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

*U.S. Department of Education*

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

Name of Principal Mr. Chad D. Allison

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

Official School Name Belle Valley Elementary School - North

(As it should appear in the official records)

School Mailing Address 100 Andora Drive

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

Belleville IL 62221-4399

City State Zip Code+4 (9 digits total)

County St. Clair School Code Number\* 50-082-1190-2001

Telephone [( 618 ) 234-7750]{.underline} Fax (618) 234-5938

Website/URL [www.bellevalley.stclair.k12.il.us]{.underline} E-mail
callison@stclair.k12.il.us

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. Pamela S. Floit

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

District Name [Belle Valley School District No. 119]{.underline} Tel. [(
618 ) 234-7723]{.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 Dr. Thomas Feder

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

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

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_\_\_\_ Middle schools

[1]{.underline} Junior high schools

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

\_\_\_\_\_ Other

[2]{.underline} TOTAL

2\. District Per Pupil Expenditure: \$6,519

Average State Per Pupil Expenditure: \$8,482

**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
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. 4 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**    26        20                     **46**       **7**                             

  **K**       49        47                     **96**       **8**                             

  **1**       40        48                     **88**       **9**                             

  **2**       43        37                     **80**       **10**                            

  **3**       50        65                     **115**      **11**                            

  **4**       42        38                     **80**       **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   505
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [55]{.underline} % White

the students in the school: [42]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100 % Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      98
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      63
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 161
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 513
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided 0.314
                            by total in row (4)         

  **(6)**                   Amount in row (5)           31.4
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

Number of languages represented: N/A

Specify languages:

9\. Students eligible for free/reduced-priced meals: [42]{.underline} %

Total number students who qualify: 194

> 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: [17]{.underline} %

[86]{.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.

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

\_\_\_\_Deafness [8]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [16]{.underline} Specific Learning Disability

[3]{.underline} Emotional Disturbance [56]{.underline} Speech or
Language Impairment

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

[3]{.underline} 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]{.underline} [0]{.underline}

Classroom teachers [25]{.underline} [0]{.underline}

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

Paraprofessionals [4]{.underline} [0]{.underline}

> Support staff [7]{.underline} [9]{.underline}
>
> Total number [43]{.underline} [15]{.underline}

12\. Average school student-"classroom teacher" ratio: 20:1

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.)

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

  Daily student attendance  95 %        95 %        95 %        95 %        96 %

  Daily teacher attendance  96 %        95 %        95%         96%         96%

  Teacher turnover rate     11 %        11 %        6 %         6 %         14 %

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

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

**PART III ‑ SUMMARY**

Belle Valley Elementary School - North, a Pre-K through fourth grade
public school, is located in Belleville, Illinois, a suburb of St.
Louis, Missouri. The school currently serves 505 students from very
diverse backgrounds. Belle Valley Elementary School -- North is part of
the Belle Valley School District No. 119. The district consists of two
schools. Belle Valley Elementary School - South houses students in fifth
through eighth grades with a current population of approximately 430
students. The Belle Valley School District area of attendance includes
students from the middle class population of Belleville and students
living below the poverty level. The makeup of the student population is
55% white, 42% black, and 2.5% Hispanic while the remaining .5% is
composed of Asian/Pacific Islanders students. Forty-two percent of the
students are eligible for free/reduced priced meals. The mobility rate
at Belle Valley Elementary School - North was 31% during the 2003-2004
school year.

###  

### It is the mission of Belle Valley School District No. 119, in partnership with the community, to provide a student-centered learning environment in which all children achieve, and no dream is out of reach. The beliefs and values at Belle Valley Elementary School - North include building the six pillars of character in each one of our students: respect, responsibility, caring, fairness, trustworthiness, and citizenship. Belle Valley Elementary School - North has created a positive learning environment where students feel safe and behaviors not conducive to learning are not acceptable. 

### 

### The Vision of Belle Valley School District 119 is that all students will become responsible, caring, and productive citizens in an environment where:

-   students are challenged, empowered, and actively engaged in learning

-   teachers are actively engaged in continued learning

-   staff members interact with students and other adults with dignity
    and respect

-   parents and the community share responsibility for student learning
    and are actively involved

-   district leadership fosters trust

-   board policy meets all legal and ethical requirements

-   all resources are used in a fiscally responsible manner

-   the district is adaptable and ever changing to meet the needs of a
    diverse and technologically advanced society

The staff of Belle Valley Elementary School - North is committed to
being a professional learning community where student data is used to
direct building level staff development and instructional improvement.
We are committed to learning and growing together as a staff through
ongoing book studies that focus on the most effective instructional
practices and methods that promote an environment, which recognizes
students' individual learning styles and the need for differentiated
instruction.

Belle Valley Elementary School - North is a school that is truly
succeeding. Our 2004 Illinois Standards of Achievement Test (ISAT)
scores show that we are achieving success with our students in many
areas. Our scores show that 89% or our white students are meeting or
exceeding state standards in reading compared to the statewide average
of 77%. Our black students are also exceeding the statewide average by
39% in reading. Seventy-seven percent of our black students met or
exceeded the state standards in 2004. Our 2004 results also show that
75% of Belle Valley Elementary School - North students who are on free
and reduced lunch were proficient on state testing in the area of
reading as compared to the statewide average of 46%.

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

**What is the meaning of the Belle Valley Elementary School --North
assessment results in reading and mathematics including disparities
among subgroups?**

At Belle Valley Elementary School - North all students in third grade
are required to take the Illinois Standards Achievement Test (ISAT) each
spring. Scores on the ISAT are reported in four levels: **Level 1 -
Academic Warning:** Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively. **Level 2 - Below Standards:**
Student work demonstrates basic knowledge and skills in the subject.
However, because of gaps in learning, students apply knowledge and
skills in limited ways. **Level 3 -- Meets Standards:** Student work
demonstrates proficient knowledge and skills in the subject. Students
effectively apply knowledge and skills to solve problems. **Level 4 --
Exceeds Standards:** Student work demonstrates advanced knowledge and
skills in the subject. Students creatively apply knowledge and skills to
solve problems and evaluate the results. Success is determined by the
number of students who meet or exceed the standards based on the cut
scores established for the ISAT.

The ISAT is a standards-based, multi-formatted assessment. The primary
purpose of the assessment program is to determine the level to which
Illinois students meet the Illinois Learning Standards in the content
areas that are assessed. During the 2003-2004 school year, third grade
students in Illinois were assessed in the areas of reading, mathematics,
and writing. Additional information regarding the Illinois Standards
Achievement Test can be obtained at the following website:
www.isbe.net/assessment/isat.htm.

By looking at the ISAT results in the areas of reading and mathematics
at the third grade level, it is evident that Belle Valley Elementary
School - North are overcoming the challenges facing this diverse
population. Currently, only our third grade students are assessed in the
areas of reading and mathematics. It is within this population that the
students of North have experienced the greatest successes. As
highlighted in the following data, academic success is not limited to
one subgroup and is evident especially when compared to other students
in Illinois.

2004 Illinois Standards Achievement Test (ISAT)- Third Grade Math

  -------------- ----------- ----------- ------------ ------------ -----------
                 Academic    Below       Meets        Exceeds      Total Meets
                 Warning     Standards   Standards    Standards    & Exceeds

  Male           0.0%        4.5%        38.6%        56.8%        95.4%

  Female         4.5%        2.3%        50.0%        43.2%        93.2%

  White          2.1%        0.0%        39.6%        58.3%        97.9%

  Black          3.7%        11.1%       51.9%        33.3%        85.2%

  All North      2.3%        3.4%        44.3%        50.0%        **94.3%**
  Students                                                         

  State of       6.8%        14.0%       46.1%        33.0%        **79.1%**
  Illinois                                                         
  -------------- ----------- ----------- ------------ ------------ -----------

2004 Illinois Standards Achievement Test (ISAT)- Third Grade Reading

  -------------- ----------- ----------- ------------ ------------ -----------
                 Academic    Below       Meets        Exceeds      Total Meets
                 Warning     Standards   Standards    Standards    & Exceeds

  Male           4.5%        9.1%        52.3%        34.1%        86.4%

  Female         6.8%        6.8%        52.3%        34.1%        86.4%

  White          4.2%        6.3%        52.1%        37.5%        89.6%

  Black          11.1%       11.1%       48.1%        29.6%        77.7%

  All North      5.7%        8.0%        52.3%        34.1%        **86.4%**
  Students                                                         

  State of       7.0%        27.9%       42.4%        20.2%        **62.2%**
  Illinois                                                         
  -------------- ----------- ----------- ------------ ------------ -----------

**How does Belle Valley Elementary School -- North use assessment data
to understand and improve student and school performance?**

Belle Valley Elementary School -- North uses a variety of student
assessments for both short-term and long-term student and school
improvement. Teachers are encouraged to use daily informal and formal
assessments to plan and organize instruction to better meet the needs of
the students. Data is gathered from daily practice work, curriculum
assessments, and district and state assessments. Teachers periodically
complete running records on students and give students individual
reading inventories to provide a clear understanding of a child's
reading level. The analyzing of an individual student's data gives our
teachers an understanding of each student's academic strengths and
weaknesses, which allows us to positively differentiate instruction for
each student.

Staff development decisions are also based on assessment data. The
staff, through horizontal and vertical teams, analyzes the data looking
for those areas that our students, as a whole, show the greatest need
for improvement. Staff development is then planned and organized around
those weak areas. We focus on the area of concern by researching best
instructional practices, evaluating our current instructional practice,
and evaluating our curriculum for appropriate skill development. Last
year, we found that across all grade levels reading was an area of
relative weakness. We have sought and will implement a curriculum that
would provide for a consistent, developmentally appropriate method for
teaching reading.

Teachers and horizontal teams routinely use the assessment data to make
decisions on individual placement in our Title I reading program, summer
reading program, and additional services offered through our mathematics
specialist.

**How does Belle Valley Elementary School -- North communicate student
performance, including assessment data, to parents, students, and the
community?**

In an effort to keep parents, students, and the community informed about
the results of the assessment process, Belle Valley Elementary School -
North shares the yearly Illinois Standards of Achievement Test (ISAT)
results in the [BV Beat]{.underline}, a quarterly newspaper that is sent
to all parents and community members living within the school district.
Parents also receive individual student's summary of ISAT performance
outlining those areas of proficiency and those areas of concern. The
Illinois State School Board issues a yearly school report card to every
school in the state. The report card compares the school's performance
on the Illinois Standards of Achievement Test to the students' averages
across Illinois and gives each school a rating of Academic Warning,
Below Standards, Meets Standards, or Exceeds Standards. Each fall our
parents and community members are given access to the school report card
in two forms. Parents are provided a direct link to the report card via
the school website for review at home. Parents who do not have Internet
access are given paper copies. The report card summarizes the assessment
data, the attainment of the school's goals along with outlining the
goals for the new school year.

Teachers regularly communicate student academic progress with parents
through the use of daily planners, weekly progress reports, mid-term
reports, quarterly report cards, phone calls, and parent conferences.
Daily planners go home with Belle Valley Elementary School - North
information, graded student work, as well as notes about student
achievement efforts and behavior. Parents sign and return these planners
each morning with any comments or questions for the classroom teacher.
Twice yearly, Parent/Teacher conferences are held in which teachers have
the opportunity to share assessment data, daily work grades and
expectations for student achievement.

**How has Belle Valley Elementary School -- North shared and how will we
continue to share our successes with other schools?**

Historically, the Belle Valley Elementary School -- North staff and
principal have been asked by the St. Clair County Regional Office of
Education to share with others what we have found to be effective "best
practices" for our population of students and to lead in-services in
various areas of curriculum at the annual county institute. Members of
our staff also participate in a monthly round table discussion with
teachers from surrounding schools concerning best practices in the area
of reading. These teachers then bring ideas back to our school and share
what we have found to work with other teachers. We have built our
knowledge of best practices through reading the literature, through
sharing what individual teachers have found to be effective practices,
and most importantly through the willingness to try new approaches.

We recognize and value the learning opportunities that come when
professionals gather together to have positive conversations. In
addition to working with other elementary teachers, we have cooperative
agreements with Southern Illinois University in Edwardsville and
McKendree College to provide mentors to their pre-service teachers.
Belle Valley Elementary School -- North is consistently a professional
learning site for many pre-service teachers.

**PART V -- CURRICULUM AND INSTRUCTION**

**Curriculum:**

Belle Valley Elementary School -- North provides a comprehensive
curriculum to its students. Because we align our district standards and
teaching to the Illinois Learning Standards, our standards are high and
measurable. Instruction is guided by standards and driven by student
performance.

In an effort to provide professional development opportunities for our
teachers, our schedule has been revised to provide cooperative planning
time using:

a.  Grade-level blocks of time for reading, math and special area
    instruction including physical education, music, and opportunities
    for time in our library/media center.

b.  Planning time for grade-level teachers so that teachers can plan and
    design instruction together.

c.  Title 1 Reading services, special education, remedial math
    instruction, and other building resources are organized into
    grade-level blocks of time to reduce instructional group size and
    better meet the needs of students.

Literacy forms the core of our instruction. On average, students at
Belle Valley Elementary School -- North receive two hours of reading
instruction daily. Our reading instruction includes the five areas as
outlined by the National Reading Council: phonemic awareness, phonics,
fluency, vocabulary, and text comprehension. Our students receive
individual instruction according to their reading strengths and
weaknesses based on individual assessment. In kindergarten and first
grade, our teachers use the Illinois Snapshot of Early Literacy as our
preferred assessment instrument. The information gleamed from this
assessment allows us to design instruction to meet the needs of every
student. Students who are identified as struggling readers are placed
into a reading intervention program with a reading resource teacher,
Title I, or special education teacher.

Children write at all grade levels, in all curricular areas, and for a
variety of purposes. The teaching staff continues to work to create a
scoped and sequential curriculum that aligns with the expectations
outlined in the Illinois Learning Standards. All of our students utilize
the writing skills of planning, drafting, revising, editing and
rewriting. Students learn to conference with their peers and to use
rubrics to score writing pieces.

Each grade level receives math instruction for one hour each day. The
math instruction focuses on building a strong number sense, computation
skills and higher-level problem solving. Students also receive
instruction in science and social studies using a curriculum that is
aligned to the standards. The science curriculum utilizes the scientific
process involving hypothesizing, analyzing and concluding.

Physical education, music, and library comprise our special area
schedule. Each child attends either physical education and library or
physical education and music twice per week for one hour. All students
also receive physical education instruction at least one additional time
per week with a second additional class period every other week. The
additional physical education time was added to the schedule two years
ago. This additional time was implemented to address the state
requirement for daily physical education and a district objective to
combat youth obesity and inactivity.

Art is integrated throughout the content areas. We recognize that
students learn best through their strongest modality of learning and for
some of our students that modality is art. Our teachers work to plan
lessons that incorporate a variety of learning modalities. Art
instruction is addressed at each grade level during the teachers' common
planning time. This helps to promote the most beneficial art instruction
for all students.

Our building-wide behavior expectation program focuses on developing the
Belle Valley B's (Be safe, Be respectful, Be responsible) with all of
our students through an integrated instructional model. During the
2002-2003 school year, our school social worker became full-time for the
first time in school history. The addition of a full-time social worker
has allowed us to provide more intense character-development program for
all of our students. In addition, she offers focused instruction in the
area of Aggression Replacement Training and other small group
instruction as needed.

**Reading Curriculum**

Recently, teachers in our kindergarten through third grade adopted a new
reading program. Houghton Mifflin *[Reading,]{.underline}* 2005, we will
be used throughout the building. Teachers supplement the curriculum with
additional reading materials from classroom libraries with leveled books
and additional resources available through our school library. Students
not performing at grade-level in reading receive instruction from one or
more of the following: instruction from our Title I reading instructor
using small group instruction, individualized instruction, practice
using *Reading Best*, a computerized reading instruction program, and/or
participation in our summer reading program using the four-block model
incorporating leveled trade books.

All students at Belle Valley Elementary School -- North participate in a
balanced literacy curriculum. Students read a variety of literature
genres including narrative text, expository text, and poetry. The
curriculum is an integrated curriculum where spelling, grammar and
writing are part of the daily instruction. Our core reading program,
along with our levels assessment program at all grade levels are aligned
with the Illinois Learning Standards. We have found a direct correlation
to performance on the district's levels assessment program and student
performance on the ISAT. Teachers use the district assessment results to
plan and organize instruction around each student's weak areas. Along
with utilizing district assessment results, teachers periodically use an
individual reading inventory to pinpoint a child's reading level and
reading weakness so that instruction can be formulated to strengthen
skills.

**Math Curriculum**

The Harcourt/Brace *Math Advantage* series was chosen and adopted by the
school district for its alignment with the NCTM and Illinois Learning
Standards in Mathematics. Standards include the areas of number sense,
algebra, data analysis, geometry, measurement, and computation. The
curriculum is textbook based; however, supplementary materials such as
manipulatives are used whenever necessary to further students' concept
development. Students explore various methods to solve a problem and
share their reasoning orally and in written form. Basic number sense
practice is given daily through the use of timed tests in addition,
subtraction, multiplication, and division.

Daily one-hour classroom instruction focuses on developing
concepts/skills in each of the standards through the use of effective
teaching methods, which include the problem of the day, review and
reinforcement of the previous concept taught, lesson development and
guided practice. Guided practice, specific and ongoing student feedback,
and subsequent independent practice are used to reinforce concepts.

**Instructional Methods:**

We recognize that all students learn in different ways and what works
for one may not for another. We strive to deliver instruction that
recognizes and draws on the student's background knowledge and
experiences. Our teachers strive to implement differentiated
instructional methods to accommodate different learning styles. Faced
with the challenge of meeting a large range of individual needs,
teachers use large and small instructional groups, along with
individualized instruction. Teachers work to involve students in their
own learning.

When assessment results show that a student needs extra instruction
around a specific skill or concept, teachers work to flexibly group
those students for additional instruction. Also, teachers use recess
time, before and after school, teacher preparation time to give extra
instructional time to work with students to help improve those areas of
weakness.

Throughout the reading block, lessons are planned around the five
dimensions of reading: phonics, decoding, fluency, vocabulary
development, and text comprehension strategies. Belle Valley Elementary
School -- North also focuses reading instruction on the essential
strategies that all good readers need to know and use: making
connections, questioning, visualizing, inferring, determining
importance, and synthesizing. These reading strategies are modeled by
the teacher and practiced by the student. This occurs throughout the
year until the students are consistently using their strategies
independently. Teachers use guided reading, shared reading, and
independent reading to give students multiple opportunities to build
reading skills.

**Staff Development:**

Staff development at Belle Valley Elementary School -- North is an
on-going program with the ultimate goal of improving student
achievement. Through data analysis, the staff identifies areas of
strength and needed improvement. Staff development is planned to address
those areas by looking at the current educational research, curriculum
evaluation, and instructional methodology. During the past two school
years, the focus of our professional development time has been on
brain-compatible teaching and learning strategies. Because we are a
small district comprised of only two schools, it is necessary and
extremely important for all of our teachers, pre-K to eighth grade, to
understand the importance of articulated curriculum and a common
language in all curricular areas. Recently, our pre-K-8 teaching staff
has worked on revisions to our reading and writing curricula. This
process continues during the 2004-2005 school year as we begin revisions
to our district mathematics curriculum.

Belle Valley Elementary School -- North is a professional learning
community. Teachers have the opportunity to meet daily to plan and
organize instruction, to have professional conversations, and to look at
individual student's performance. Book studies based on an identified
area of instructional improvement are on going at Belle Valley North.
Recent books studies have included discussions of the following titles,
*Teaching with the Brain in Mind* by Eric Jensen, *Punished by Rewards*
by Alfie Kohn, *Teaching with Love and Logic* by Fay Funk, and *A
Framework for Understanding Poverty* by Ruby Payne.

**PART VII -- ASSESSMENT RESULTS**

[Illinois Standards Assessment Test Performance Definitions]{.underline}

**Academic Warning -** Student work demonstrates limited knowledge and
skills in the subject. Because of major gaps in learning, students apply
knowledge and skills ineffectively.

**Below Standards** -- Student work demonstrates basic knowledge and
skills in the subject. However, because of gaps in learning, students
apply knowledge and skills in limited ways.

**Meets Standards** -- Student work demonstrates proficient knowledge
and skills in the subject.

> Students effectively apply knowledge and skills to solve problems.
>
> **Exceeds Standards** -- Student work demonstrators advanced knowledge
> and skills in the subject. Students creatively apply knowledge and
> skills to solve problems and

evaluate the results.

**Criterion Referenced State Assessment Results**

> Subject: Mathematics Grade: 3 Test: Illinois Standards Achievement
> Test
>
> Edition/publication year: 2000-2004 Publisher: Illinois State Board of
> Education/Pearson Educational Measurement

+-----------------------------------+--------+--------+--------+-------+
| ** ISAT Scores: Math, Grade 3**   | 200    | 200    | 200    | 2000  |
|                                   | 3-2004 | 2-2003 | 1-2002 | -2001 |
| **Belle Valley Elementary         |        |        |        |       |
| School - North**                  |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| Testing Month:                    | March  | April  | April  | April |
+-----------------------------------+--------+--------+--------+-------+
| **School Scores**                 |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 98     | 99     | 99     | 98    |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 94     | 92     | 89     | 95    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 50     | 36     | 45     | 38    |
+-----------------------------------+--------+--------+--------+-------+
| Number of students tested         | 88     | 106    | 105    | 104   |
+-----------------------------------+--------+--------+--------+-------+
| Percent of total students tested  | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| Number of students alternatively  | 0      | 0      | 0      | 14    |
| assessed                          |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| Percent of students alternatively | 0      | 0      | 0      | 13    |
| assessed                          |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
|                                   |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| **Subgroup Scores**               |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| **1. Black Students**             |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 96     | 100    | 97     | 96    |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 85     | 90     | 82     | 71    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 33     | 10     | 34     | 17    |
+-----------------------------------+--------+--------+--------+-------+
|   Number of students tested       | 27     | 31     | 37     | \*\*  |
+-----------------------------------+--------+--------+--------+-------+
|                                   |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| **2. White Students**             |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 98     | 99     | 100    | 100   |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 98     | 93     | 91     | 90    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 58     | 45     | 58     | 40    |
+-----------------------------------+--------+--------+--------+-------+
|   Number of students tested       | 48     | 67     | 58     | \*\*  |
+-----------------------------------+--------+--------+--------+-------+
|                                   |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| **3. Not eligible -- Free/Reduced |        |        |        |       |
| Price Lunch**                     |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 100    | 99     | 99     | 100   |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 100    | 93     | 89     | 85    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 62     | 38     | 45     | 36    |
+-----------------------------------+--------+--------+--------+-------+
|   Number of students tested       | 60     | 79     | 76     | \*\*  |
+-----------------------------------+--------+--------+--------+-------+
| **4. Free/Reduced Price Lunch**   |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | \*\*   | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 93     | 100    | \*\*   | 96    |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 82     | 92     | \*\*   | 86    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 25     | 32     | \*\*   | 30    |
+-----------------------------------+--------+--------+--------+-------+
|   Number of students tested       | 28     | 27     | \*\*   | \*\*  |
+-----------------------------------+--------+--------+--------+-------+
|                                   |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| **State Scores**                  |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Academic Warning   | 100    | 100    | 100    | 100   |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Did Not Meet       | 93     | 93     | 93     | 93    |
| Standards                         |        |        |        |       |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Meeting Standards  | 79     | 76     | 74     | 62    |
+-----------------------------------+--------+--------+--------+-------+
| \% At or above Exceeds Standards  | 33     | 31     | 30     | 19    |
+-----------------------------------+--------+--------+--------+-------+

**Criterion Referenced State Assessment Results**

> Subject: Reading Grade: 3 Test: Illinois Standards Achievement Test
>
> Edition/publication year: 2000-2004 Publisher: Illinois State Board of
> Education/Pearson Educational Measurement

+----------------------------------+--------+--------+--------+--------+
| **ISAT Scores: Reading, Grade    | 2003-  | 2002-  | 2001-  | 2000-  |
| 3**                              | 2004   | 2003   | 2002   | 2001   |
|                                  |        |        |        |        |
| **Belle Valley Elementary        |        |        |        |        |
| School - North**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Testing Month:                   | March  | April  | April  | April  |
+----------------------------------+--------+--------+--------+--------+
| **School Scores**                |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 94     | 98     | 99     | 99     |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 86     | 77     | 81     | 85     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 34     | 15     | 35     | 34     |
+----------------------------------+--------+--------+--------+--------+
| Number of students tested        | 88     | 106    | 105    | 104    |
+----------------------------------+--------+--------+--------+--------+
| Percent of total students tested | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| Number of students alternatively | 0      | 0      | 0      | 14     |
| assessed                         |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| Percent of students              | 0      | 0      | 0      | 13     |
| alternatively assessed           |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **Subgroup Scores**              |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **1. Black Students**            |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 89     | 100    | 100    | 96     |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 78     | 77     | 69     | 71     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 30     | 13     | 26     | 17     |
+----------------------------------+--------+--------+--------+--------+
|   Number of students tested      | 27     | 31     | 37     | \*\*   |
+----------------------------------+--------+--------+--------+--------+
| **2. White Students**            |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 96     | 99     | 98     | 100    |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 90     | 81     | 87     | 90     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 38     | 31     | 38     | 40     |
+----------------------------------+--------+--------+--------+--------+
|   Number of students tested      | 48     | 67     | 58     | \*\*   |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **3. Not Eligible --             |        |        |        |        |
| Free/Reduced Price Lunch**       |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 98     | 99     | 99     | 100    |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 92     | 85     | 81     | 85     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 38     | 29     | 26     | 86     |
+----------------------------------+--------+--------+--------+--------+
|   Number of students tested      | 60     | 79     | 76     | \*\*   |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **4. Free/Reduced Price Lunch**  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | \*\*   | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 86     | 100    | \*\*   | 96     |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 75     | 68     | \*\*   | 86     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 25     | 16     | \*\*   | 30     |
+----------------------------------+--------+--------+--------+--------+
|   Number of students tested      | 28     | 27     | \*\*   | \*\*   |
+----------------------------------+--------+--------+--------+--------+
|                                  |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| **State Scores**                 |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Academic Warning  | 100    | 100    | 100    | 100    |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Did Not Meet      | 93     | 92     | 93     | 93     |
| Standards                        |        |        |        |        |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Meeting Standards | 65     | 62     | 62     | 62     |
+----------------------------------+--------+--------+--------+--------+
| \% At or above Exceeds Standards | 23     | 22     | 19     | 19     |
+----------------------------------+--------+--------+--------+--------+