***No Child Left Behind --***

***Blue Ribbon Schools Program- REVISION-3/15/06***

**Cover Sheet**

Type of School: (Check all that apply) \_x\_ Elementary \_\_ Middle \_\_
High \_\_ K-12 \_\_Charter

Name of Principal: Mrs. Mary Ellen Bleeden

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

Official School Name: South Elementary School

(As it should appear in the official records)

SchoolMailingAddress: 1535 Everett Street

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

Des Plaines, Illinois 60018-2318

City State Zip Code+4 (9 digits total)

County: Cook State School Code Number\* 0160620

Telephone (847) 824-1566 Fax ( 847) 824-1759

Website/URL www.d62.org E-mail bleedenm@d62.org

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 Dr. Jane Westerhold

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

District Name: Community Consolidated School District 62 Tel. ( 847)
824-1136

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 : Community Consolidated School District 62 (Des
Plaines) Board of Education

President/Chairperson: Mrs. Brenda Murphy

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

1.  The school has some configuration that includes grades K-12.
    (Schools 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *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: \_\_\_8\_\_Elementary schools

\_\_\_2\_\_Middle schools

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

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

\_\_\_1\_\_Other --year-round school of choice

\_\_\_11\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\$9,893\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\$8,786\_\_\_\_\_\_

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

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

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

4\. \_\_7 years-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**    11        3                      **14**       **7**                             

  **K**       25        20                     **45**       **8**                             

  **1**       22        16                     **38**       **9**                             

  **2**       33        23                     **56**       **10**                            

  **3**       37        26                     **63**       **11**                            

  **4**       20        22                     **42**       **12**                            

  **5**       29        22                     **51**       **State     51        48          
                                                            At-Risk Pre                       
                                                            K\***                             

  **6**                                                                                       

                                    **TOTAL                                                   309
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

-   Pre-K students are housed at South School and many will enter South
    School for kindergarten. However this program is administered by the
    Early Childhood Department and the students officially are not
    counted in our school numbers.

> 6.Racial/ethnic composition of [44]{.underline} % White

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

[49]{.underline} % Hispanic or Latino

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

\% 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:
\_\_\_\_\_\_\_23\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      33
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      20
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    53
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 290
                            the school as of October 1  

  **(5)**                   Total transferred students  .183
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           18%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_49\_\_\_%

\_\_\_\_151_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_15\_\_\_\_

Specify languages: Assyrian (Syriac, Aramaic), Bosnian, Cambodian
(Khmer), Cantonese (Chinese), English, Greek, Gujarati, Japanese,
Malayalam, Pilipino (Tagalog), Polish, Serbian, Spanish, Ukrainian, and
Vietnamese

9\. Students eligible for free/reduced-priced meals: \_\_\_\_41\_\_\_\_%
\*2005 data

Total number students who qualify: \_\_\_\_137\_\_\_\_ \*2005 data

> 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:\_\_\_\_ 20\_\_\_\_%

\_\_\_\_61\_\_\_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.

\_\_1 Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_17 Other Health Impaired

\_\_\_\_Deaf-Blindness \_20_Specific Learning Disability

\_ 9 Emotional Disturbance \_12_Speech or Language Impairment

\_ 1 Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_ 1 Mental Retardation \_\_\_\_Visual Impairment Including Blindness
>
> \_\_\_\_Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) \_\_\_\_1\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_ \_ 13 \_\_\_\_\_ \_\_\_ .5\_\_\_\_\_

Special resource teachers/specialists \_\_ 12\_\_\_ \_\_\_.75\_\_\_\_\_

Paraprofessionals \_\_\_\_4\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_3\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_33\_\_\_ \_\_\_\_2\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
\_\_\_\_24:1\_\_\_

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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

  Daily teacher attendance  Not         Not         Not         Not         Not
                            Available   Available   Available   Available   Available

  Teacher turnover rate     Not         Not         Not         Not         Not
                            Available   Available   Available   Available   Available
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*Longitudinal data on teacher attendance is not kept by District 62.

**PART III ‑ SUMMARY**

South Elementary School, located in suburban Des Plaines, is one of
eleven schools in the Community Consolidated School District 62. The Des
Plaines community is approximately 17 miles from the center of downtown
Chicago. South School has an enrollment of 299 children in a
pre-kindergarten through fifth grade configuration. In addition to the
regular education program, the school is home to four self-contained
special education classes. These classes include a special education
preschool and kindergarten, a cross categorical instructional program
for 1^st^/2^nd^ grader, and an instructional classroom for emotionally
disturbed 3^rd^, 4^th^, 5^th^ graders. The academic concentration in all
classrooms includes a strong focus on literacy: reading, writing,
listening, and speaking and the development of thinking and
interpersonal skills.

The mission of South School is to "empower students with the necessary
lifelong skills to learn, work, live, and play as contributing members
in a democratic society." We believe that students are entitled to
quality education and that the learning process should provide
interesting, challenging and relevant curriculum with a focus on basic
skills. We believe that parents, students, staff, and the community are
essential partners in the education of children. We believe that
student's individual learning needs must be met for them to develop to
their fullest potential. We believe that on-going assessment provides
the data needed to plan and deliver relevant curriculum to all children.
And lastly, we believe that students must be active participants in
their own learning.

South School employs a variety of educational personnel to meet the
unique needs of its student population. In addition to classroom
teachers, students in general education and bilingual classrooms receive
assistance from a Title I teacher and tutor, four Project Prevent
tutors, three bilingual tutors and a bilingual speech-language
pathologist. The special education and at-risk programs receive support
service from the social worker, two speech-language pathologists, an
occupational therapist, a physical therapist, and a behavioral
intervention assistant.

The staff at South School has developed extra curricular programs that
provide students with additional opportunities to further develop their
literacy and problem-solving skills. These activities include the
Reading Olympics, The Bear Facts (school newspaper), the After-School
Reading Program and OASIS, a reading program that encourages area
seniors to read to and mentor South School children. Students
participating in the building's breakfast program experience quality
literature read aloud by school volunteers.

The demographic make-up of the South School area has changed
dramatically over the past seven years. 49 percent of South\'s students
are Hispanic. 39 percent of the school\'s students are classified ELL
(English Language Learners) and 41 percent of the students have been
identified on the 2005 State School Report Card as low income. Many
school families speak only Spanish in their homes. Because of this,
South School has established bilingual classrooms for students in
kindergarten through grade three.

South School supports its ELL families through the provision of weekly
morning and evening sessions of Family English funded through a federal
literacy grant awarded to Oakton Community College. Spanish/English
translation is provided each morning in the school office so bilingual
parents can comfortably communicate their needs and get answers to
questions. The school newsletter and all school forms are available in
Spanish. Evening meetings, curriculum nights and math/science nights are
translated into Spanish and Polish.

South Elementary School has a strong parent/teacher organization. The
PTO sponsors activities

such as monthly movie nights, five cultural arts assemblies yearly,
pancake breakfasts, family garage sales,

book fairs, and the annual South School family picnic. The PTO has made
great efforts to include Latino

families in all aspects of its organization.

Other collaborative ventures include Des Plaines Public Library
bookmobile visits, the Artist in Residence

Program co-sponsored by the PTO and the Illinois Arts Council, and the
VIP senior volunteer program. South

School has recently become a partner with Loyola University Chicago in a
federal grant program that will establish

Professional Development Schools for the training of elementary and
bilingual education majors.

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

1.  **Assessment Results:**

Over the past seven years, South School has been faced with changing
demographics. The limited English speaking population has more that
doubled, the Hispanic and low-income populations have increased by 20%.
During the 2002 school years, data indicated that test scores were
dropping and many students were not making progress at desired levels in
reading. Only 43% of the total 5^th^ graders met standards. Only 23% of
low income and 21% of Hispanic students met standards. To address these
concerns a number of changes were initiated to better meet student
needs. Bilingual classrooms were added at the kindergarten, first and
second grade levels and the following year a 3^rd^ /4^th^ grade
instructional ESL program was added. These changes allowed for Spanish
speaking, limited English proficient students to develop a strong
literacy base in their native language as a foundation for learning
English. Students gradually learn English from the day they enter
school.

At the kindergarten level 80% of the instruction is provided in Spanish
and 20% in English. This ratio changes yearly by subtracting 10% of
Spanish instruction and adding 10% to instruction in English. By third
grade the ratio is 50:50. The 3/4 transitional ESL program is taught
totally in English, with Spanish support when needed. By 5^th^ grade,
bilingual students are placed in a tradition general-education
classroom. Bilingual student's who do not need such an intensive program
or students who speak a language other than Spanish, receive support
from ELL resource teachers who push-in and pull-out students.

As our bilingual program has continued to grow, it has experienced
problems. It has been difficult to find qualified teachers to fill
vacancies. Although the majority of the bilingual teaching team is
highly qualified, the negative impact of a two of teachers with
provisional certification has been seen both in the classroom and on
standardized assessments. On the 2005 Illinois Measure of Academic
Growth in English, this group of 3^rd^ grade Hispanic students
struggled. Only 44% met standards in reading and 27% met in math. To
address this situation, intensive small group instruction has been
initiated and all teachers are highly qualified.

Back in 2002, both observation and test scores indicated that many of
our students struggled with reading science, and social studies'
materials. Previously the reading curriculum focused on whole language
and fiction reading. In order to close the gap, it was decided that 10%
more non-fiction reading would be introduced as the grade levels
increase. A school-wide focus on reading comprehension skills and
reading fluency provided students with the skills necessary to
successfully read non-fiction. By doubling the time spent on reading in
the 4^th^ and 5^th^ grades, 5^th^ grade, ISAT reading scores have
steadily increased. Students meeting or exceeding standards have
increased from 43% in 2002 to 77% in 2005. Reading scores for low income
5^th^ graders who meet or exceed standards have also increased from 23%
in 2002 to 60% in 2005.

Math skills have also improved significantly at the 5^th^ grade level
from 2002-2005. In 2002, 65 % of these students met or exceeded state
standards. By 2005, 86% reached these levels. This increase is
attributed to homogeneous math grouping and increased aptitude in
reading non-fiction material.

In May of 2005, South School was recognized by the State of Illinois
with an Academic Improvement Award. This honor was given to 150 schools
in the state for substantial gains in performance over the last three
years. On the ISAT/IMAGE assessments, South School scores improved 15.6
points over three years. The staff continues to strive to refine
teaching strategies to better meet the needs of South School's diverse
population.

Assessment data can be found on the Interactive Illinois Report
Card-http://iirc.niu.edu/ or on the Des Plaines Public School's
website-http://d62.org under school improvement plans.

2.  **Using Assessment Results:**

On an ongoing basis, staff analyze assessment data that includes the
ISAT, IMAGE, ISEL, MAP, and reading fluency data. Additionally teachers
review student's work to assess adequate progress and areas of needed
growth. From information gained from the data analysis, school
improvement goals are developed, curriculum is planned to meet the needs
of groups and individuals, and students are re-assessed to measure
growth.

At the first August staff meeting, teachers are anxious to see the
results of the ISAT and IMAGE assessments that are given the previous
March. Time is spent reviewing the results and identifying successes and
areas of needed improvement. At this time we are able to review the
school improvement plan written the previous spring and refine the goals
to reflect successes and gaps on the state test results. In September
the Illinois Survey of Early Literacy (ISEL) is administered to
kindergarten, first and second grade students and the Measure of
Academic Progress (MAP) is administered to third, fourth, and fifth
graders. In addition all second through fifth graders are given
individualized reading fluency tests. Armed with data from assessments,
the staff is ready and able to plan curriculum and assign instructional
groups to best meet the academic needs of students.

Both MAP data and reading fluency scores are easily understood by
students. Teachers work with their students to identify expected winter
and spring growth goals for these two assessments. In October 3^rd^,
4^th^, and 5^th^ grade students share their goals with their parents at
the fall assessment evening. This strategy has been very motivating and
students have become active learners as they work daily to make progress
toward their goals.

MAP testing and reading fluency checks along with certain ISEL sub-tests
are administered in January as a means of monitoring student progress.
Since both the MAP and reading fluency curriculum based measurement give
students' immediate feedback, they are anxious to learn their scores. It
is not uncommon for a student to enthusiastically share success with
staff and fellow students.

Using this data, teachers and the principal identify students who are at
risk of "not meeting" standards on the ISAT/IMAGE and design specific
interventions to better meet academic needs. These interventions include
regrouping students to teach specific skills, assigning individual
students to after school reading groups. Some students work one-on-one
with tutors or volunteers. During January, February and early March,
students take practice ISAT/IMAGE tests. Using assessment results,
teachers refine instruction to address gaps.

Although the instructional focus is on honing skills of students to meet
grade level standards, staff also concentrate on enriching and
challenging students who work at an accelerated pace.

State tests are given in March. MAP, ISEL, fluency snapshots, and math
criterion reference test are given in late April and early May. The data
from these assessments allows staff the chance to evaluate progress and
identify gaps. This data lays the foundation for identifying school
improvement goals for the coming year.

3.  **Communicating Assessment Results:**

Reporting student progress is an ongoing process at South School. We
kick-off the school year with family event called Curriculum Night.
Parents gather in the gym to hear the principal's address outlining
student progress on the Illinois Standards Achievement Test (ISAT) and
Illinois Measure of Annual Growth in English (IMAGE), annual yearly
progress for No Child Left Behind, and school improvement goals for the
current year. To accommodate the needs of our diverse population,
translation is provided in Spanish and Polish.

In October, we gather the parents of 3^rd^, 4^th^, and 5^th^ graders for
an evening to report student progress on the Measure of Academic
Progress (MAP) achievement test. At this meeting parents receive
guidance i on how to read and understand their child's score sheet.
Instructional strategies are discussed that parents can use to help
their child succeed. Students and teachers work together to write
individual student goal sheets for the year and this meeting provides an
opportunity for students to share their goals and plan for achievement
with their parents.

At November parent teacher conferences, teachers report local data that
includes reading fluency scores, scores on the Illinois Survey of Early
Literacy (ISEL), district criterion reference items, report card grades,
and information related to ISAT/IMAGE and MAP. Since parent teacher
conferences are well attended, teachers have an opportunity to meet
one-on-one with parents to explain their child's strengths and needed
areas of growth.

Report cards, progress reports, annual review meetings for students with
Individualized Educational Plans (IEPs), and results on the IPT and
ACCESS are other ways that allow us to communicate progress on goals.
The school newsletter, the *Paw Prints*, has frequent articles on
assessment and strategies parents can use to help their child develop
reading and math literacy.

District 62's media consultant informs the Des Plaines community of
assessment progress through a number of district publications aimed a
variety of stakeholder, through media releases, and presentations made
to the Board of Education Meetings.

4.  **Sharing Success:**

The Des Plaines Public School provides many opportunities for teachers
to work with grade level colleagues from other district schools. Monthly
grade level meetings provide opportunities for professional growth. U62,
the district's in-house professional development school, offers
opportunities for our school staff to present workshops on strategies
and programs that have been successful at South School.

Teachers are encouraged to give workshops at a multitude of local and
state conferences that include, but are not limited to the following:
The No Child Left Behind Conference, Illinois Reading Council State
Conference, Illinois Learning Disabilities Conference, and the Statewide
Conference for Teachers of Culturally Diverse Students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

In an effort to meet children's educational needs and provide for their
growth, and recognizing that all children can learn, South School staff
works collaboratively to create an environment that enables learning
success.

**Literacy:** For primary students there is a focus on phonemic
awareness skills. All students learn to express themselves in
writing-prewriting, drafting, revising, editing, sharing, decode words,
and developing fix up strategies to encode. They learn to use pictures
and context clues and reread to derive meaning. Students develop
vocabulary through direct instruction and through their own reading and
being read to. Reading fluency skills give student the speed, accuracy,
and proper expressions to derive meaning from the written word. All
students learn comprehension skills that include learning to predict,
make inference, identify facts/opinions, draw conclusions, and identify
cause/effect.

**Math:** Basic Facts are an essential component. We explore math with
concrete and physical materials and natural language. At every grade
level, we explore problem solving and mathematical thinking to examine
real world situations. We do this through the study of number sense and
computation, geometry, measurement, data and chance. This content
spirals from kindergarten through fifth grade classrooms.

**Science:** Scientific inquiry is valued and practiced at all grade
levels. This is evident through content study in life science, physical
science, earth and space science, and health units.

**Social Studies:** The social studies curriculum promotes global
thinking for a diverse society. It explores topics in economics,
sociology, history and geography. Reading comprehension strategies are
integrated into the curriculum to provide for a deeper understanding of
the social studies content.

**Physical Education:** Students participate in physical education
classes twice a week at the primary level and four times a week in the
intermediate grades. The curriculum encompasses health, fitness, skill
development, dance and rhythm. Team-work is stressed as a way to develop
positive self concept, belonging, and cooperation.

**Art:** The goal of the visual arts program is to provide a sequential,
cumulative program of concepts and skills from first through fifth
grade. This program promotes visual literacy through studies in art
history, aesthetics, art appreciation, and criticism as well as through
studio experience.

**General Music:** Musical elements, principles, and ideas are
introduced at the kindergarten level and are built and expanded
throughout the grades. Students study the role of music in civilization
past and present, and actively engaged in acting and performing.

**Multicultural:** There are many different approaches used for students
acquiring English as a Second Language. Programs available include
pull-out sessions taught by multicultural teachers, push-in sessions in
which multicultural and classroom teachers work in concert, and
self-contained bilingual grade level instructional classes in
kindergarten through third grade.

**Library Media Center:** A well-equipped media center supports
academics through the use of literature and technology. The media
specialist and the classroom teachers collaboratively integrate the
resources of the LMC into classroom academics.

2a. **Reading:**

South School uses Houghton Mifflin's *Invitations to Literacy* series.
This provides the scope and sequence of skills and strategies. Explicit
reading comprehension strategies: making connections, predictions,
creating images, making inferences, self-questioning, summarizing and
synthesizing are implemented through fiction and nonfiction literature.
The amount of time spent on nonfiction reading increases at each grade
level, while fiction reading decreases. Reading is taught in small,
guided reading groups based on instructional reading levels. These
levels are determined through continuous student assessment. Literacy
centers are used on a regular basis, with a balance of word study,
listening, writing, fluency, and independent reading.

Grade appropriate word walls are present in classrooms with words added
each week. Words are introduced, practiced, reviewed and integrated into
instructional activities. Students practice fluency throughout the year.
They can articulate their current fluency goals and explain their plans
for achieving success.

Writing is an integral part of our reading/language arts program.
Students engage in a variety of activities such as modeled, shared,
journal, and process writing. Writing is integrated throughout all
curricular areas. Progress is assessed through student portfolio and
school-wide writing prompts.

Staff engages in continuous profession development. This year's focus is
on the book *Bringing Words To Life* by Isabel Beck. This text offers
various activities for word study, vocabulary and spelling instruction.

3.  **Mathematics:**

> South School\'s mission states: \"We believe that students\'
> individual learning needs must be met in order for them to reach their
> fullest potential.\" Students are provided many opportunities to grow
> as learners/practitioners of math. Fourth and fifth grade teachers use
> the results of the MAP assessments to cross-grade students in math
> groups based on their abilities. A common math block ensures that all
> students receive math instruction that meets their developmental
> needs. Both classroom and resource teachers instruct during this
> block, thus keeping class sizes small so every child succeeds and no
> child is left behind.
>
> The curriculum is aligned with the Illinois State Standards and
> integrated across various disciplines. In physical education, art,
> music, and drama classes, students\' math skills are reinforced
> through activities using patterns, symbols, fractions, symmetry,
> congruency, and ratio.
>
> Weekly timed fact tests hold children and parents accountable for home
> practice. Solving problems creatively, applying communication skills,
> using computers and calculators prepare students for their future. All
> grades focus on problem solving and students are expected to explain
> their thought processes in writing. Children use math in every day
> situations that include raising money for hurricane relief, selling
> milk and ice cream in the lunchroom, using newspapers to follow the
> stock market, monitor weather reports, and interpret maps. Fifth
> graders help raise funds for their three-day outdoor education field
> trip and keep an accounting of the money raised.
>
> Students use math manipulatives that include clocks, geoboards,
> tangrams, pentominoes, base ten blocks, multilink cubes, and pattern
> blocks to further develop their mathematical understanding.
>
> The annual \"Math Nights provide opportunities for students, parents,
> and teachers to work collaboratively as math problem solvers, thus
> giving credence to our belief that \" ... students, parents, staff,
> and the community are essential partners in the education of
> children.\"

4.  **Instructional Methods:**

> Differentiating instruction to meet the needs of each student is a
> priority at South School. Frequent assessments are administered to
> target students strengths and areas for growth. Assessment results are
> used for developing curriculum. After data has been analyzed, gaps are
> identified, curricular content is decided, teaching strategies are
> defined, instruction occurs and assessment is repeated.
>
> Test results are shared with students and parents. Students, with the
> help of parents and teachers, set goals for academic improvement based
> on grade level expectations and goals for learning. 
>
> Staff use research based teaching methods. Students participate in
> whole-group and small-group direct instruction and discussion. Math,
> reading and writing skills are taught and reinforced during
> instruction in content areas. Activities are designed to encourage
> higher levels of thinking while learning essential skills. The
> students are often grouped according to ability. This flexible group
> model allows for change as students progress in different areas at
> varied rates. Teams of teachers and specialists share responsibility
> for instruction of grouped students. Other times, classroom teachers
> work with small groups of students, while the rest of the class is
> actively engaged in learning center activities. Both inductive and
> deductive activities are utilized. Students often work with
> manipulatives and other hands-on activities. Field trips, guest
> speakers, and school assemblies are arranged to enhance
> instruction.     
>
> Analysis of assessment results prompted changes in the building's
> reading curriculum. As a result teachers developed reading
> recommendations for the entire school. These included a strong focus
> on reading fluency, specific comprehension skills, and word study.
> Guided reading is done in small groups. The entire school body works
> on the same comprehension strategy at the same time with a new
> strategy introduced each month. Fluency goals are discussed with
> students and monitored three times during the school year. Struggling
> readers are monitored monthly. Students work hard to improve their
> fluency as they are motivated by the challenge to raise their most
> recent test score. Intermediate at-risk students participate in the
> Read Naturally program that is implemented by our reading specialist.
> Primary at-risk students participate in Project Prevent, a one-on-one
> reading tutoring program. Trained volunteers from the community and
> support staff provide extra assistance for students with reading
> difficulties. These students are also given an opportunity to
> participate in a two month-after school reading program. 
>
> Instruction for second language learners is provided through bilingual
> classes and ELL programs. Special education students receive services
> through instructional classrooms and resource support. 
>
> South School staff is dedicated to using instructional methods that
> produce high levels of achievement for all our students.

5.  **Professional Development:**

> District 62 makes available a wide variety of professional staff
> development opportunities. These courses are called U62 (University
> 62). The courses encompass many curricular areas and focus on
> reinforcing the district's goals of literacy, differentiated
> instruction, and mathematical learning strategies. Additional
> offerings include instruction in working with students with special
> needs, and students new to the English language. These courses ensure
> that our teachers keep current with the best educational practices as
> mandated by the No Child Left Behind law. For teachers in specialized
> disciplines, the Department of Instruction encourages attendance in
> out-of-district staff development opportunities in their respective
> fields. Teachers take this new knowledge and apply it with their
> students. They also present newly-learned information within their
> respective disciplines. After completion of professional development,
> an evaluation form is used to determine the effectiveness of the
> instruction, the instructor, and its relevance to both teacher and
> student.
>
> South School's staff participates in book studies of educational
> relevance to increase knowledge and enhance our practice.
> Additionally, the professional development of our new teachers is
> nurtured through a two-year mentoring program. This positively impacts
> student achievement by increasing staff competency and confidence.
>
> As a result of our professional development training, our assessment
> tools indicate that South School students are progressing towards
> meeting or exceeding the benchmarks (learning goals) of our school,
> district and state.

**PART VII - ASSESSMENT RESULTS STATE TESTS**

Subject **Reading** Grade: **3^rd^**

Test-Illinois Standards Achievement Test (ISAT)

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           66          73          68          70          66
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  4           14          28          14          11

  Number of students tested            26          29          25          36          38

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  **SUBGROUP SCORES**                                                                  

  1.\_Low Income                                                                       

  \% At or Above Meets State Standards \*          \*          \*          50          44

  \% At Exceeds State Standards        \*          \*          \*          0           0

  Number of students tested            8           6           3           8           9

  2\. IEP                                                                              

  \% At or Above Meets State Standards \*          \*          \*          \*          13

  \% At Exceeds State Standards        \*          \*          \*          \*          0

  Number of students tested            5           7           3           3           4

  3\. Hispanic                                                                         

  \% At or Above Meets State Standards \*          \*          \*          75          \*

  \% At Exceeds State Standards        \*          \*          \*          12          \*

  Number of students tested            7           9           3           8           **\***

  4\. White                                                                            

  \% At or Above Meets State Standards 78          75          67          75          67

  \% At Exceeds State Standards        32          40          30          12          10

  Number of students tested            22          20          30          28          34
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* No data available because sub group was too small to measure.

? Data can't be found

Subject **Math** Grade: **3^rd^**

Test: Illlinois Standards Achievement Test (ISAT)

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           89          90          81          84          85
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  35          62          58          46          31

  Number of students tested            26          29          25          30          38

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% At or Above Meets State Standards \*          \*          \*          38          67

  \% At Exceeds State Standards        \*          \*          \*          25          11

  Number of students tested                        6           3           3           4

  2\. IEP                                                                              

  \% At or Above Meets State Standards \*          \*          \*          \*          25

  \% At Exceeds State Standards                                                        0

  Number of students tested            8           6           3           3           4

  3\. Hispanic                                                                         

  \% At or Above Meets State Standards \*          \*          \*          74          \*

  \% At Exceeds State Standards        \*          \*          \*          12          \*

  Number of students tested            7           9           3           8           \*

  4\. White                                                                            

  \% At or Above Meets State Standards 88          95          75          75          84

  \% At Exceeds State Standards        47          63          55          12          34

  Number of students tested            22          20          30          22          34
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

-   No data available because sub group was too small to measure.

Subject: **Reading** Grade: **5th**

Test: Illinois Standards Achievement Test (ISAT)

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           77          64          59          43          52
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  31          24          21          10          23

  Number of students tested            35          37          47          42          48

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% At or Above Meets State Standards 60          33          40          23          20

  \% At Exceeds State Standards        40          0           0           0           0

  Number of students tested            10          17          10          13          5

  2\. IEP                                                                              

  \% At or Above Meets State Standards \*          \*          21          0           11

  \% At Exceeds State Standards        \*          \*          7           0           0

  Number of students tested            9           8           14          5           8

  3\. Hispanic                                                                         

  \% At or Above Meets State Standards \*          46          47          21          18

  \% At Exceeds State Standards        \*          8           7           0           9

  Number of students tested            9           13          15          19          14

  4\. White                                                                            

  \% At or Above Meets State Standards 78          75          67          70          67

  \% At Exceeds State Standards        32          40          30          20          10

  Number of students tested            25          24          32          33          34
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* No data available because sub group was too small to measure.

Subject: **Math** Grade: **5^th^**

Test: Illinois Standards Achievement Test (ISAT)

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        March       March       March       March       March

  **SCHOOL SCORES\***                                                                  

  \% At or Above Meets State           86          76          67          65          67
  Standards**\***                                                                      

  \% At Exceeds State Standards**\***  26          22          11          5           4

  Number of students tested            35          37          46          42          48

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Low Income                                                                       

  \% At or Above Meets State Standards 70          42          40          54          60

  \% At Exceeds State Standards        10          0           0           0           0

  Number of students tested            10          12          10          13          5

  2\. IEP                                                                              

  \% At or Above Meets State Standards \*          \*          23          20          20

  \% At Exceeds State Standards        \*          \*          7           0           0

  Number of students tested            9           8           13          5           8

  3\. Hispanic                                                                         

  \% At or Above Meets State Standards \*          54          40          53          55

  \% At Exceeds State Standards        \*          0           7           0           0

  Number of students tested            9           13          15          19          14

  4\. White                                                                            

  \% At or Above Meets State Standards 82          90          83          80          70

  \% At Exceeds State Standards        23          30          14          10          5

  Number of students tested            22          20          29          33          34
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* No data available because sub group was too small to measure.

Subject: **Reading** Grade: **3^rd^**

Test: **Illinois Measure of Academic Growth in English (IMAGE)**

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    44          47          60

  \% At Exceeds State Standards**\***           22          7           33

  Number of students tested                     18          15          15

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. Low Income                                                        

  \% At or Above Meets State Standards          33          50          51

  \% At Exceeds State Standards                 8           8           38

  Number of students tested                     10          12          10

  2\. Hispanic                                                          

  \% At or Above Meets State Standards          40          54          58

  \% At Exceeds State Standards                 13          8           29

  Number of students tested                     27          8           9
  --------------------------------------------- ----------- ----------- -----------

\*No data available because sub group was too small to measure.

**Explanation of Scores:** **Explanation of Scores:** We have experience
a severe shortage of highly qualified bilingual teachers. Neighboring
districts that are able to offer more competitive salaries have had
first pick of the bilingual teacher pool. As a result, for several years
we were forced to hire teachers with provisional Type 29 certificate for
a 1^st^ and 2^nd^ grade positions. Poor teaching has had a cumulative
effect on our students as seen by dropping IMAGE assessment scores. A
team of highly qualified teachers is now in place for all bilingual
classrooms. During the 2006/2007 school-year, a remedial program has
been put in place to support the students who had the afore mentioned
teachers in earlier grades to close the gap caused by poor teaching.
With the change made this year, we anticipate a reversal of dropping
scores.

Subject: **Math** Grade: **3rd**

Test: Illinois Measure of Academic Growth in English - IMAGE

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    34          40          34

  \% At Exceeds State Standards**\***           6           0           13

  Number of students tested                     14          11          1

  Percent of total students tested              100%        100%        \*

  Number of students alternatively assessed     0           0           

  Percent of students alternatively assessed    0           0           

                                                                        

  SUBGROUP SCORES                                                       

  1\. Low Income                                                        

  \% At or Above Meets State Standards          25          42          72

  \% At Exceeds State Standards                 10          0           29

  Number of students tested                     10          12          10

  2\. Hispanic                                                          

  \% At or Above Meets State Standards          27          38          66

  \% At Exceeds State Standards                 0           0           8

  Number of students tested                     9           13          15
  --------------------------------------------- ----------- ----------- -----------

\* No data available because sub group was too small to measure.

**Explanation of Scores:** We have experience a severe shortage of
highly qualified bilingual teachers. Neighboring districts that are able
to offer more competitive salaries have had first pick of the bilingual
teacher pool. As a result, for several years we were forced to hire
teachers with provisional Type 29 certificate for a 1^st^ and 2^nd^
grade positions. Poor teaching has had a cumulative effect on our
students as seen by dropping IMAGE assessment scores. A team of highly
qualified teachers is now in place for all bilingual classrooms. During
the 2006/2007 school-year, a remedial program has been put in place to
support the students who had the afore mentioned teachers in earlier
grades to close the gap caused by poor teaching. With the change made
this year, we anticipate a reversal of dropping scores.

Subject: **Reading** Grade: **5^th^**

Test: **Illinois Measure of Academic Growth in English - IMAGE**

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    93          27          \*

  \% At Exceeds State Standards**\***           57          0           \*

  Number of students tested                     14          11          1

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. Low Income                                                        

  \% At or Above Meets State Standards          100         \*          \*

  \% At Exceeds State Standards                 54          \*          \*

  Number of students tested                     10          11          10

  2\. Hispanic                                                          

  \% At or Above Meets State Standards          100         30          \*

  \% At Exceeds State Standards                 58          0           \*

  Number of students tested                     13          11          15
  --------------------------------------------- ----------- ----------- -----------

\* No data available.

Subject: **Math** Grade: **5^th^**

Test: **Illinois Measure of Academic Growth in English - IMAGE**

Edition/Publication Year: Revised Yearly Publisher: NC Pearson

  --------------------------------------------- ----------- ----------- -----------
                                                2004-2005   2003-2004   2002-2003

  Testing month                                 March       March       March

  **SCHOOL SCORES\***                                                   

  \% At or Above Meets State Standards**\***    64          54          \*

  \% At Exceeds State Standards**\***           0           0           \*

  Number of students tested                     14                      

  Percent of total students tested              100%        100%        100%

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. Low Income                                                        

  \% At or Above Meets State Standards          100         \*          \*

  \% At Exceeds State Standards                 54          \*          \*

  Number of students tested                     10          11          10

  2\. Hispanic                                                          

  \% At or Above Meets State Standards          67          60          \*

  \% At Exceeds State Standards                 0           0           \*

  Number of students tested                     13          11          15
  --------------------------------------------- ----------- ----------- -----------

\* No data available.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

Subject: **Reading** Grade: **3^rd^**

Test: **Measure of Academic Progress (MAP)**

Publisher: Northwest Evaluation Association

Scores are reported here as \*RIT scores (**R**asch Un**it)**

+------------------------------------------+--------+--------+--------+
|                                          | 2006   | 2005   | 2004   |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | J      | J      | J      |
|                                          | anuary | anuary | anuary |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 190    | 188    | 188    |
+------------------------------------------+--------+--------+--------+
| > 50% tile Norm                          | 196    | 196    | 196    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+
| > **SUBGROUP SCORES**                    |        |        |        |
+------------------------------------------+--------+--------+--------+
| 1\. Hispanic                             |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 187    | 182    | 184    |
+------------------------------------------+--------+--------+--------+
| > 50% tile score                         | 198    | 198    | 198    |
+------------------------------------------+--------+--------+--------+

> \* "The NWEA RIT scale norms are not based on samples of students
> drawn to match national demographic patterns, but rather include
> scores form all participating NWEA member districts. They do not
> represent the ethnic makeup or geographic distribution of a randomly
> sampled, national population. ...Since the NWEA RIT scale norms are
> drawn from a single testing time and are based on a large population
> of test-takers, the scores are quite stable over time."

Subject: **Math** Grade: **3^rd^**

Test: **Measure of Academic Progress (MAP)**

Publisher: Northwest Evaluation Association

Scores are reported here as \*RIT scores (**R**asch Un**it)**

+------------------------------------------+--------+--------+--------+
|                                          | 2006   | 2005   | 2004   |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | J      | J      | J      |
|                                          | anuary | anuary | anuary |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 197    | 194    | 196    |
+------------------------------------------+--------+--------+--------+
| > 50% tile Norm                          | 197    | 197    | 197    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+
| > **SUBGROUP SCORES**                    |        |        |        |
+------------------------------------------+--------+--------+--------+
| 1\. Hispanic                             |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 193    | 191    | 193    |
+------------------------------------------+--------+--------+--------+
| > 50% tile score                         | 197    | 197    | 197    |
+------------------------------------------+--------+--------+--------+

> \* "The NWEA RIT scale norms are not based on samples of students
> drawn to match national demographic patterns, but rather include
> scores form all participating NWEA member districts. They do not
> represent the ethnic makeup or geographic distribution of a randomly
> sampled, national population. ...Since the NWEA RIT scale norms are
> drawn from a single testing time and are based on a large population
> of test-takers, the scores are quite stable over time."

Subject: **Reading** Grade: **5^th^**

Test: **Measure of Academic Progress (MAP)**

Publisher: Northwest Evaluation Association

Scores are reported here as \*RIT scores (**R**asch Un**it)**

+------------------------------------------+--------+--------+--------+
|                                          | 2006   | 2005   | 2004   |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | J      | J      | J      |
|                                          | anuary | anuary | anuary |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 208    | 211    | 204    |
+------------------------------------------+--------+--------+--------+
| > 50% tile Norm                          | 210    | 210    | 210    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+
| > **SUBGROUP SCORES**                    |        |        |        |
+------------------------------------------+--------+--------+--------+
| 1\. Hispanic                             |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 209    | 205    | 197    |
+------------------------------------------+--------+--------+--------+
| > 50% tile score                         | 210    | 210    | 210    |
+------------------------------------------+--------+--------+--------+

> \* "The NWEA RIT scale norms are not based on samples of students
> drawn to match national demographic patterns, but rather include
> scores form all participating NWEA member districts. They do not
> represent the ethnic makeup or geographic distribution of a randomly
> sampled, national population. ...Since the NWEA RIT scale norms are
> drawn from a single testing time and are based on a large population
> of test-takers, the scores are quite stable over time."

Subject: **Math** Grade: **5^th^**

Test: **Measure of Academic Progress (MAP)**

Publisher: Northwest Evaluation Association

Scores are reported here as \*RIT scores (**R**asch Un**it)**

+------------------------------------------+--------+--------+--------+
|                                          | 2006   | 2005   | 2004   |
+------------------------------------------+--------+--------+--------+
| > Testing month                          | J      | J      | J      |
|                                          | anuary | anuary | anuary |
+------------------------------------------+--------+--------+--------+
| > **SCHOOL SCORES**                      |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 218    | 218    | 212    |
+------------------------------------------+--------+--------+--------+
| > 50% tile Norm                          | 215    | 215    | 215    |
+------------------------------------------+--------+--------+--------+
| > Percent of total students tested       | 100    | 100    | 100    |
+------------------------------------------+--------+--------+--------+
| > Number of students alternatively       | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Percent of students alternatively      | 0      | 0      | 0      |
| > assessed                               |        |        |        |
+------------------------------------------+--------+--------+--------+
|                                          |        |        |        |
+------------------------------------------+--------+--------+--------+
| > **SUBGROUP SCORES**                    |        |        |        |
+------------------------------------------+--------+--------+--------+
| 1\. Hispanic                             |        |        |        |
+------------------------------------------+--------+--------+--------+
| > Total Score                            | 193    | 191    | 193    |
+------------------------------------------+--------+--------+--------+
| > 50% tile score                         | 215    | 215    | 215    |
+------------------------------------------+--------+--------+--------+

> \* "The NWEA RIT scale norms are not based on samples of students
> drawn to match national demographic patterns, but rather include
> scores form all participating NWEA member districts. They do not
> represent the ethnic makeup or geographic distribution of a randomly
> sampled, national population. ...Since the NWEA RIT scale norms are
> drawn from a single testing time and are based on a large population
> of test-takers, the scores are quite stable over time."