##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply)
\_[X]{.underline}\_ Elementary \_\_ Middle \_\_ High \_\_ K-12
\_\_Charter

Name of Principal [Mrs. Cathy Engler]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_[220 NW 3^rd^ Street]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_[Brainerd MN 56401-3225]{.underline} \_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_[Crow
Wing]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_State School
Code Number\*\_\_\_[012]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 218 ) 829-3631]{.underline} Fax [( 218 )
829-9685]{.underline}

Website/URL [www.riverside.brainerd.k12.mn.us]{.underline} E-mail
[Cathy.Engler@isd181.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. Gerald Walseth]{.underline}

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

District Name [Independent School District #181]{.underline} Tel. [( 218
) 822-6900]{.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

(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 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
    years.

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]{.underline}\_\_
Elementary schools

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

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

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

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

\_\_[13]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: \_[\$8,473.00]{.underline}\_\_\_\_

Average State Per Pupil Expenditure: \_[\$8,379.00]{.underline}\_\_\_\_

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

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

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

4\. [18]{.underline} Number of years the principal has been in her/his
position at this school.

\_ If fewer than three years, how long was the previous principal at
this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only. At the end of the 2004 -- 2005
school year 5^th^ grade was removed from all elementary buildings in the
Brainerd School District:

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

  **PreK**    14        7                      **21**       **7**                             

  **K**       52        48                     **100**      **8**                             

  **1**       42        62                     **104**      **9**                             

  **2**       54        51                     **105**      **10**                            

  **3**       44        58                     **102**      **11**                            

  **4**       48        56                     **104**      **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   536
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [97.0]{.underline} % White

the students in the school: [1.0]{.underline} % Black or African
American

[1.0]{.underline} % Hispanic or Latino

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

[\--]{.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:
\_\_\_[6.0]{.underline}\_\_%

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      25
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      9
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    34
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 611
                            the school as of October 1  

  **(5)**                   Total transferred students  .0556
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           5.56
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages:

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

Total number students who qualify: \_ [179]{.underline}\_\_\_\_

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

10\. Students receiving special education services: \_\_[18]{.underline}
\_\_%

\_ [116]{.underline} \_\_Total Number of Students Served

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

\_[1]{.underline}\_\_Autism \_\_[0]{.underline}\_Orthopedic Impairment

\_[0]{.underline}\_\_Deafness \_ [3]{.underline}\_ Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_[45]{.underline}\_Specific
Learning Disability

\_[3]{.underline}\_\_Emotional Disturbance \_ [56]{.underline} Speech or
Language Impairment

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

> \_[7]{.underline}\_\_Mental Retardation \_ [0]{.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}\_\_\_\_ [\--]{.underline}\_\_\_\_\_

Classroom teachers [18]{.underline}\_\_\_\_ [4]{.underline}\_\_\_\_\_

Special resource teachers/specialists [7]{.underline}\_\_\_\_
[1]{.underline}\_\_\_\_\_

Paraprofessionals [2]{.underline}\_\_\_\_ [42]{.underline}\_\_\_\_\_

> Support staff [8]{.underline}\_\_\_\_ [5]{.underline}\_\_\_\_\_
>
> Total number [36]{.underline}\_\_\_\_ [52]{.underline}\_\_\_\_\_\_

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

students in the school divided by the FTE of classroom teachers:
[29:1]{.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.

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

  Daily student attendance   97%         97 %        96 %        96 %        96 %

  Daily teacher attendance   95%         95 %        95 %        95 %        95 %

  Teacher turnover rate      1%          0 %         0 %         0 %         0 %

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

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

**PART III ‑ SUMMARY**

Riverside Elementary School is located on the banks of the Mississippi
River on the outskirts of Brainerd, Minnesota. Brainerd is a town of
13,000 located near the geographic center of the state, with abundant
forests and hundreds of lakes that make the area a major Midwestern
summer tourism destination. Founded in the 1800's under the original
name, Old Crossing, Brainerd grew into an important railroad, lumber and
fur trading center because of its proximity to the Mississippi River.
Today, the major employers are resorts, regional medical center, the
school district, and a paper mill.

Riverside is the largest elementary school in a district that includes
eight elementary schools. The District includes the cities of Brainerd,
Baxter, Nisswa, Garrison and Fort Ripley. Riverside Elementary is the
only school in the District that does not have any students who walk to
school. We are a school that draws students fro every community in the
county.

Riverside Elementary was originally built as a one-section school in
1956. Riverside has undergone several major additions since 1971, 1985,
and 1995. In sixteen years, Riverside Elementary School has grown from
approximately 120 students and a staff of 11, to a student enrollment of
614 and a staff of 80. Riverside's students come from a variety of
diverse backgrounds and socioeconomic levels. The kindergarten to 5^th^
grade population include students that are moderately to severely
mentally and/or physically impaired, emotionally-behaviorally disturbed
and/or learning disabled, Title One and at-risk, gifted and talented as
well. Riverside is also designated as the District's high risk health
facility because of its ability to handle children with special medical
needs or conditions including severe diabetes, seizures and/or physical
challenges. In 2005, 17^%^ of Riverside's students participated in
special education classes.

Children are the number one priority at Riverside School. The staff is
constantly searching for effective and meaningful ways to meet the needs
of all students. Deeply committed to Minnesota's State Standards, a
number of important programs are now in place at Riverside School that
offers positive outcome for our students:

-   Love and Logic Training for staff and parents

-   Everyday Mathematics

-   Reading Recovery' Music and theatrical programs

-   Conflict Resolution Training

-   Brain Based Learning Training for all staff

    Many students also participate in an after CARE Program (Commitment
    to Academics, Relationships, and Excellence). This program is a free
    tutorial program for students who may need additional assistance in
    the areas of reading and math. Staff provides this academic
    assistance for any student in grades 1-4.

    The Family Collaborative program was created in 1999. This program
    was developed to help parents, children and schools work effectively
    together. Through the Family Collaborative program, we have a
    Community/Counselor/Social worker in our school to address truancy,
    chronic health issues, and issues within the homes i.e. divorce,
    death of a family member, and leaving to serve in the military.

    Title I also provides our students who qualify in the areas of math
    and reading with supportive instruction. This valuable program
    allows staff to work together to meet the individual needs of each
    child. This educational component may be provided within the
    classroom or as a pull out program.

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

1.  **[Assessment Results:]{.underline}** The Minnesota Comprehensive
    Assessments (MCA's) are criterion referenced tests that provide
    information on individual students and the school's progress in the
    areas of reading, mathematics, and writing. These assessments allow
    schools and districts to measure student progress toward the state's
    academic standards. Every spring, all third and fifth grade students
    at Riverside School are administered these tests. In the spring of
    2006, all fourth grade students will be included in the MCA process.
    Student test results are reported as levels. Students scoring at
    Level I are children who are performing below grade level and are in
    need of supplementary instruction. Level II are the students scoring
    slightly below grade level. Level III is those students who are
    typically working at or above grade level and are considered
    proficient. Our goal is for every student to be at Level III or
    higher. Level IV students are working above grade level. Level V
    students are those students who are clearly demonstrating evidence
    of advanced academic performance.

> Grade 3 Reading Highlights:

-   In 2005, 61% of our third grade students received a Level V in
    reading as compared to 24% of all third grade students in the State
    of Minnesota.

-   In 2005, 96% of our third grade students were at a Level III or
    above.

-   In 2005, our third grade students Reading Performance Average Scale
    Score was 1734.3.

-   In 2005, Brainerd School District's third grade student's Reading
    Performance Average Scale Score was 1618.4.

-   In 2005, the State of Minnesota's third grade student's Reading
    Performance Average Scale Score was 1542.2.

-   Over the last five years, our third grade students reading
    performance increased from 26% of our students receiving a Level 5
    to 61% of our students receiving a Level 5. This is a 35% increase
    for students who are performing at and advanced academic level.

Grade 3 Mathematics Highlights:

-   In 2005, 63.3% of our third grade students received a Level V in
    mathematics as compared to 24.4% of third grade students in the
    State of Minnesota.

-   In 2005, 96% of our third grade students received a Level III or
    above in mathematics as compared to 77% of all third grade student's
    in the State of Minnesota.

-   In 2005, our third grade student's mathematics average scale score
    was 1819.2.

-   In 2005, Brainerd School District's third grade student's
    mathematics average scale score was 1691.5.

-   In 2005, the State of Minnesota's third grade student's mathematics
    performance average scale score was 1568.1.

-   In 2005, our third grade student's mathematics performance at Level
    V was 63.27%

-   Over the past five years, our third grade student's mathematics
    performance increase from 37% of our students receiving a Level V to
    63% of our students receiving a Level V. This is a 28% increase for
    students who are performing at an advanced academic level.

Grade 5 Reading Highlights:

-   In 2005, 61% of our fifth grade students received a Level V in
    reading as compared to 36% of the fifth grade students in the State
    of Minnesota.

-   In 2005, 99% of our fifth grade student were at a Level III or
    above.

-   In 2005, our reading performance for all of our 5^th^ grade
    students' average scale score was 1741.3.

-   In 2005, Brainerd School District's fifth grade students reading
    performance average scale score was 1680.0.

-   In 2005, the State of Minnesota's fifth grade student's reading
    performance average scale score was 1608.8.

-   Over the last five years, our fifth grade students reading
    performance increased from 38% of our student's receiving a Level V
    to 61% of our students receiving a Level V. This is an increase of
    23% of our students who are performing at an advanced academic
    level.

Grade 5 Mathematics Highlights:

-   In 2005, 60% of our fifth grade student's performed at a Level V in
    math as compared to 22% of fifth grade students in the State of
    Minnesota.

-   In 2005, 99% of our fifth grade students were at a Level III or
    above.

-   In 2005, 66% of all fifth grade students were at a Level III or
    above in the State of Minnesota.

-   In 2005, the mathematic performance average scale score was 1765.7
    for all of our fifth grade students.

-   In 2005, the Brainerd School District's fifth grade student's math
    performance average scale score was 1664.

-   In 2005, the State of Minnesota's fifth grade math performance
    average scale score was 1569.8.

-   Over the last five years, our fifth grade student's mathematical
    performance increased from 22% of our students receiving a Level V
    to 60% of our students receiving a Level V. This is a 38% increase
    for students who are performing at an advanced academic level.

2.  **[Using Assessment Results:]{.underline}** Riverside Elementary
    School uses assessment data to understand and improve student and
    school performance. Riverside School used the data from MCA and NWEA
    assessments to drive instruction and improve student learning. The
    assessment data also provides feedback on curriculum and instruction
    in the Minnesota standards-based system. In addition, it is used as
    a communication tool with parents. The data is analyzed each year to
    help identify areas of concern in teaching and learning. The
    educational staff uses this feedback to modify instruction in the
    large group setting, as well as providing information for
    individualized learning and small groups to improve weaker strands.
    NWEA test data shows exactly where individual children need
    improvement. The data is also used to direct individual instruction.
    Teachers at each grade level identify areas of the curriculum that
    need additional educational materials and work together to find the
    appropriate resources. Teaching strategies are also discussed and
    shared,

Test data is used to identify students who are a minimum of one grade
level behind for inclusion in the after school CARE program which
focuses on academic needs. This program has been very successful with a
wide range of students.

Test results are shared with parents to inform them of their child's
progress toward achieving Minnesota graduation standards. The data helps
parents see where they can work with the school to provide the best
opportunity for their child's academic growth. This produces a
partnership with home and school. It is also documentation for parents
to see how their children are progressing toward their goals, meeting
their goals, and that high standards are being taught.

3.  **[Communicating Assessment Results:]{.underline}** Riverside
    Elementary School communicates student performance, including
    assessment data, to parents, students and the community.

Communication to our community is paramount if we are to build an
understanding of why we are assessing students to the degree we are.
With the MCA tests, we mail results to each student's home. With the
results, we include a description of each category so parents understand
what each score means. Our district includes the results of this
assessment in its quarterly mailer, as well as the results printed in
the local and statewide newspapers. The final way this information is
shared is through the Minnesota Report Card system. This information is
mailed to every taxpayer in our district with information on taxes
collected for our district, data on our teachers, a breakdown of how
well our school did on the MCA's, and also information on what
programs/opportunities our students have, or don't have, at our
building.

At Brainerd schools, we offer many other assessments. All students
entering our first grade classrooms are given an Observation Survey.
This is a one-on-one assessment in the fall before school starts to find
a student's reading level. Upon completion, we meet with parents and
share the results of this data in a conference setting.

NWEA is another assessment that we give every student, twice a year
(fall and spring) from grades two through four. This assesses the areas
of Math, Reading, and Language Arts. Upon completion, we conference with
parents (during fall conferences) so they understand the data before
them.

Finally, we allow meeting time with parents to review and/or question
any results on any of the assessments mentioned above. We also share
data results at our Parent-Teacher-Student Association meetings.

4.  **[Sharing Assessment Results:]{.underline}** Riverside Elementary
    School has shared and will continue to share its successes with
    other schools.

Riverside is fortunate to have the District's elementary math
coordinator on our staff. This individual orders and supplied every
elementary teacher with all of their math materials. She also has
offered summer classes for all elementary staff. In addition, we have a
trained teacher who offers training to all District staff in the area of
how to use data to drive instruction. She provides information as to how
to use to improve student achievement in the areas of reading, math and
language. Many of our staff members are also involved with curriculum
development and alignment with state standards. Several of our teachers
have hosted workshops at the state level in order to share the
implementation of best practices and quality teaching for all schools.

The principal at Riverside Elementary School is an adjunct professor at
a local University. She provides classes at the graduate and
undergraduate level. Her specialized areas are in the field of Special
Education and full inclusion in the regular classroom. In addition, she
has spent the last five years attending classes and workshops on Brain
Based Instruction. Her goal is to reach all staff members with the
dissemination of the latest research in the area of how to create an
environment where all students can learn!

Brainerd School District is also a center for learning for two
universities (Bemidji State and Southwest Minnesota State). These two
universities place their students into practicum and student teaching
experiences in order that they learn the craft of how to reach all
students. These college students are the future of education and it has
provided all of our staff with an excellent opportunity to share what we
know as well as listening and learning from these bright students.

**PART V -- CURRICULUM AND INSTRUCTION**

All of the eight elementary schools in the Brainerd School District
follow a unified curriculum that is based upon the High Academic
Standards for the State of Minnesota. Our curriculum is under constant
revision in order to maintain the highest standards and expectations for
our students. Curriculum teams and grade level teachers meet on a
regular basis to analyze and update curriculum maps in all the core
areas. On-going staff development programs support curriculum
implementation.

**Reading/Language Arts:** The goal of our Reading/Language Arts program
is to differentiate instruction to meet the individualized needs of
readers at varied levels of ability. Teachers strive to teach reading at
the instructional level of each student. As part of a Comprehensive
School Reform grant, the Brainerd Schools are working towards adoption
of the Literacy Collaborative Framework (see Part V, section 2s). The
grade K-2 framework includes a strong phonemic awareness and phonics
component word study, guided reading, shared reading, independent
reading, interactive writing, and independent writing. Our grades 3-5
curriculum includes the Harcourt Collection integrated basal series. The
program includes guided reading, shared reading, literature circles,
grammar, and writing. On-going staff development is critical to the
success of our reading/language arts program.

**Math:** The Brainerd District uses the Everyday Math Program K-5,
which spirals to give multiple exposures to all the mathematical strands
represented in our state's high standards. Teachers use multiple
strategies and manipulatives to assist students in attaining a deeper
understanding of key mathematical concepts. Math strands include: number
sense, computation, and operations; patterns, functions and algebra;
chance and data; geometry, and measurement. Large and small group
differentiated instruction is an integral part of reaching all learners.

**Science:** Our district is currently in the curriculum review cycle
for science. The State of Minnesota has recently adopted new science
standards so they serve as the basis for our curriculum re-alignment.
State testing in science begins in 2008. We are looking at the current
research and following recommendations of the TIMMS study to drive our
curriculum adoption and staff development program. Curriculum materials
will be a combination of our current basal series and inquiry-based,
hands-on FOSS materials.

**Social Studies:** We are currently re-aligning some of the grade level
materials and adding more geography to better align with the Minnesota
Academic Standards for social studies. K-5 units of study include: the
family, neighborhoods, community, US and world geography, US history,
and a strong map skills program. Current events and citizenship are also
taught through "Time for Kids," Quest, and the Responsive Classroom
models.

**Health/Physical Education:** The Healthy program has been reviewed and
aligned by elementary teachers across the district to insure alignment
with our state standards. The focus is for students to be physically
healthy (ranging from understanding body systems to nutritional
expectations) and emotionally healthy (character education for oneself
and community). The Physical education curriculum is aligned with state
and national standards and is offered to all students on a dally basis.
It stresses the importance of personal wellness, physical fitness, and
being involved in life-long activities.

**Art/Music:** The elementary music and arts programs are based on state
and national standards. Music units of study include: singing,
performing (instrumental), improvising, composing, reading, and
evaluating music. Visual arts curriculum includes multiple mediums
focusing on the principles of art and the elements of design. Classroom
teachers under the direction of an arts specialist teach Art. Both
programs emphasize historical and cultural perspectives. Riverside
students enjoy learning about music in many different ways. Classroom
general music is offered by a certified music educator in kindergarten
through grade five. Three class sessions lasting 25 minutes each are
scheduled per week per class. A comprehensive music curriculum, which is
aligned with the National Standards for Arts Education, includes singing
accuracy, playing classroom instruments including rhythm instruments and
keyboards, reading and writing music, improvising and composing music,
listening and evaluating music, experiences with world music and moving
to music. Riverside Elementary also hosts Magic Voices, a fourth and
fifth grade choir made up of 60 -- 75% of the schools fourth and fifth
grade students. Encouraging students to gain performing experience is a
high priority at Riverside. Every student performs on stage in a winter
concert each year. In addition, the fourth and fifth grade choir
performs a spring concert each year. Music studies are highly supported
at Riverside by administration and staff. The importance of music and
its function in brain learning is recognized and utilized by Riverside
staff to the great advantage of its students.

2a. **[Reading:]{.underline}** The following is Riverside Elementary
School's reading curriculum, including a description of why we chose
this particular approach to reading.

Our district has identified reading/language arts as the top priority in
curriculum and instruction. Brainerd supports a unified curriculum
across all eight elementary buildings. District grade level and
curriculum teams monitor and adjust the curriculum as needed, based on
current data and best practice research. Riverside has adopted the
Literacy Collaborative framework for language arts instruction in grades
K-2. Students spend a minimum of three hours a day in literacy blocks
that include reader's workshop, writers' workshop, and word study. To
differentiate instruction, teachers meet with children in small-guided
reading groups daily. Interactive read-aloud, shared reading and
independent reading support developing reading strategies at the
student's instructional level. Teachers use on-going assessment tools,
such as observation surveys and running records to drive their
instruction. Hundreds of leveled books are available to teachers and
students. A strong phonemic awareness and phonics program is an integral
instructional component. Students spend a large block of time in both
interactive and independent writing as well. The Harcourt Brace
Collections basal program provides the framework for out intermediate
reading curriculum. On-going assessments, including frequent IRI's, help
teachers support readers at their instructional reading level. Guided
reading, shared reading, literature circles, read alouds, and
independent reading make up the reading block. In addition to a strong
grammar program, Six Traits writing is the core of our writing
curriculum. Students gain practice writing in the following genres, as
specified by our state standards: narrative, descriptive, clarification,
and problem solution. On-going staff development is critical to the
success of this program. In addition to regularly scheduled grade level
meetings, teachers participate in book study groups and learning
communities. Our district's Comprehensive School Reform project sponsors
a weeklong literacy institute during the summer. Last year the focus was
guided reading and this year the focus will be writing.

3\. **[Math:]{.underline}** Another of Riverside Elementary School's
curriculum discussions is centered on math. Specifically, we would like
to focus on how math and its essential skills are necessary for a
student's development, as well how it related as to our school's mission
statement. It is the mission or Riverside Elementary School to provide
and promote a safe and positive environment where acceptance, diversity,
cooperation, and high expectations are supported by students, parents,
and teachers. Our curriculum must be research-based, encourage life-long
learning in students, and provide opportunities for parents to be active
in their children's learning.

Our Every Day Math curriculum promotes a safe and positive environment
for learning while encouraging high expectations. Children work
cooperatively to share ideas, strategies, and algorithms. Students
discover that there can be more than one way to solve a problem and that
more than one answer can be acceptable. Students are continually
encouraged to share strategies with one another, and mutual respect
develops from this sharing.

Parents are an integral part of this curriculum. "Home Links" are papers
that are sent home. These promote follow-up, provide for both
remediation and enrichment, and also provide a means of involving
parents or guardians in their children's mathematics education. In
addition, "Explorations" lessons are done within the classroom. Parents
lead small groups of children in activities that provide cooperative
learning as well as giving each child the opportunity to work with
manipulative. Math games are also sent home with children. Parents play
these games with their children and find them enjoyable ways to practice
certain number skills. These games generate excitement, determination,
independence, and challenge for the children. Game rules can also be
changed to fit the player' needs for fairness, harmony, equality, and
difficulty. All of these activities provide many opportunities for
parents to be active in their children' learning.

Our math curriculum also relates math skills to every day life. One
lesson allows children to spend fake money in an office shops. Another
lesson has children spend money in a vending machine and figure out how
much change they will receive. These are only two examples of many that
provide children with experiences that relate to their every day life.

The Every Day math curriculum is entwined with our mission statement.
Each child learns at his/her level. Expectations from students, parents,
and teachers are high, achievable, and understood. Our students can
reach their potential in academic achievement through this curriculum.

4\. **[Instructional Methods:]{.underline}** Riverside Elementary School
uses different instructional methods to improve student learning.

> We believe that early intervention is the key to building academic
> success. Prior to first grade, all or our students are tested to
> determine those that need additional helping reading. We offer a
> Reading Recovery program where one student will work daily with a
> one-to-one (student to teacher) ratio for a 30-minute time period.
> Riverside School is also in the process of implementing the Literacy
> Collaborative program with extensive teacher training. Our goal
> through this is to have all children working in a literacy based
> environment, at appropriate reading levels, and challenging all
> children at their individual levels. In addition to this, we offer
> Direct Reading Instruction and small-guided reading and literature
> groups. Students are encouraged to discuss and use critical thinking
> skills in the smaller group settings.
>
> Everyday Math and Investigations programs help to instill critical
> thinking as well as working together cooperatively. Students are
> encouraged to explain how they arrived at their answers during problem
> solving and use hands-on games/activities to make the learning
> enjoyable and practical.
>
> Grade levels have set up homework rooms where children may go after
> lunch to get additional help in any subject area or to get caught up
> due to absences. This helps reduce gaps in learning when students are
> gone from school and provides review for those who have difficulty
> understanding the lessons. There are also CARE groups for students
> that are struggling academically and socially. CARE programs are
> offered after school and are offered to any interested students in
> grades K-5.
>
> We have specialists in art, physical education, media, and music who
> work with all students. This gives the children a chance to learn in
> diverse environments, while working on their physical skills, as well
> as experiencing the art programs offered by our district.
>
> Finally, many of out teachers have implemented practices of the
> Responsive Classroom. This was implemented because students who feel
> accepted within their classrooms will learn better.

5.  **[Professional Development:]{.underline}** Riverside Elementary
    School's professional development program has a major impact on
    improving student achievement.

> Professional Development is the cornerstone of all Brainerd School's
> curriculum. Without well-trained educators, the curriculum is
> meaningless. Our professional development begins the moment a teacher
> is hired in the district. We have a Beginning Teacher Support System
> where beginning teachers participate in a formal mentorship program,
> Pathwise™ assessment, beginning teacher seminars, and cohort/support
> groups. As evidence of professional growth, each beginning teacher
> produces two major projects, and individualized Professional
> Development Plan, and a Professional Portfolio.
>
> Next, all Brainerd teachers have two types of in-District staff
> development. The first is district-wide grade level meetings. These
> are meetings held three times per year for every grade level to meet
> strictly as a grade level. This gives teachers the opportunity to
> focus on specific curricular areas, instructional methods, or similar
> grade level challenges with a peer group that truly understands the
> challenges at that grade. The other type of staff development is a
> "floating in-service" day. This is an eight-hour time period that en
> educator has the chance to attend various courses provided by the
> district during the summer months. The courses range from any
> curricular area in today's schools, current trends or best practice
> methods, or content specific ideas to make them a better educator.
> This method of staff development allows teachers the flexibility to
> take classes on their schedule, as well as over the summer so they can
> be in the classroom during the school year.
>
> Finally, with the adoption of the Literacy Collaborative model in
> grades K-2, teachers each month meet and review best practice methods
> in this literacy based model. Under the direction of a literacy coach,
> teachers review and discuss current research and student work to hone
> their skills, and learn together as a team what their students need in
> the area of reading and writing.

**PART VII - ASSESSMENT RESULTS**

Subject:\_\_[Reading]{.underline}\_\_\_\_\_\_\_
Grade:\_[3]{.underline}\_\_\_\_ Test:\_\_\_\_\_\_\_\_\_[MCA]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

**\*\* Riverside School is the District Site for students who are
Moderate to Severely Disabled. \*\***

**Riverside Achievement Results -- Data Display Table for Grade 3
READING MCA**

2005 2004 2003 2002 2001

Testing Month April March April March March

+-----------------------------------+-------+------+-----+-----+-----+
| Average Scale Score               | 1734  | 1665 | 1   | 1   | 1   |
|                                   |       |      | 617 | 566 | 564 |
+-----------------------------------+-------+------+-----+-----+-----+
| \% At or Above Meets State        | 99 %  | 89 % | 88  | 82  | 79  |
| Standards                         |       |      | %   | %   | %   |
+-----------------------------------+-------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 98 %  | 84 % | 83  | 61  | 68  |
|                                   |       |      | %   | %   | %   |
+-----------------------------------+-------+------+-----+-----+-----+
| Number of Students Tested         | 97    | 87   | 94  | 96  | 93  |
+-----------------------------------+-------+------+-----+-----+-----+
| Percent of Students Tested        | 100 % | 100  | 99  | 100 | 100 |
|                                   |       | %    | %   | %   | %   |
+-----------------------------------+-------+------+-----+-----+-----+
| Number of Students Alternatively  | 5     | 6    | 4   | 4   | 4   |
| Assessed                          |       |      |     |     |     |
+-----------------------------------+-------+------+-----+-----+-----+
| Percent of Students Alternatively | 5 %   | 6 %  | 4 % | 4 % | 4 % |
| Assessed                          |       |      |     |     |     |
+-----------------------------------+-------+------+-----+-----+-----+
| *SUBGROUP SCORE*                  |       |      |     |     |     |
|                                   |       |      |     |     |     |
| 1\. Eligible for Free/Reduced     |       |      |     |     |     |
| Lunch                             |       |      |     |     |     |
+-----------------------------------+-------+------+-----+-----+-----+
| Average Scale Score               | 1     | 16   | 157 | 150 | 146 |
|                                   | 746.1 | 03.1 | 1.4 | 8.4 | 6.7 |
+-----------------------------------+-------+------+-----+-----+-----+
| \% At or Above Meets State        | 100 % | 84 % | 80  | 76  | 62  |
| Standards                         |       |      | %   | %   | %   |
+-----------------------------------+-------+------+-----+-----+-----+
| \% At Exceeds State Standards     | 100 % | 81 % | 79  | 52  | 48  |
|                                   |       |      | %   | %   | %   |
+-----------------------------------+-------+------+-----+-----+-----+
| Number or Students Tested         | 23    | 32   | 29  | 25  | 21  |
+-----------------------------------+-------+------+-----+-----+-----+

**Riverside Achievement Results -- Data Display Table for Grade 3 MATH
MCA**

2005 2004 2003 2002 2001

Testing Month April March April March March

+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 1   | 1   | 1   | 1   | 1   |
|                                      | 819 | 686 | 611 | 603 | 678 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 96  | 86  | 89  | 80  | 92  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 93  | 76  | 70  | 64  | 87  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 98  | 87  | 95  | 95  | 91  |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Tested           | 100 | 100 | 99  | 100 | 100 |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Alternatively     | 5   | 6   | 4   | 4   | 4   |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Alternatively    | 5 % | 6 % | 4 % | 4 % | 4 % |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| *Subgroup Score*                     |     |     |     |     |     |
|                                      |     |     |     |     |     |
| 1\. Eligible for Free/Reduced Lunch  |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 177 | 158 | 156 | 153 | 165 |
|                                      | 3.3 | 9.1 | 9.3 | 9.2 | 1.0 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 96  | 82  | 78  | 76  | 90  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 92  | 66  | 68  | 56  | 85  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 24  | 32  | 28  | 25  | 21  |
+--------------------------------------+-----+-----+-----+-----+-----+

**Riverside Achievement Result -- Data Display Table for Grade 5 READING
MCA**

2005 2004 2003 2002 2001

Testing Month April March April March March

+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 1   | 1   | 1   | 1   | 1   |
|                                      | 741 | 733 | 705 | 690 | 661 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 99  | 93  | 91  | 94  | 97  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 93  | 87  | 84  | 89  | 85  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 97  | 101 | 102 | 107 | 89  |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Tested           | 100 | 100 | 99  | 100 | 100 |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Alternatively     | 4   | 7   | 4   | 4   | 4   |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Alternatively    | 4 % | 6%  | 3 % | 3 % | 4 % |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| *Subgroup Score*                     |     |     |     |     |     |
|                                      |     |     |     |     |     |
| 1\. Eligible for Free/Reduced Lunch  |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 170 | 167 | 164 | 166 | 160 |
|                                      | 5.0 | 3.5 | 4.0 | 9.3 | 7.6 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 100 | 94  | 85  | 99  | 86  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 88  | 79  | 80  | 89  | 76  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 26  | 26  | 20  | 27  | 21  |
+--------------------------------------+-----+-----+-----+-----+-----+

**Riverside Achievement Result -- Data Display Table for Grade 5 MATH
MCA**

2005 2004 2003 2002 2001

Testing Month April March April March March

+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 1   | 1   | 1   | 1   | 1   |
|                                      | 766 | 671 | 685 | 642 | 603 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 99  | 96  | 89  | 93  | 87  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 92  | 89  | 85  | 80  | \\  |
|                                      | %   | %   | %   | %   |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 98  | 100 | 102 | 106 | 91  |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Tested           | 100 | 100 | 99  | 100 | 100 |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Alternatively     | 4   | 7   | 4   | 4   | 4   |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Percent of Students Alternatively    | 4 % | 7 % | 3 % | 3 % | 3 % |
| Assessed                             |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| *SUBGROUP SCORE*                     |     |     |     |     |     |
|                                      |     |     |     |     |     |
| 1\. Eligible for Free/Reduced Lunch  |     |     |     |     |     |
+--------------------------------------+-----+-----+-----+-----+-----+
| Average Scale Score                  | 171 | 162 | 161 | 160 | 152 |
|                                      | 3.1 | 5.2 | 0.0 | 1.9 | 0.9 |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At or Above Meets State Standards | 99  | 94  | 90  | 93  | 74  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| \% At Exceeds State Standards        | 92  | 88  | 70  | 78  | 61  |
|                                      | %   | %   | %   | %   | %   |
+--------------------------------------+-----+-----+-----+-----+-----+
| Number of Students Tested            | 26  | 25  | 20  | 27  | 23  |
+--------------------------------------+-----+-----+-----+-----+-----+