**U.S. Department of Education September 2003**

**2003-2004*No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Ms. Joyce Hinman]{.underline}

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

Official School Name [HIGHLAND ACRES ELEMENTARY SCHOOL]{.underline}

(As it should appear in the official records)

School Mailing Address [1200 Prairie Drive]{.underline} (If address is
P.O. Box, also include street address)

[Bismarck ND]{.underline} 58501-2432\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 701 ) 221-3405]{.underline} Fax [( 701 ) 221-3407]{.underline}

Website/URL http://www.highland.bismarck.k12.nd.us/ E-mail:
joyce_hinman@educ8.org

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Paul Johnson]{.underline}

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

District Name [Bismarck Public Schools]{.underline} Tel. [( 701 )
355-3055]{.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 Ms. Marcia Olson

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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 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 1998.

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: \_15\_\_ Elementary schools

\_\_3\_\_ Middle schools

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

\_\_2\_\_ High schools

\_\_2\_\_ Other (Explain) 1 -- Alternative High School

1 -- Early Childhood Center

\_22\_\_ TOTAL

2\. District Per Pupil Expenditure: (02-03) \_\_\_\$5,689.00\_\_

Average State Per Pupil Expenditure: (02-02) \_\_\_\$6,317.00\_\_

**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\. 5 years Number of years the principal has been in her/his position
at this school.

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

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

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

  **K**       15        13                     **28**       **7**                             

  **1**       8         10                     **18**       **8**                             

  **2**       15        9                      **24**       **9**                             

  **3**       10        6                      **16**       **10**                            

  **4**       12        10                     **22**       **11**                            

  **5**       10        10                     **20**       **12**                            

  **6**       13        9                      22           Other                             

                                    **TOTAL                                                   150
                                    STUDENTS                                                  (03-04)
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [99.968]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[.006]{.underline} % Hispanic or Latino

\_\_ [.006]{.underline} % Asian/Pacific Islander

\_ [.02]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_1.5\_\_\_%

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

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

  **(2)**     Number of students who transferred 0
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

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

  **(4)**     Total number of students in the    136 (2002)
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0147
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    1.47%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: \_\_\_\_0\_\_\_%

\_\_\_\_0\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_1\_\_\_\_

Specify languages:

English

9\. Students eligible for free/reduced-priced meals: \_\_\_\_\_\_8\_\_%
(03-04 BPS Title I targeting)

\_\_\_12\_\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.
>
> 10\. Students receiving special education services:
> \_\_\_\_\_12\_\_\_%

\_\_\_\_\_18\_\_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 \_\_1_Orthopedic Impairment

\_\_\_\_Deafness \_\_1_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_2_Specific Learning Disability

\_\_\_\_Hearing Impairment \_13_Speech or Language Impairment

\_\_1_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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 \_\_(.50 FTE)

Classroom teachers \_\_\_\_7\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_\_ \_\_\_17\_\_\_

Paraprofessionals \_\_\_\_2\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_4\_\_\_ \_\_\_5\_\_\_\_
>
> Total number \_\_\_13\_\_ \_\_23\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_\_\_18/1\_\_\_

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.) (Only
middle and high schools need to supply dropout rates and only high
schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 98%         98%         97%         97%         97%

  Daily teacher attendance 99%         99%         99%         No data     No data

  \*\* Teacher turnover    2%          2%          0%          2%          0%
  rate                                                                     

  Student dropout rate     DNA         DNA         DNA         DNA         DNA

  Student drop-off rate    DNA         DNA         DNA         DNA         DNA
  ------------------------ ----------- ----------- ----------- ----------- -----------

\*\* Teacher turnover rate affected by a retirement in 01-02; teachers
moved in 02-03 & 99-00.

**PART III - SUMMARY**

The mission of Highland Acres School is: ***"To be the best we can be
through continued learning and responsible citizenship."*** Our school
mascot, the Star, reflects

our belief that our students will shine brightly in all of their
endeavors.

Historically, the student body at Highland Acres has been very stable.
Present population is 150 students (107 family units), 83 boys and 67
girls. Demographically, our population includes 4 Native American
students, 1 Asian, and 1 Hispanic. The socioeconomic status of our
school's families is in transition. In 1998, 2% of students received
free or reduced lunch; over the next six years, this percentage ranged
from 5% to 14%. For the 2003-2004 school year, 8% of our students
receive free or reduced lunch. The attendance rate is 99% for
kindergarten, and 97% for grades 1-6. Promotion rate for Highland Acres
over the last three years has averaged 100%. The student/classroom
teacher ratio is 18/1. Total years of experience for the teaching staff
is 144 years. Parent Teacher Conference attendance rate has averaged an
astonishing 100% over the past three years.

Student life at Highland Acres School is filled with a variety of
diverse and engaging programs. Twenty-three students are involved in
one-on-one or small group contact with Levels of Service (Gifted and
Talented Program). Thirty- two percent of our students currently
participate in the 5th and 6th grade band program. Eight students in
grades 4-6 participate in orchestra. Many students participate in
activities held at the school including Girl Scouts, Intramurals, Game
Morning, and after-school and weekend Parks and Recreation activities.
BLAST (Bismarck Life After School Time), an after school child care
program, is held at Highland Acres. Fourteen families take part in
BLAST. Art classes are offered in conjunction with Bismarck Art and
Gallery Association. Our school community is active in recycling paper
and aluminum once a week. In keeping with our mission statement, our
students are involved in community service opportunities like Pennies
for People, Can Ya' for Kenya, and Open Your Heart. The last two years
our school has presented a poignant program for Veterans on Veteran's
Day, this last year honoring a past student who is serving in Iraq.

Students are given many opportunities to participate in special
activities during the school year: Student Council, 4th, 5th, and 6th
Grade Science Fair, 6th Grade Ski Trip, No TV Week, Field Day, Book It,
Safety on Wheels, Young Authors Celebration, Science Olympiad, Geography
Bee, Cross Country runs and All-City Track Meet, Book Fair, 6th Grade
Graduation Pot Luck, Adopt-A-Book, Red Ribbon Week Carnival, Chance to
Dance, Marketplace for Kids, County Spelling Bee, Chess Tournaments,
Music Programs, Classroom Play Productions, Cross Country Skiing, and
Neighbors Care Involvement. For seven years, Highland Acres students
have benefited from quality Artist-in-Residence programs. Also, numerous
authors of children's literature have been guests at our school, sharing
their talents through lyceums and workshops.

The Highland Acres Parent Advisory Committee (PAC) is very supportive of
our school community. They host many events throughout the school year
including Muffins for Mom, Donuts with Dad, Grandparents Day, Bingo
Night, School Carnival, and Monthly Birthday lunches, complete with
photo imaged birthday cakes. The Highland Acres PAC routinely funds
teacher requests for materials and activities that enhance student
learning at our school. The Art Gallery, a visual arts experience, is
presented to our students by an active group of volunteers from our PAC.

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

1\. READING AND MATH ASSESSMENT RESULTS

The North Dakota Chief State School Officer (CSSO) has nominated
Highland Acres for the *No Child Left Behind -- Blue Ribbon Schools
Program.* Superintendent Dr. Wayne Sanstead, ND CSSO, recognized
Highland Acres as one of the schools in the state that consistently and
repeatedly scores in the top 10 percent in North Dakota on assessments
referenced against national norms for the elementary grade required to
take state assessments (Gr. 4). In each of the years represented in the
graphs below, there were between 18 to 22 children taking the tests.

[CTBS/CAT]{.underline}

The California Test of Basic Skills (Terra Nova) (CTBS) was administered
to the fourth grade classes of 2000 and 2001. The state of North Dakota
changed its assessment tool to the California Achievement Test (CAT) in
2002-03. The CAT was aligned to North Dakota standards and is known as
the "North Dakota 4^th^ Grade Assessment". Because the scores are not
comparable between the two tests, two sets of data from each of the
tests are included. In the "Assessment Results" beginning on page 13,
the older CTBS scores, the North Dakota Assessments, NWEA MAP scores and
Gates Reading results also validate performance in the top 10%. As
indicated, Highland Acres has a history of high achievement on
standardized tests. Because of the homogeneous nature of the school
population, it has not been statistically significant to disaggregate
the test information by socioeconomic or ethnic/racial groups. In the
appendices, there is an analysis of gender comparisons. Having only one
or two children in the subgroups, there is still evidence that there is
high achievement for those individuals as well.

![](media/image1.wmf)

![](media/image3.wmf)

2\. USING DATA TO IMPROVE PERFORMANCE

Highland Acres uses the standardized assessment data from the Northwest
Education

Association's Measurement of Academic Progress (MAP) to track a child's
level of proficiency in three areas: Math, Reading, and Language Arts.
The MAP test is administered in the fall, winter, and spring to document
student growth and assess the current level of proficiency.

The test results provide us with a "snapshot" of overall class
performance and pinpoint areas of individual students' strengths and
weaknesses. The teacher identifies goals needed to assist in developing
proficiency for all students. We adjust the curriculum focus, method of
presentation, and develop strategies deemed necessary to enhance
learning.

The fourth graders also are required by the state to take the California
Achievement Test (CAT/Terra Nova) and the North Dakota Assessment. The
results from these tests provide valuable information for identifying
and confirming a student's progress. Various forms of assessment are
used in the classroom from informal observation, teacher- and
publisher-created tests to student self-assessments. This information
offers a window into the students' conceptual level of understanding.

3\. COMMUNICATION OF STUDENT PERFORMANCE

Highland Acres provides the parents, students and community with
information using various means of communication. Parent-Student-Teacher
conferences are held twice a year encouraging an open discourse between
home and school. The focus is to discuss the child's overall well-being.
Academic performance and assessment results are shared at this time. The
parents are also provided with written documentation of their child's
performance. These include samples of student work, midterm reports and
quarterly reports. Also, written documentation and explanation of data
obtained from the standardized or normed testing is disseminated to the
parents. Other conferences are held to address specific areas of concern
or success at any time requested by parent, teacher, or student.\
Communication with the parents and community is extremely important at
Highland Acres. Our principal publishes a monthly school newsletter in
which all staff members are encouraged to contribute. The Parent
Advisory Committee (PAC) has a regular monthly article as well. All
families, staff member, close neighbors, and district administrators
receive a home copy. The purpose is to provide a comprehensive overview
of the school's goals, mission, and accomplishments. The school handbook
is clear about expectations engaging families in a comprehensive
manner.\
The news media informs the community of the results of the standardized
testing comparing the performance of all schools in the district. An
Adequate Yearly Progress (AYP) report is sent to each parent of students
who have taken the assessments. We are proud to acknowledge that
Highland Acres was the top school in the district and one of the top ten
percent in the state of North Dakota.

4\. SHARING SUCCESSES WITH OTHERS

How Highland Acres presents itself to other schools speaks volumes about
who we are. Therefore, we believe our attitude must be humble and
helpful. We realize that our desire to see children thrive and succeed
carries beyond our school boundaries. We extend ourselves to other
professionals in the same way we extend ourselves to our students, with
the same qualities of personal connection. Several staff members are
called upon to present at national, regional, and state conferences,
volunteer as grade level leaders, and attend numerous district and
regional planning meetings.\
A star that shines brightly spends energy, but it is also energized. We
will be strengthened as we are enthused by the progress made in other
schools, in other districts, by other students. The interactions and
relationships between students, parents, and educators are crucial to
our growth and professional development. A welcome mat is already set
out at Highland Acres. An open invitation for other educators to visit
is always standing. We host a wide variety of activities and events and
welcome others to share and participate. Our desire to motivate and
encourage other educators is genuine and sincere. We are willing to
share what we know works, and we are smart enough to know there's always
opportunity to learn. We carry in our hearts the motto, "Do what is best
for the child!"

**PART V -- CURRICULUM AND INSTRUCTION**

1\. CURRICULUM

The curriculum used at Highland Acres has been currently adopted and
defined by the district for all Bismarck Public Schools. All content
area subjects have been through review processes in the past five years
with science being the latest to have a new curriculum guide introduced
for 2003-04.

The Bismarck District has expended much effort in the area of curriculum
since the school year 2000-2001 in order to align the district
curriculum to the state standards. The curriculum mapping ensures that
there are no gaps, overlaps or omissions; in other words, there should
be no omissions or duplications in what is being taught in all subject
areas in the district as students move from grade to grade. Curriculum
audits may be conducted from time to time to see that the progression is
logical.

A new endeavor in 2003-04 is the creation of the "essential math map".
Two Highland Acres staff members serve on the committees creating the
essential curriculum math map for the entire district. In addition, all
classroom teachers at Highland Acres are piloting the math series being
considered for textbook adoption for the coming school year. While many
teachers throughout the district are piloting the series and taking the
attached training, Highland Acres is one of only two schools having 100%
of the classroom teachers involved in the piloting. This is further
evidence that Highland Acres staff is constantly seeking to learn what
works best to help students achieve.

In the curriculum mapping, staff has considered the core subjects of
reading/English/language arts, mathematics, science and social studies.
There are also defined curricula for health/physical education and
counseling. In the area of fine arts, the curriculum is being written
this school year (2003-04) by the specialists in vocal music, art, band
and orchestra.

Considered "core" in the reading/English/language arts are skills having
to do with phonemic awareness, phonics, vocabulary, fluency and
comprehension. The teachers want to instill a love of reading and
language through balanced literacy including leveled readers of interest
to students. Much of the reading instruction is accomplished with the
basal reading series enhanced by the schoolwide-adopted program for
Daily Oral Language and Project Success to enrich written products. As
children progress through the grades, emphasis is given to conventions
of writing, researching, critical thinking, and oral communications.

The "core" of math instruction helps children have a deeper
understanding of the operations of mathematics and a true understanding
of the number system. There is an emphasis on number facts and accuracy
while offering manipulatives in order to appeal to each child's learning
style and strength. Problem solving and preparation for geometry and
algebra are the ultimate aims.

Science and social studies have "core" themes that are defined for each
grade level in order to approach subjects in a developmentally
appropriate sequence. An earthworm unit in kindergarten is necessarily
very different from the heart dissection that the sixth grade students
experience. Fourth grade is the level that is designated for the North
Dakota studies. Much of our social studies sequence is under review with
an eye to the direction at the national level in order to achieve
relevancy and global awareness.

2\. READING CURRICULUM

The reading curriculum for Highland Acres Elementary School was adopted
in 1996 by a team of educators representing schools throughout the
district. The selection committee chose Houghton Mifflin's *Invitations
to Litera*cy reading series. This series is a reading and language arts
program offering a range of instructional materials for the classroom
teachers. The philosophy behind the program is that literacy learning
begins at home. Learning then continues in school where instruction
stimulates, teaches, and extends the communication and thinking skills
allowing students to develop positive attitudes and enabling them to
become effective readers, writers, communicators, and lifelong readers.\
This curriculum provides three types of activities: extensions,
interactive experiences, and technological links. This curriculum
encourages a variety of formal and informal assessment procedures. It
facilitates teacher instructional planning, documents student progress,
and promotes student self-evaluation and self-reflection. Teachers at
Highland Acres supplement this reading series with other forms of
instruction addressing phonetic instruction, phonemic awareness,
vocabulary, comprehension and fluency, which include novel studies, and
computer based comprehension assessments.\
This reading approach was chosen because it was whole language based,
and the curriculum contained a wealth of good literature. This
literature was supported by numerous interdisciplinary and
cross-curricular ideas. When this curriculum was selected, the district
was aware that classroom teachers would need to supplement with direct
instruction in areas of fluency, phonemic awareness, and phonics. This
supplementing supports a strong literacy-based program. Our district is
in the process of selecting a new reading series. Two members of the
Highland Acres staff are serving on the Literacy Committee, which will
choose a scientifically based reading series.

3\. WRITING ACROSS THE CURRICULUM

One of the Highland Acres School Improvement Action Plan goals is: All
students will improve their writing skills, a component of Language
Arts. In conjunction with our mission statement, "To be the best we can
be through continued learning...," our goal is to enhance this skill
using various research-based practices. In order to facilitate this
writing process, our staff has chosen to implement *Project Success*, a
professionally developed instructional method that encourages the use of
dictionaries and thesauruses. The majority of the classroom teachers
have been trained to promote this writing method. Project Success builds
on content from grade to grade.

Other interventions include *Daily Oral Language,* technology, and
writing across the curriculum. These interventions support student
understanding of writing mechanics and enhance students' ability to
communicate effectively. Some activities to implement these
interventions include writing and illustrating class books and poetry,
journal writing, identification of parts of speech, expansion of
sentences and paragraphs, revising punctuation and capitalization in
written work, writing and editing newsletters, corresponding with
electronic pen pals, planning, researching, writing, revising, editing,
and publishing essays, short stories, and other genres.

The goal of improving writing across the curriculum is directly
connected to the school improvement process. Highland Acres is part of
the North Central Accreditation (NCA) Region, which recognizes and
promotes the high achievement of K-12 schools. Writing has been one of
the NCA goals since 2000-2001. Improved writing carries over to improved
skills and overall higher achievement in core academic areas.

4\. INSTRUCTIONAL METHODS

The Highland Acres staff implements a wide variety of instructional
methods to improve and promote student learning. The focus of Highland
Acres teachers is on student learning and making each classroom an
environment that maximizes learning opportunities by applying brain
research studies. The instructional strategies used include modeling,
target talk, agendas, written procedures, direct instruction, movement,
collaboration, role playing, discussion, graphic organizers, literature,
songs, journal writing and clear expectations. Media, technology and
experiential learning are also utilized.\
Guests are invited into our classrooms to bring students real world
experiences. Older students also mentor younger students on occasion,
and local high school students assist some students in one-on-one
tutoring after school. The halls are crawling with volunteer parents and
senior citizens who do numerous tasks including reading individually
with students.\
A high degree of parental involvement is evident at Highland Acres.
Staff members make a point of modeling caring behaviors toward each
other, the student body in general and their families, creating a
reciprocal sense of community in and around the school. The nurturing
collaborative environment including students, parents, and staff
promotes students' success in learning.

> 5\. PROFESSIONAL DEVELOPMENT

Highland Acres staff members have participated in a variety of
professional development programs over the past several years:

-   Project Success -- a language arts program, challenges students to
    be aware of the components of written language. It is a language
    arts program, which encourages the use of resources enabling the
    students to communicate at a higher level.

-   Integrated Thematic Instruction (ITI) -- creates a threat free,
    nurturing environment conducive to learning. ITI helps educators
    apply current brain research into strategies for the classroom. It
    provides students with lifelong guidelines and lifeskills to become
    productive, responsible citizens. We are in Phase I of this process.

-   Love & Logic and Restitution -- These philosophies strengthen
    students to make better choices and take responsibility for their
    own learning and success. Students have a better understanding of
    human behavior and basic needs, which promote respect for self and
    others.

-   Developing Mathematical Ideas -- explores the structure of the base
    ten number system and how children come to understand it. Children
    are offered a solid foundation of number sense.

-   Curriculum Mapping - The purpose of mapping is to provide students
    with a comprehensive, developmentally appropriate education without
    duplications, gaps, or omissions in the taught curriculum.

Assessment and teacher observation have shown an increase in student
knowledge and proficiency in many disciplines as a result of the
extensive staff development conducted in the past five years.

**PART VI Private School** Does not apply

**PART VII ASSESSMENT RESULTS**

[CTBS/CAT]{.underline}

See page 7 for a description of North Dakota's use of CTBS in 2000 and
2001.

North Dakota changed to CAT/ND Assessment with data available in 2002
and 2003.

Grade Tested: [4]{.underline} Test: [CTBS]{.underline} Edition:
[1999]{.underline}

Grade Tested: [4]{.underline} Test: [CAT/ND]{.underline} Edition:
[2001]{.underline}

Number of Students in the Grade Tested: [18-22]{.underline}

Number of Students Who Took the Test: [18-22]{.underline}

Number of Students Excluded from the Test: [0]{.underline}

Scores are reported here as NCEs [CTBS]{.underline}; and Percent
[CAT/ND]{.underline}

![](media/image5.wmf)

> ![](media/image6.wmf)

![](media/image7.wmf)

![](media/image8.wmf)

NORTH DAKOTA ASSESSMENTS IN READING AND MATH

*MARCH 2002 RESULTS*, BISMARCK PUBLIC SCHOOL DISTRICT

[READING, Grade 4]{.underline} [ND BPS MATH, Grade 4 ND BPS]{.underline}

Advanced 21% 22% 19% 19%

Proficient 53% 55% 38% 38%

Partially Proficient 18% 16% 29% 30%

Novice 8% 7% 14% 12%

[READING, Grade 8]{.underline} [ND BPS MATH, Grade 8 ND BPS]{.underline}

Advanced 16% 18% 10% 10%

Proficient 50% 52% 32% 33%

Partially Proficient 20% 19% 45% 45%

Novice 13% 11% 12% 10%

[READING, Grade 12]{.underline} [ND BPS MATH, Grade 12 ND
BPS]{.underline}

Advanced 19% 21% 13% 18%

Proficient 31% 31% 20% 20%

Partially Proficient 26% 23% 41% 37%

Novice 22% 23% 25% 23%

  ----------------------------------------------------- ------------------- -------- ------- ------------------- --------
  Rank                                                  Reading             \% A/P   Rank    Mathematics         \% A/P

  ![](media/image9.png){width="0.13333333333333333in"   Highland Acres Elem 100      1       Highland Acres Elem 86
  height="0.13333333333333333in"}1                                                                               

  1                                                     Grimsrud Elem       100      2       Grimsrud Elem       78

  3                                                     Centennial Elem     91       3       Centennial Elem     69

  4                                                     Pioneer Elem        87       3       Pioneer Elem        69

  5                                                     Murphy Elem         86       5       Roosevelt Elem      67

  6                                                     Moses Elem          85       6       Moses Elem          61

  7                                                     South Central HS    80       7       Murphy Elem         60

  8                                                     Northridge Elem     79       8       Northridge Elem     59

  9                                                     Roosevelt Elem      76       9       Prairie Rose Elem   57

  9                                                     Horizon MS          76       10      Richholt Elem       50

  11                                                    Miller Elem         75       11      Miller Elem         48

  11                                                    Prairie Rose Elem   75       11      Saxvik Elem         48

  13                                                    Simle MS            72       11      Horizon MS          48

  14                                                    Saxvix Elem         68       14      Riverside Elem      47

  15                                                    Richholt Elem       65       14      Solheim Elem        47

  16                                                    Will-Moore Elem     62       16      Will-Moore Elem     46

  16                                                    Myhre Elem          62       17      Century HS          42

  16                                                    Wachter MS          62       18      Simle MS            41

  19                                                    Century HS          59       18      Wachter MS          41

  20                                                    Solheim Elem        57       20      Bismarck HS         35

  21                                                    Riverside Elem      47       21      Myhre Elem          32

  22                                                    Bismarck HS         46       22      South Central HS    20
  ----------------------------------------------------- ------------------- -------- ------- ------------------- --------

**NORTH DAKOTA ASSESSMENTS IN READING AND MATH**

*MARCH 2003 RESULTS*, BISMARCK PUBLIC SCHOOL DISTRICT

[READING, Grade 4]{.underline} [ND BPS MATH, Grade 4 ND BPS]{.underline}

Advanced 22% 24% 20% 21%

Proficient 52% 51% 38% 41%

Partially Proficient 18% 20% 29% 26%

Novice 7% 6% 13% 11%

[READING, Grade 8]{.underline} [ND BPS MATH, Grade 8 ND BPS]{.underline}

Advanced 16% 19% 11% 11%

Proficient 53% 51% 33% 34%

Partially Proficient 20% 20% 45% 42%

Novice 12% 11% 11% 13%

[READING, Grade 12]{.underline} [ND BPS MATH, Grade 12 ND
BPS]{.underline}

Advanced 18% 16% 14% 13%

Proficient 35% 32% 19% 16%

Partially Proficient 27% 26% 42% 41%

Novice 20% 24% 24% 28%

  ----------------------------------------------------- ------------------- -------- ------- ------------------- --------
  Rank                                                  Reading             \% A/P   Rank    Mathematics         \% A/P

  ![](media/image9.png){width="0.13333333333333333in"   Highland Acres Elem 94       1       Highland Acres Elem 94
  height="0.13333333333333333in"}1                                                                               

  2                                                     Roosevelt Elem      89       2       Murphy Elem         74

  3                                                     Grimsrud Elem       87       3       Pioneer Elem        73

  4                                                     Murphy Elem         82       4       Grimsrud Elem       70

  5                                                     Moses Elem          78       5       Moses Elem          67

  6                                                     Prairie Rose Elem   77       5       Solheim Elem        67

  6                                                     Horizon MS          77       5       Prairie Rose Elem   67

  8                                                     Pioneer Elem        76       8       Centennial Elem     62

  9                                                     Northridge Elem     73       9       Roosevelt Elem      61

  9                                                     Miller Elem         73       9       Northridge Elem     61

  9                                                     Solheim Elem        73       11      Myhre Elem          57

  12                                                    Myhre Elem          72       12      Miller Elem         54

  13                                                    Centennial Elem     71       13      Horizon MS          53

  14                                                    Richholt Elem       69       13      Richholt Elem       53

  15                                                    Simle MS            67       15      Will-Moore Elem     50

  16                                                    Saxvix Elem         66       16      Saxvik Elem         44

  17                                                    Will-Moore Elem     65       17      Simle MS            43

  18                                                    Wachter MS          63       18      Wachter MS          38

  19                                                    Riverside Elem      58       19      Century HS          34

  20                                                    Century HS          53       20      Riverside Elem      32

  21                                                    Bismarck HS         44       21      Bismarck HS         28

  22                                                    South Central HS    28       22      South Central HS    9
  ----------------------------------------------------- ------------------- -------- ------- ------------------- --------

[MAP]{.underline}

The Northwest Evaluation Association Measurement of Academic Progress
(MAP), a computer based, criterion-referenced test, was administered to
grades 3-6 for the first time in the fall of 2003. The
[R]{.underline}asch Un[it]{.underline} (RIT) is the measurement unit
used for this test to identify the value of difficulty of an item on the
test. The score is independent of the age or grade of the student but
reflects the instructional level at which the student is performing -
the higher the RIT, the higher the level of performance. Bismarck
District (Group 1) performed at or above the established mean at each
grade level in both math and reading. Highland Acres' students performed
significantly above the total average of all the other schools within
the district. Even with our small school population, when Highland
Acres' scores were added to the district's average, we raised the
district's total average across most grade levels in both math and
reading.

  ------------ -------------- ------------ ------------ ------------ ------------ ------------
                              Gender       Grade Level                             

                              F                                                   F Total

  District     Data           3            4            5            6             

  Highland     \# of Read RIT 6            10           10           9            35
  Acres                                                                           

               **Avg Read     **202.50**   **206.70**   **210.30**   **214.11**   **208.91**
               RIT**                                                              

               \# of Math RIT 6            10           10           9            35

               **Avg of Math  **199.50**   **204.00**   **206.40**   **212.78**   **206.17**
               RIT**                                                              

  Group1       \# of Read RIT 339          346          382          346          1413
  (District)                                                                      

               **Avg Read     **192.35**   **201.85**   **208.98**   **214.18**   **204.52**
               RIT**                                                              

               \# of Math RIT 339          346          381          348          1414

               **Avg of Math  **190.85**   **199.73**   **209.66**   **215.89**   **204.25**
               RIT**                                                              
  ------------ -------------- ------------ ------------ ------------ ------------ ------------

  --------------------- -------------- ------------ ------------ ------------ ------------ ------------
                                       M                                                   M Total

  District              Data           3            4            5            6             

  Highland Acres        \# of Read RIT 10           12           10           13           45
  Elementary                                                                               

                        **Avg Read     **200.90**   **203.58**   **215.80**   **217.38**   **209.69**
                        RIT**                                                              

                        \# of Math RIT 10           12           10           13           45

                        **Avg of Math  **196.30**   **197.42**   **217.10**   **224.38**   **209.33**
                        RIT**                                                              

  Group1                \# of Read RIT 348          373          389          354          1464

                        **Avg Read     **189.98**   **199.08**   **206.36**   **212.92**   **202.20**
                        RIT**                                                              

                        \# of Math RIT 349          374          394          355          1472

                        **Avg of Math  **191.70**   **201.76**   **209.64**   **217.45**   **205.27**
                        RIT**                                                              
  --------------------- -------------- ------------ ------------ ------------ ------------ ------------

[Gates]{.underline}

The Gates-MacGinitieTest is a reading assessment administered in grades
1-3. The Bismarck District implemented this assessment in the 2002-2003
school year. The Normal Curve Equivalent (NCE) was used to disaggregate
the test data based on gender. We used gender because we have a small
school population in which ethnicity, socio-economic status, and
students with disabilities are all in such small number they are not
statistically significant. As noted on the graph below in both second
and third grade, the boys and girls performed significantly above the
district average in reading. A similar comparison will be made when
testing is finished in April 2004.

> ![](media/image10.wmf)

  ----------------------------- ----------- ----------- --- ----------- -----------
  **Cumulative State Test                                               
  Data**                                                                

  **Grade 4**                                                            

                                Reading     Reading         Math        Math

                                2001-2002   2002-2003       2001-2002   2002-2003

  Testing Month- March                                                   

  **Highland Acres Scores**                                              

  Total - Percent of Students                                            

  At or above Novice            100%        100%            100%        100%

  At or above Partially         100%        94%             86%         94%
  Proficient                                                            

  At or above Proficient        100%        94%             52%         61%

  At or above Advanced          48%         61%             38%         61%

  Number of Students Tested     21          18              21          18

  Percent of Total Students     100%        100%            100%        100%
  Tested                                                                

  Number of Students Excluded   0           0               0           0

  Percent of Students Excluded  0%          0%              0%          0%

  **Subgroups**                                                          

  Low Income                                                             

  At or above Novice            100%        N/A             100%        N/A

  At or above Partially         100%        N/A             100%        N/A
  Proficient                                                            

  At or above Proficient        100%        N/A             100%        N/A

  At or above Advanced          100%        N/A             50%         N/A

  Number of Students            2           0               2           0

  Students with Disabilities                                             

  At or above Novice            100%        100%            100%        100%

  At or above Partially         100%        0%              100%        0%
  Proficient                                                            

  At or above Proficient        100%        0%              100%        0%

  At or above Advanced          0%          0%              0%          0%

  Number of Students            1           1               1           1

  Native American                                                        

  At or above Novice            N/A         100%            N/A         100%

  At or above Partially         N/A         100%            N/A         100%
  Proficient                                                            

  At or above Proficient        N/A         100%            N/A         100%

  At or above Advanced          N/A         0%              N/A         50%

  Number of Students            0           2               0           2

  Hispanic - None                                                        

  African American - None                                                

  **State Scores**                                                       

  Total - Percent of Students                                            

  At or above Novice            100%        100%            100%        100%

  At or above Partially         92%         93%             86%         87%
  Proficient                                                            

  At or above Proficient        74%         75%             57%         58%

  At or above Advanced          21%         22%             19%         20%
  ----------------------------- ----------- ----------- --- ----------- -----------

As explained on page 7, the state of North Dakota changed its

assessment tool. Therefore, only two years of test data is available

that produces data at the four levels of proficiency and in subgroups.

  ----------------------------- ----------- ----------- --- ----------- -----------
  **Cumulative State Test                                               
  Data**                                                                

  **Grade 4**                                                            

                                Reading     Reading         Math        Math

                                2001-2002   2002-2003       2001-2002   2002-2003

  Testing Month- March                                                   

  **Highland Acres Scores**                                              

  Total - Percent of Students                                            

  At or above Novice            100%        100%            100%        100%

  At or above Partially         100%        94%             86%         94%
  Proficient                                                            

  At or above Proficient        100%        94%             52%         61%

  At or above Advanced          48%         61%             38%         61%

  Number of Students Tested     21          18              21          18

  Percent of Total Students     100%        100%            100%        100%
  Tested                                                                

  Number of Students Excluded   0           0               0           0

  Percent of Students Excluded  0%          0%              0%          0%

  **Subgroups**                                                          

  Low Income                                                             

  At or above Novice            100%        N/A             100%        N/A

  At or above Partially         100%        N/A             100%        N/A
  Proficient                                                            

  At or above Proficient        100%        N/A             100%        N/A

  At or above Advanced          100%        N/A             50%         N/A

  Number of Students            2           0               2           0

  Students with Disabilities                                             

  At or above Novice            100%        100%            100%        100%

  At or above Partially         100%        0%              100%        0%
  Proficient                                                            

  At or above Proficient        100%        0%              100%        0%

  At or above Advanced          0%          0%              0%          0%

  Number of Students            1           1               1           1

  Native American                                                        

  At or above Novice            N/A         100%            N/A         100%

  At or above Partially         N/A         100%            N/A         100%
  Proficient                                                            

  At or above Proficient        N/A         100%            N/A         100%

  At or above Advanced          N/A         0%              N/A         50%

  Number of Students            0           2               0           2

  Hispanic - None                                                        

  African American - None                                                

  **State Scores**                                                       

  Total - Percent of Students                                            

  At or above Novice            100%        100%            100%        100%

  At or above Partially         92%         93%             86%         87%
  Proficient                                                            

  At or above Proficient        74%         75%             57%         58%

  At or above Advanced          21%         22%             19%         20%
  ----------------------------- ----------- ----------- --- ----------- -----------

As explained on page 7, the state of North Dakota changed its

assessment tool. Therefore, only two years of test data is available

that produces data at the four levels of proficiency and in subgroups.