training. Approximately \$35,500 in playground equipment was
    installed for the students to use during P.E. and recess in order to
    encourage physical fitness.

**School's Reading Curriculum**

2A. (Elementary Schools)

The philosophy on reading at Chesbrough Elementary is to build life-long
readers through immersing the children in literature. The reading
curriculum at Chesbrough Elementary is based on many techniques and
strategies implemented to encourage children to enjoy reading.
*Accelerated Reader (AR)* is a major part of our School Improvement Plan
(SIP). *AR* is used to motivate students to read. Each six weeks a
winning team, king, and queen are chosen for each classroom. The winners
are treated to an ice cream party with the principal. All students,
regardless of whether or not they were on the "winning" team, receive
dog tags to recognize their hard work in reading. To supplement our *AR*
program, several teachers wrote a school-wide grant that pairs our older
students with our younger students as "reading buddies". The buddies are
assigned to each other for an academic year. They meet on a weekly basis
where they interact and read to one another. Throughout the year
"reading buddies" are recognized on bulletin boards, in the school
newsletter, and our local newspaper. Another school wide strategy in the
SIP is the daily D.E.A.R. time (Drop Everything and Read), which allows
students uninterrupted reading time. In addition, each teacher shares at
least one read-aloud each day with their class. Early literacy
intervention is a focus of our school. Our pre-school students are
introduced to reading through the *Creative Curriculum*. They also work
with other literacy programs such as *Leap Frog* and *Jump Start*.
Students in grades K-3 are taught using the strategies of guided
reading. In addition, teachers in grades K-3 use word walls while
teachers in grades 4-6 use word of the day to strengthen and increase
vocabulary. The Scott Foresman reading program is used to supplement the
reading curriculum.

**School's Math Curriculum**

3\. The second major focus of our School Improvement Plan is
mathematics. Through a variety of activities our school has focused on
improving student achievement in this curriculum area. The
Addison-Wesley Math textbook supplements the math curriculum. The
*Louisiana Guide to Statewide Assessment* and the *Louisiana Content
Standards & Benchmarks* were used to rework our school math curriculum
in order to assure that the skills taught in the classroom were
consistent with the skills tested on the state and national standardized
test given in the spring. Long-range plans, NCTM standards-based
lessons, and activities were developed by the math teachers for each
strand. Hands-on lessons with manipulatives are incorporated along with
technology-based activities to encourage critical thinking and
problem-solving skills that will enable them to be successful in life.
Teachers use "daily dazzler" transparencies with word

problems and other math skills such as graphs, patterns, number sense,
etc., which focus on areas

in each of the math strands. *Accelerated Math* *(AM)* has also been
added to our curriculum. Once a teacher introduces a concept, the *AM*
software allows students to practice the skills on their level. This
program is an individualized progressive program that allows students to
be successful in math. The school computer lab is also utilized to
reinforce and strengthen math skills. Students use the computers to
access programs such as *Skills Tutor, Compass, Know Zone*, and
*Louisiana Pass*. Teachers are able to print reports in order to monitor
student performance to see which skills need to be re-taught. Our school
hosts a Family Math & Technology Night annually to help parents
understand skills taught in class and provide them with
activities/websites to assist their child at home.

**Instructional Methods**

4\. Teachers at Chesbrough Elementary recognize all students do not
learn in the same way. Therefore, a variety of instructional methods are
used in order to reach all students. Our instructional motto is:
"Children learn 10% of what they read; 20% of what they hear; 30% of
what they see; 50% of what they both see and hear; 70% of what they say
and talk; 90% of what they say as they do a thing; 95% of what they
teach someone else." (Ekwall and Shanker, 1988; William Glaner, 1990)
Instructional methods are designed to accommodate individual differences
and reach all students through VAKT (visual, auditory, kinesthetic, and
tactile) techniques. Methods include whole group, as well as, small
group instruction. Teachers monitor and group students according to
their strengths and weaknesses in order to target specific skills. Peer
tutors are used throughout the school because research has shown that
students learn more when they can teach what they know to someone else.
Our school incorporates technology through the use of classroom
computers and the school computer lab. Each classroom is equipped with
at least one computer, television, scan converter, and Internet access.
This allows our teachers to create and use PowerPoint presentations,
educational websites, and various computer software such as *Graph Club,
The Ultimate Writing Center*, etc., for instruction. In addition
teachers plan technology projects that correlate with the curriculum for
students to complete. These projects are done by students individually
and in groups. These technology projects motivate our students to become
involved in learning.

**Professional Development**

5\. Chesbrough Elementary believes that professional development is an
integral part of improving academic achievement; and therefore,
emphasizes continued professional development. At Chesbrough Elementary,
we believe in the team approach (Together Everyone Achieves More). The
team approach involves everyone (teachers, parents, students) working
together toward our common goal which is improving student learning.
Therefore, as teachers, we must develop ourselves professionally so that
we can be the best teachers and in turn educate the other members of our
team. Two teachers on the staff at Chesbrough Elementary are currently
working toward their national certification. Three other teachers are
presently enrolled in university graduate courses and are working toward
an advanced degree.

A staff development committee, consisting of the administrator and
teachers, plans the focus of the professional development activities for
the faculty. By concentrating our professional development into three
areas (technology, reading and math), we feel that we have a focused
goal for improving student learning.

Technology is motivational to the students and engages every child in
learning. In order to improve our reading and math scores, our
professional development has focused on two research-based software
programs, which are Accelerated Reader (AR) and Accelerated Math

(AM) across all grade levels. As a result of these two programs, we have
seen a consistent improvement in reading and math scores. Teachers
participate in state, regional, and national conferences. Information
that is learned from these conferences is shared with the rest of the
faculty in order to improve teaching techniques and strategies. Our
parish conducts an intensive, beginning level five-day technology
training (Tangi Tech Institute) where teachers learn how to integrate
technology into the classroom. All of our teachers have completed this
level of the training. Our parish has recently added an advanced level
of the training. Seven teachers have completed this level. In addition,
three teachers and the administrator are enrolled in an online
blackboard course for handheld PCs. Our school will pilot a project next
school year where we will have a set of 30 handheld PCs that will be
used to increase student achievement through the use of activities
designed in various subject areas. Our school was the first in our
parish to acquire an ActivBoard (interactive whiteboard) that enables
the teacher to be more of a facilitator for learning. Teachers have used
the *Thinking Maps* software and the *Write from the Beginning* program
which has helped to improve our scores in language arts, science and
social studies.

**PART VII - ASSESSMENT RESULTS** - **Public Schools**

**STATE CRITERION-REFERENCED TESTS**

Subject: [Language Arts]{.underline}\_ Grade:\_[4]{.underline}\_ Test:
\_[Louisiana Educational Assessment Program for the 21^st^
Century]{.underline} (LEAP 21)

  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                                               March       March       March       March       March

  Edition/Publication Year                                    2004        2003        2002        2001        2000

  Publisher                                                   State of    State of    State of    State of    State of
                                                              Louisiana   Louisiana   Louisiana   Louisiana   Louisiana

  **SCHOOL SCORES**                                                                                           

  \% At or Above Basic                                        75          56          36          67          40

  \% At or Above Proficient                                   23          16          9           14          7

  \% At Advanced                                              5           0           2           0           0

  Number of students tested                                   61          50          60          58          67

  Percent of total students tested                            100         100         100         100         100

  Number of students alternatively assessed                   0           0           0           0           0

  Percent of students alternatively assessed                  0           0           0           0           0

                                                                                                              

  SUBGROUP SCORES                                                                                             

  1.\_\_[African American]{.underline}\_\_\_\_\_\_ (specify                                                   
  subgroup)                                                                                                   

  \% At or Above Basic                                        69          39          31          54          27

  \% At or Above Proficient                                   6           11          4           0           3

  \% At Advanced                                              0           0           0           0           0

  Number of students tested                                   16          18          26          13          29

  2.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                   

  \% At or Above Basic                                        78          68          38          71          49

  \% At or Above Proficient                                   29          19          12          18          11

  \% At Advanced                                              7           0           3           0           0

  Number of students tested                                   45          31          34          45          37

  3.\_[Students without Disabilities]{.underline}\_ (specify                                                  
  subgroup)                                                                                                   

  \% At or Above Basic                                        80          69          42          65          43

  \% At or Above Proficient                                   26          21          10          14          9

  \% At Advanced                                              6           0           2           0           0

  Number of students tested                                   55          39          50          49          58

  4.\_\_[Students with Disabilities]{.underline}\_\_(specify                                                  
  subgroup)                                                                                                   

  \% At or Above Basic                                        \*          9           0           78          22

  \% At or Above Proficient                                   \*          0           0           11          0

  \% At Advanced                                              \*          0           0           0           0

  Number of students tested                                   \*          11          10          9           9

  5.\_[Economically Disadvantaged]{.underline}\_(specify                                                      
  subgroup)                                                                                                   

  \% At or Above Basic                                        78          52          \*\*\*      \*\*\*      \*\*\*

  \% At or Above Proficient                                   22          10          \*\*\*      \*\*\*      \*\*\*

  \% At Advanced                                              4           0           \*\*\*      \*\*\*      \*\*\*

  Number of students tested                                   51          42          \*\*\*      \*\*\*      \*\*\*

  6.\_[Non-Econom. Disadvantaged]{.underline} (specify                                                        
  subgroup)                                                                                                   

  \% At or Above Basic                                        60          \*          \*\*\*      \*\*\*      \*\*\*

  \% At or Above Proficient                                   30          \*          \*\*\*      \*\*\*      \*\*\*

  \% At Advanced                                              10          \*          \*\*\*      \*\*\*      \*\*\*

  Number of students tested                                   10          \*          \*\*\*      \*\*\*      \*\*\*

  7.\_\_\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_                                                        
  (specify subgroup)                                                                                          

  \% At or Above Basic                                        69          50          25          62          29

  \% At or Above Proficient                                   13          8           6           18          6

  \% At Advanced                                              6           0           0           0           0

  Number of students tested                                   32          26          32          34          31

  8.\_\_\_\_[Female]{.underline}\_\_\_\_\_\_\_\_(specify                                                      
  subgroup)                                                                                                   

  \% At or Above Basic                                        83          63          47          75          50

  \% At or Above Proficient                                   34          25          11          8           8

  \% At Advanced                                              3           0           4           0           0

  Number of students tested                                   29          24          28          24          36

  **STATE SCORES**                                                                                            

  \% At or Above Basic                                        60          58          57          60          56

  \% At or Above Proficient                                   21          14          19          15          16

  \% At Advanced                                              3           1           3           1           2
  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

\* Not enough students to make a subgroup -- According to Louisiana
guidelines, there must be at least 10 students to obtain subgroup data.

\*\*\* Before 2003, subgroup data was only available based on gender and
race

Subject: [Math]{.underline} \_ Grade:\_[4]{.underline}\_ Test:
\_[Louisiana Educational Assessment Program for the 21^st^
Century]{.underline}

(LEAP 21)

  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------
                                                              2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Testing month                                               March       March       March       March       March

  Edition/Publication Year                                    2004        2003        2002        2001        2000

  Publisher                                                   State of    State of    State of    State of    State of
                                                              Louisiana   Louisiana   Louisiana   Louisiana   Louisiana

  **SCHOOL SCORES**                                                                                           

  \% At or Above Basic                                        71          62          32          41          31

  \% At or Above Proficient                                   20          16          4           7           9

  \% At Advanced                                              3           2           2           0           0

  Number of students tested                                   61          50          60          58          67

  Percent of total students tested                            100         100         100         100         100

  Number of students alternatively assessed                   0           0           0           0           0

  Percent of students alternatively assessed                  0           0           0           0           0

                                                                                                              

  SUBGROUP SCORES                                                                                             

  1.\_\_[African American]{.underline}\_\_\_\_\_\_ (specify                                                   
  subgroup)                                                                                                   

  \% At or Above Basic                                        75          56          31          31          21

  \% At or Above Proficient                                   13          0           0           0           7

  \% At Advanced                                              0           0           0           0           0

  Number of students tested                                   16          18          26          13          29

  2.\_\_\_\_[White]{.underline}\_\_\_\_\_\_\_\_\_\_(specify                                                   
  subgroup)                                                                                                   

  \% At or Above Basic                                        69          68          32          45          38

  \% At or Above Proficient                                   22          26          6           9           11

  \% At Advanced                                              4           3           3           0           0

  Number of students tested                                   45          31          34          45          37

  3.\_[Students without Disabilities]{.underline}\_ (specify                                                  
  subgroup)                                                                                                   

  \% At or Above Basic                                        75          72          36          45          32

  \% At or Above Proficient                                   22          21          4           8           10

  \% At Advanced                                              4           3           2           0           0

  Number of students tested                                   55          39          50          49          58

  4.\_\_[Students with Disabilities]{.underline}\_\_(specify                                                  
  subgroup)                                                                                                   

  \% At or Above Basic                                        \*          27          10          22          22

  \% At or Above Proficient                                   \*          0           0           0           0

  \% At Advanced                                              \*          0           0           0           0

  Number of students tested                                   \*          11          10          9           9

  5.\_[Economically Disadvantaged]{.underline}\_(specify                                                      
  subgroup)                                                                                                   

  \% At or Above Basic                                        71          57                      \*\*\*      \*\*\*

  \% At or Above Proficient                                   16          7           \*\*\*      \*\*\*      \*\*\*

  \% At Advanced                                              2           0           \*\*\*      \*\*\*      \*\*\*

  Number of students tested                                   51          42          \*\*\*      \*\*\*      \*\*\*

  6.\_[Non-Econom. Disadvantaged]{.underline} (specify                                                        
  subgroup)                                                                                                   

  \% At or Above Basic                                        70          \*          \*\*\*      \*\*\*      \*\*\*

  \% At or Above Proficient                                   40          \*          \*\*\*      \*\*\*      \*\*\*

  \% At Advanced                                              10          \*          \*\*\*      \*\*\*      \*\*\*

  Number of students tested                                   10          \*          \*\*\*      \*\*\*      \*\*\*

  7.\_\_\_[Male]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_                                                        
  (specify subgroup)                                                                                          

  \% At or Above Basic                                        72          58          31          38          32

  \% At or Above Proficient                                   19          12          3           12          6

  \% At Advanced                                              3           4           3           0           0

  Number of students tested                                   32          26          32          34          31

  8.\_\_\_\_[Female]{.underline}\_\_\_\_\_\_\_\_(specify                                                      
  subgroup)                                                                                                   

  \% At or Above Basic                                        69          67          33          46          30

  \% At or Above Proficient                                   21          21          4           0           11

  \% At Advanced                                              3           0           0           0           0

  Number of students tested                                   29          24          28          24          36

  **STATE SCORES**                                                                                            

  \% At or Above Basic                                        53          57          51          53          49

  \% At or Above Proficient                                   15          16          13          13          12

  \% At Advanced                                              2           3           2           2           2
  ----------------------------------------------------------- ----------- ----------- ----------- ----------- -----------

\* Not enough students to make a subgroup -- According to Louisiana
guidelines, there must be at least 10 students to obtain subgroup data.

\*\*\* Before 2003, subgroup data was only available based on gender and
race

**STATE NORM-REFERENCED TESTS**

Subject\_ [Reading]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 50   | 51   | 37   | 31   | 32   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 49   | 65   | 44   | 55   | 53   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 48   | 54   | 38   | 40   | 27   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 26   | 26   | 22   | 29   | 21   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 51   | 49   | 36   | 23   | 36   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 23   | 39   | 22   | 26   | 32   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 40   | 37   | 27   | 17   | 21   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 9    | 18   | 18   | 24   | 14   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 52   | 56   | 44   | 43   | 37   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 40   | 47   | 26   | 31   | 39   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 47   | 52   | 32   | 29   | 30   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 36   | 44   | 32   | 48   | 42   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 56   | 50   | 47   | 44   | 47   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 13   | 21   | 12   | 7    | 10   |
+-------------------------------+------+------+------+------+------+

Subject\_ [Math]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[3]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 62   | 60   | 43   | 39   | 40   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 49   | 65   | 44   | 55   | 53   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 60   | 61   | 43   | 38   | 26   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 26   | 26   | 22   | 29   | 21   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 65   | 59   | 43   | 41   | 50   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 23   | 39   | 22   | 26   | 32   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 57   | 45   | 31   | 29   | 27   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 9    | 18   | 18   | 24   | 14   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 63   | 65   | 51   | 46   | 45   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 40   | 47   | 26   | 31   | 39   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 61   | 59   | 39   | 37   | 39   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 36   | 44   | 32   | 48   | 42   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 65   | 60   | 52   | 50   | 47   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 13   | 21   | 12   | 7    | 10   |
+-------------------------------+------+------+------+------+------+

Subject\_ [Reading]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 52   | 46   | 41   | 35   | 45   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 52   | 49   | 61   | 55   | 48   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 51   | 54   | 33   | 34   | 45   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 23   | 25   | 28   | 32   | 30   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 54   | 40   | 48   | 36   | 45   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 29   | 24   | 33   | 23   | 18   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 43   | 27   | 19   | 24   | 34   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 18   | 19   | 16   | 25   | 15   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 58   | 60   | 49   | 44   | 49   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 35   | 30   | 45   | 30   | 33   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 56   | 40   | 33   | 33   | 43   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 34   | 36   | 39   | 49   | 27   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 67   | 65   | 53   | 56   | 48   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 18   | 13   | 22   | 6    | 21   |
+-------------------------------+------+------+------+------+------+

Subject\_ [Math]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[5]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 51   | 50   | 45   | 39   | 46   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 52   | 49   | 61   | 55   | 48   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 52   | 52   | 40   | 37   | 45   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 23   | 25   | 28   | 32   | 30   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 50   | 48   | 49   | 43   | 48   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 29   | 24   | 33   | 23   | 18   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 43   | 35   | 25   | 34   | 33   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 16   | 19   | 16   | 25   | 15   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 57   | 59   | 53   | 43   | 51   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 35   | 30   | 45   | 30   | 33   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 45   | 46   | 37   | 38   | 38   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 34   | 36   | 39   | 49   | 27   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 62   | 62   | 58   | 53   | 56   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 18   | 13   | 22   | 6    | 21   |
+-------------------------------+------+------+------+------+------+

Subject\_ [Reading]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[6]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 48   | 40   | 37   | 53   | 31   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 55   | 64   | 57   | 49   | 47   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 47   | 34   | 35   | 55   | 29   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 30   | 31   | 37   | 32   | 19   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 50   | 45   | 41   | 48   | 32   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 25   | 33   | 20   | 17   | 28   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 33   | 25   | 23   | 42   | 11   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 20   | 14   | 20   | 12   | 16   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 57   | 44   | 45   | 56   | 43   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 35   | 50   | 37   | 37   | 31   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 46   | 33   | 36   | 47   | 27   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 37   | 40   | 44   | 29   | 33   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 53   | 49   | 40   | 60   | 43   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 18   | 24   | 13   | 20   | 14   |
+-------------------------------+------+------+------+------+------+

Subject\_ [Math]{.underline}\_\_\_\_\_\_\_\_\_\_
Grade\_[6]{.underline}\_\_ Test [Iowa Tests of Basic Skills
(ITBS)\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles\_[X]{.underline}\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| > Testing month               | M    | M    | M    | M    | M    |
|                               | arch | arch | arch | arch | arch |
+-------------------------------+------+------+------+------+------+
| Edition/Publication Year      | Iowa | Iowa | Form | Form | Form |
|                               | '03/ | '03/ | M/   | M/   | M/   |
|                               | c    | c    | c    | c    | c    |
|                               | opyr | opyr | opyr | opyr | opyr |
|                               | ight | ight | ight | ight | ight |
|                               | 2001 | 2001 | 1996 | 1996 | 1996 |
+-------------------------------+------+------+------+------+------+
| Publisher                     | R    | R    | R    | R    | R    |
|                               | iver | iver | iver | iver | iver |
|                               | side | side | side | side | side |
|                               | Pu   | Pu   | Pu   | Pu   | Pu   |
|                               | blis | blis | blis | blis | blis |
|                               | hing | hing | hing | hing | hing |
+-------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**           |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 42   | 41   | 42   | 54   | 33   |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 55   | 64   | 57   | 49   | 47   |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students          | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Percent of students         | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1.\_\_\_[Female]{.und       | 40   | 36   | 45   | 55   | 28   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 30   | 31   | 37   | 32   | 19   |
+-------------------------------+------+------+------+------+------+
| > 2.\_\_\_[Male]{.und         | 45   | 45   | 35   | 51   | 37   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 25   | 33   | 20   | 17   | 28   |
+-------------------------------+------+------+------+------+------+
| > 3.\_\_\_[African            | 29   | 29   | 34   | 47   | 14   |
| > Amer                        |      |      |      |      |      |
| ican]{.underline}\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 20   | 14   | 20   | 12   | 16   |
+-------------------------------+------+------+------+------+------+
| > 4.\_\_\_[White]{.und        | 49   | 44   | 46   | 56   | 44   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 35   | 50   | 37   | 37   | 31   |
+-------------------------------+------+------+------+------+------+
| > 5.\_\_\_[Free/Reduced]{     | 42   | 32   | 43   | 46   | 31   |
| .underline}\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 37   | 40   | 44   | 29   | 33   |
+-------------------------------+------+------+------+------+------+
| > 6.\_\_\_[Paying]{.und       | 42   | 55   | 42   | 64   | 40   |
| erline}\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                   |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 18   | 24   | 13   | 20   | 14   |
+-------------------------------+------+------+------+------+------+