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

*U.S. Department of Education*

**REVISED: March 22, 2005**

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

Name of Principal [Mrs. June Holbeck]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address\_\_\_\_\_\_\_\_\_\_\_\_ [Box
299]{.underline}\_\_\_\_\_[555 Main
Street]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Corsica]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[\_]{.underline}\_\_\_[South
Dakota]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[57328-0299\_\_\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_[Douglas]{.underline} School Code
Number\*\_[NCES_4616230-148\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 605 ) 946-5684]{.underline} Fax [( 605 )
946-5607]{.underline}

Website/URL [http://www.corsica.k12.sd](http://www.corsica.k12.sd/)
E-mail [june.holbeck@k12.sd.us]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Vern DeGeest]{.underline}

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

District Name [Corsica 21-2]{.underline} Tel. [(605)
946-5475\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} I have reviewed the
information in this application, including the eligibility requirements
on page 2, and certify that to the best of my knowledge it is accurate.

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

Name of School Board

President/Chairperson Mr. Don Oakland

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

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

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

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

\_\_1\_\_ Middle schools

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

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

\_\_\_\_\_\_ Other

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

2\. District Per Pupil Expenditure: \_[\$7,043]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_[\$6,415]{.underline}\_\_\_\_\_\_

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

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

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

4\. [16]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **PreK**    7         2                      9            **7**                             

  **K**       4         4                      8            **8**                             

  **1**       5         2                      7            **9**                             

  **2**       11        6                      17           **10**                            

  **3**       2         6                      8            **11**                            

  **4**       7         7                      14           **12**                            

  **5**       8         4                      12           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   75
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [\_\_\_100]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_[5]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      3
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

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

  **(3)**                   Subtotal of all transferred 4
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 75
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .05
                            by total in row (4)         

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

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

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

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

Specify languages:

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

Total number students who qualify: \_\_\_\_[31]{.underline}\_\_

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

10\. Students receiving special education services:
\_\_\_\_\_[16\_]{.underline}%

\_\_\_\_\_[12\_]{.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 \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_[4]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_[7]{.underline} Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_[1]{.underline} 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 \_\_ ­]{.underline}

Classroom teachers \_\_\_\_[5]{.underline} \_\_[1]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_[1\_]{.underline}\_
\_\_[2\_\_\_]{.underline}\_\_

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

> Support staff \_\_\_\_\_\_\_ \_\_[1]{.underline} \_\_\_\_\_
>
> Total number \_\_\_\_[6]{.underline}\_\_
> \_\_[6]{.underline}\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: \_\_[13 to
6]{.underline}\_\_\_\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance  95 %        98 %        94 %        94 %        96 %

  Daily teacher attendance  99 %        97 %        99 %        99 %        99 %

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

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

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

**PART III ‑ SUMMARY**

**Narrative/Vision:**

Corsica Elementary School is located in an agricultural community in
south central South Dakota. The school has been dealing with declining
enrollment and staff reduction for the past several years. Most students
come from the family farms or come from families who work in
agricultural related jobs. There also is a fully accredited private
school and a non-accredited private school in our school district.

The sixty-nine students in grades K-5 have their own classroom teacher
for the core curriculum areas of reading and math. Classes are
integrated in the afternoon when there is one less teacher on staff.
During that time the grades are combined or students have subject
specific teachers. Preschool is held two days a week for students who
will be entering kindergarten the next year. These students are
integrated into the kindergarten classroom with assistance from support
personnel. A three year old preschool is held one each week after school
through a 21^st^ Century grant. The 21^st^ Century Grant also funds the
Corsica After School Program that is staffed by elementary teachers. We
attribute the success of the after school program to highly qualified
teachers reinforcing the academics that were taught during the regular
school day.

A classroom teacher teaches physical education during the block
schedule. A certified music teacher provides vocal music twice each week
to the classes. Our fifth grade students are involved in the band
program. A part time special education teacher and aide assist special
needs children. We also have 1.5 Title I teachers. A half time special
programs teacher delivers services to children who are in need of
assistance but do not qualify for special education or Title I. The
emphasis that has been placed on the instruction of these children has
allowed us to be more successful in meeting the goals of our state
testing.

The vision of our school encompasses all aspects of the student's
welfare. We are not only concerned about their intellectual development,
but are interested in their social and physical well-being. We believe
that our students should strive for excellence. Children are served best
when the student, school, parents and community work together.

Student success in our elementary school will continue to be the result
of the vision that we see for our students. The collaboration that
occurs at our weekly staff meetings allows us to address the individual
needs of each student and implement 'best practices' that have a
researched-based foundation. The strong commitment of our school and
community toward education allows us to develop the programs that best
fit the needs of our students.

With the support of the Corsica Board of Education, our school has been
developing a strong curriculum for our students. When No Child Left
Behind and state standards were adopted, teachers were able to easily
align the district curriculum to the standards.

Our student success is a collaborative effort of our entire school
staff. We strive to create an environment where all students can meet
their potential.

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

**Assessment results:**

Student progress is monitored formally both by state and local
assessment on a continual basis. Our progress toward meeting state
standards continues to improve as we assess our students and make
modifications to increase student's success in the areas of reading and
mathematics.

Our two methods of formal testing are the Dakota STEP and the Stanford
10. The Dakota STEP is augmented into the Stanford 10 in reading and
mathematics. We are required by the state to give both of these tests to
the third through fifth grade. The Corsica School District has chosen to
give the Stanford 10 to the second grade also with the belief that it
provides a better picture of how well our curriculum aligns with the
state's standards at all grade levels and it also prepares the students
for the testing that comes in later grades.

The Dakota STEP is based on four levels of achievement. Students will be
ranked below basic, basic, proficient, and advanced. These levels are
determined as the students meet a given percentage of correct answers at
each grade level. These percentages are set by the Department of
Education to bring the schools into compliance with the No Child Left
Behind guidelines to have all students proficient and advanced by 2014.

Seventy-eight percent of our students were proficient and advanced in
reading in 2003 while one hundred percent of the students were in the
proficient and advanced category in 2004. The school had similar results
for the two year period in mathematics. Ninety-five percent of the
students were proficient and advanced in 2003 while 100 percent of the
students were proficient and advanced in 2004. These numbers reflected
our Title I and special education children also. The second grade data
showed Corsica second graders at a national percentile of seventy in
reading and seventy-seven in mathematics.

Our district assessment monitors our curriculum on a regular basis. We
use CBM (Curriculum Based Measurement) to monitor our curriculum in the
areas of math and reading. Probes are administered in the fall, winter
and spring. The reading probe includes three reading passages and a word
list. Both types of tests are taken from our basal reading book. These
tests measure fluency and word attack skills. The math probe is a
five-minute test that contains a variety of math problems similar to
those taught in our mathematics classes. We track the results of each
student and compare them to our district norms.

We are presently using the DIBELS (Dynamic Indicators of Basic Early
Literacy Skills) testing program. These tests offer a combination of
phonemic awareness tests, word attack tests, and reading fluency tests
with retelling. Our students are tested monthly to monitor progress.
This test differs from CBM probes in that this material is taken from
unfamiliar text. It also offers a measure of word study and phonemic
skills and comprehension.

For online information about our state test data please go to the
following site: <https://sis.ddncampus.net:8081/nclb/index.html>. This
will take you to the site. Go to the 2004 data and then you will go to
the Corsica 21-2 site.

**Using assessment to improve student performance:**

Our school analyzed and reflected upon the school's assessment data
through the use of a Data Retreat. We collected data from the Dakota
STEP test scores, attendance, and special needs groups. We determined
areas of need and also ascertained our strengths to indicate our
curricular needs.

This information was useful as we developed curriculum maps. These maps
determined the content that is taught in each grade and is aligned with
the state standards at each level. We aligned across grade levels to be
sure that there were no gaps. Indications on whether our school had any
areas of omission could explain the weaknesses found at the data
retreat.

The information from the data retreat is also used to analyze the
strengths and weaknesses of individual students or a particular class of
students. Weaknesses are addressed in the classroom. If a student
requires extra help the information is used to help write IEPs
(Individualized Education Plans) and PEPs (Personal Education Plans) to
address the individual needs of students.

Title V allows us to create an innovative program that addresses the
needs of borderline students. Those students that are not in special
programs but need additional help are candidates for this program. These
students get one on one attention in the areas of reading and
mathematics so that they will become more proficient.

Our school also uses DIBELS to analyze fluency and retelling abilities.
Monthly testing determines the type of instructional needs of each
student . Lessons in word study, comprehension, and fluency are designed
based on test data.

**Communication of student performance:**

The K-5 elementary staff has made a commitment to keep the lines of
communication open among teachers, parents, administrators and the
community. A parent meeting was held in the spring of 2004 that assisted
the parents in interpreting the Dakota STEP results in relation to their
child. Grade level teachers took the opportunity to share with each
parent our content standards in the area of language arts. Being able to
personally explain our curriculum standards was effective as parents had
an opportunity to discuss their concerns.

An open house at the beginning of the school year was held to explain
our curriculum mapping in the area of language arts to our parents. Our
staff had been involved in curriculum mapping during the summer. The K-5
staff agreed that if parents were not able to attend the Dakota STEP
meeting, we would explain the information at parent teacher conferences.
Relating the results of the Dakota STEP and how it aligns with our
contents standards has allowed our parents to more easily understand our
curriculum goals.

Another valuable tool is our monthly newsletter. It is a positive and
personal way to inform parents and children of upcoming
events/activities and recognizes the accomplishments of individual
students and classes.

**Sharing with other schools:**

In conjunction with the Mid-Central Cooperative (composed of 12 rural
schools who meet curricular and special needs of participating schools),
we have hosted numerous workshops on standards and curriculum mapping
for our area schools. As a follow-up to these meetings, teachers from
other area schools call us as a resource for curriculum needs.

We have shared ideas over the DDN (Digital Dakota Network) both as a
grade chairpersons and participants. Most recently we have hosted a data
retreat with Mid-Central Coop Schools that assisted teachers and support
staff in interpretation of the Dakota STEP results.

All of our teachers have been trained in Guided Reading/ S.D. READS and
have hosted meetings of the reading cohort. We shared ideas about the
'Reading and Writing Workshops' as well as strategies to improve reading
comprehension.

Our staff continues to strive for excellence in all areas of our
curriculum. Four members of our staff are actively pursuing their
master's degree in the area of reading.

Our school district will continue to collaborate with others if we win
the Blue Ribbon School Award. Our future goal is to share our successes
by taking a leadership role in the summer in-service for ESA-3 schools
(approximately 30 schools). We will volunteer to be facilitators at the
grade level meetings and will share scientifically based researched
methods that we have found to be successful in our district. All
participants will also be encouraged to share with their individual
grade levels ideas that they feel allow their schools to be successful.

We have previously mapped our reading curriculum and it is currently
being used as a model to guide other schools as they work in ESA-3
schools. Our plans are to continue this leadership role as we finish
mathematics this spring and begin science. The mapping guides will be
shared with area schools. During the 2005-06 school term our district
will study our science curriculum and purchase materials to assist our
teachers in teaching the curriculum. We will be working with two area
schools on the process and will assist them in developing a strong
curriculum to meet the SD Content Standards.

As in the past, we will continue to work collaboratively with others. If
other opportunities would be made available, our teaching staff will
work with others either in the leadership role or as a team member in
working toward better learning opportunities for students.

**PART V -- CURRICULUM AND INSTRUCTION**

**Corsica Elementary Curriculum:**

Language Arts:

Our language arts curriculum is based on thinking, listening, speaking,
reading, writing, and word study skills. High quality children's
literature is used as the focus for our language arts program. The
students are involved in language mechanics, which gives them the skills
to write appropriate sentences and paragraphs. Writing, listening and
oral language skills are promoted so that the students can conceive,
develop, organize, and present ideas as a means of communication.
Critical thinking skills are developed, applied, and used when
comprehending and interpreting written text. Provisions are made for the
formal teaching of writing as a process, which includes pre-writing,
drafting, revising, and editing. The language arts program teaches an
appreciation of recreational reading that is a necessary life skill and
is conducted in such a manner that it modifies and enriches the special
needs of each individual child.

Social Studies:

Our social studies curriculum helps students develop the knowledge and
skills of history, geography, civics, and economics that allows them to
place the people, ideas, and events that have shaped our nation into
proper perspective. Understanding the basic values, principles, and
operations of American constitutional democracy is an essential part of
the social studies curriculum. Being informed, the students recognize
their duties as a responsible citizen. Skills in debate, discussion, and
writing are enhanced providing a framework for the continuing education
of social studies.

Science:

The scientific learning environment of our school allows the students to
become actively engaged learners. The constantly changing and
increasingly complex technological world in which we live requires our
students to assume responsibility for their own learning by asking
questions and seeking answers. Real-world possibilities are presented
that require them to use primary data sources along with manipulative,
interactive, and physical materials to arrive at appropriate
conclusions. Students are expected to use information to classify,
predict, and create while using a scientific mind that is inquisitive
with a desire to understand the workings of science and their
relationships to other disciplines.

Mathematics:

The students are actively involved in doing meaningful mathematics
through a variety of challenging and attainable tasks. A problem solving
approach is used to create a deeper understanding of mathematics.
Included in this program is the use of manipulatives, concrete
materials, representatives, and real-life applications that provide a
greater understanding of mathematical thinking. The students are
building a strong "thinking and doing" foundation, requiring
implementation of mathematical understanding in three ways: numerically,
geometrically, and algebraically. Opportunities are provided that
encourage the students to engage in mathematical discussion and dialogue
promoting comprehension of the material being presented.

Arts:

The fine arts program allows students to express their creativity both
verbally and nonverbally to communicate their ideas and feelings. The
focus of our art education consists of the concepts of line, shape,
form, texture, color, light, space, design, and composition. Rhythm and
coordination serve as a guide to the movement skills that our presented
in our curriculum. Instrumental and vocal music allows students to
develop confidence and self-discipline as they perform for diverse
audiences. Drama experiences allow our students to show expression in a
variety of ways. These aspects all help make our fine arts program well
rounded. Students in all grade levels have access to a balanced,
comprehensive, and sequential program taught by highly qualified
teachers. Through participation and classroom experiences, students can
develop an appreciation for the arts.

**Corsica Elementary Reading Curriculum:**

The Corsica School District utilizes a basal reading series in
kindergarten through grade 5. Before selecting this reading series,
careful attention was given to meeting the South Dakota Reading Content
Standards. The systematic scope and sequence is a vital foundation of
our successful reading program. This integrated language arts program
allows for sequential skill development and continuity through spelling,
grammar and writing. This basal reading series contains a mixture of
fiction and nonfiction, a variety of genres and most importantly,
quality literature. The leveled readers that correspond with each story
provide additional reading practice with selection vocabulary. These
short texts meet the needs for easy, independent and challenging reading
material. Phonological awareness, effective phonics instruction,
comprehension, vocabulary, study skills, spelling, listening, speaking,
and guided reading are components of our reading instruction.

Students of the Corsica School District are involved in Readers
Workshop. Teachers have been trained in assessing students' reading
levels. The staff realizes the importance of teaching our students at
their instructional level while also providing reading materials at
their independent level. Adding to our supply of leveled books is an
on-going task.

Our students are also involved in Writers Workshop. Students are taught
to pre-write, draft, revise, edit and publish their work with emphasis
on the 6 + 1 Writing Traits which include ideas and content,
organization, voice, word choice, sentence fluency and conventions.

Several teachers also implement supplemental activities such as Making
Words, Word Walls, Readers Theater, Word Sorts, Rhyming, Animated
Alphabet, Graphic Organizers, and Guess the Covered Word activities.
Reading instruction occurs across all curriculum areas.

In summary, the basal series provides the backbone of the reading
instruction in our school district. However, many additional components
make our eclectic approach effective to meeting the needs of all of our
students.

**Mathematics and its relationship to essential skills**:

Mathematics is a skill that is essential for success in every day life.
Our mathematics curriculum promotes conceptual, computational, and
problem solving proficiency. Children develop a process approach to
problem solving as they learn and use strategies in many different
contexts. This approach is the basic structure for success in
mathematics as well as in any core curriculum class. We developed an
essential life skills list for kindergarten through grade 5. Its main
categories include money, time, number sense, fractions and mathematical
reasoning. These life skills are based on our content standards. This
list is a comprehensive overview that helps us identify the basic math
concepts that children must master.

Our teachers recognize the potential of every student and build on those
students' strengths to improve their skills in the math content area.
The students need to develop good number sense that allows them to know
how numbers compare with each other, are used to describe the real
world, and change with different operations. This mathematical reasoning
permeates all aspects of our instruction. Children need to learn how and
when to use paper-and-pencil, mental math, estimation, calculators, and
algorithms. We use a variety of concrete materials and pictorial models
to aid in the understanding of mathematical instruction. Our school has
met the challenge by having highly qualified teachers at every level of
instruction. Our students are prepared to question, react to, and
elaborate on statements made by others and to explain and justify their
own thinking.

**Instructional methods:**

The teaching staff, administration, Board of Education, and parents have
worked diligently to accommodate the learning styles of all students in
our educational environment. Classroom teachers use various modalities
of instruction in the classrooms. If modifications are needed with a
student, an individualized instruction is used and a variety of options
are available for that child such as Title I, Special Education, and the
Title V Innovative Program.

Title I is a supplementary service that provides extra instruction to
the students in reading and mathematics. Children are selected based on
educational need in accordance to the South Dakota Standards. The
Special Education Department aids students in attaining the goals in
their IEP (Individual Education Plan). Our Title V Innovative Program
has been a great success in aiding students with specific skills in
language arts and mathematics. These programs help the average student
to reach and maintain a higher level of proficiency. The instructor
targets the improvement in student achievement through the use of whole
group, small group, and individual instruction. This ensures student
achievement so that these individuals are not left behind. All
instructors are dedicated to providing a positive learning environment
that ensures the success of each individual student.

**Professional development:**

.

The professional development of Corsica's certified staff has occurred
at several in-service workshop events and classes. Standard-based
professional development has been going on for the past several years to
connect the school's curriculum with state and national requirements.
After matching Corsica's curriculum to the state standards, areas of
need were met with workshops in reading strategies and 6+1 Writing
Traits. Classes for training in Guided Reading or South Dakota READS
have been taken by all kindergarten through fifth grade and Title I
teachers.

The same staff members have had training in TTL (Technology for Teaching
and Learning). The on-going curriculum mapping is providing a way of
checking for gaps in teaching from grade level to grade level.
Curriculum mapping has led to improved student scores by defining
specific goals. The mathematics scores are excellent. By regularly
attending classes that are offered through the ESA-3 (regional state
delivery area) in various subjects, the staff has become very
knowledgeable with the latest research-based strategies used in
teaching. Stronger skills are being developed in reading, spelling,
phonics and vocabulary to help the students achieve their academic
potential.

**Please note that the South Dakota Criterion Test, The Dakota STEP**

**has only been in existence for two years.**

**STATE CRITERION REFERENCED TEST**

Subject: Reading Grade: 3 Test: South Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic                               100 %

  at or above proficient                          93 %

  at advanced                                     8 %

                                                  

  Number of students      8                       13
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic                               100 %

  at or above proficient                          93 %

  at advanced                                     8 %

  **State Score**                                 

  at or above basic       99 %                    99 %

  at or above proficient  78 %                    73 %

  at advanced             23 %                    20 %
  ----------------------- ----------------------- -----------------------

The third grade did not have enough children in the 3^rd^ grade
classroom in 2004 to meet the state

criteria.

**STATE CRITERION REFERENCED TEST**

Subject: Reading Grade: 4 Test: Dakota STEP

Edition:2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   100 %

  at advanced             64 %                    77 %

                                                  

  Number of students      15                      13
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   100 %

  at advanced             69 %                    77 %

  **State Score**                                 

  at or above basic       99 %                    99 %

  at or above proficient  87 %                    85 %

  at advanced             49 %                    46 %
  ----------------------- ----------------------- -----------------------

**STATE CRITERION REFERENCED TEST**

Subject: Reading Grade: 5 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   43 %

  at advanced             58 %                    7 %

                                                  

  Number of students      12                      14
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   43 %

  at advanced             58 %                    7 %

  **State Score**                                 

  at or above basic       99 %                    90 %

  at or above proficient  77 %                    51 %

  at advanced             29 %                    3%
  ----------------------- ----------------------- -----------------------

**STATE CRITERION REFERENCED TEST**

Subject: Reading Grades: 3-5 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   78 %

  at advanced             65 %                    30 %

                                                  

  Number of students      35                      40
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   78 %

  at advanced             67 %                    30 %

  **State Score**                                 

  at or above basic       99 %                    96 %

  at or above proficient  76 %                    65 %

  at advanced             24 %                    14 %
  ----------------------- ----------------------- -----------------------

**STATE CRITERION REFERENCED TEST**

Subject: Mathematics Grade: 3 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic                               100 %

  at or above proficient                          92 %

  at advanced                                     23 %

                                                  

  Number of students      8                       13
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic                               100 %

  at or above proficient                          92 %

  at advanced                                     23 %

  **State Score**                                 

  at or above basic       99 %                    99 %

  at or above proficient  74 %                    65 %

  at advanced             19 %                    13 %
  ----------------------- ----------------------- -----------------------

The third grade did not have enough children in the 3^rd^ grade
classroom in 2004 to meet the state

criteria.

**STATE CRITERION REFERENCED TEST**

Subject: Mathematics Grade: 4 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   93 %

  at advanced             57 %                    62 %

                                                  

  Number of students      15                      13
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   93 %

  at advanced             62 %                    62 %

  **State Score**                                 

  at or above basic       99 %                    99 %

  at or above proficient  78 %                    73 %

  at advanced             26 %                    20 %
  ----------------------- ----------------------- -----------------------

**STATE CRITERION REFERENCED TEST**

Subject: Mathematics Grade: 5 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   100 %

  at advanced             83 %                    36 %

                                                  

  Number of students      12                      14
  tested                                          

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   100 %

  at advanced             83 %                    36 %

  **State Score**                                 

  at or above basic       99 %                    93 %

  at or above proficient  74 %                    59 %

  at advanced             26 %                    9 %
  ----------------------- ----------------------- -----------------------

**STATE CRITERION REFERENCED TEST**

Subject: Mathematics Grade: 3-5 Test: Dakota STEP

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as percentiles

  ----------------------- ----------------------- -----------------------
  **Testing year**        **March 2004**          **March 2003**

  **School Scores**                               

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   95 %

  at advanced             68 %                    40 %

                                                  

  **Number of students    35                      40
  tested**                                        

  **Subgroups**                                   

  **White**                                       

  at or above basic       100 %                   100 %

  at or above proficient  100 %                   95 %

  at advanced             70 %                    40 %

  **State Score**                                 

  at or above basic       99 %                    96 %

  at or above proficient  81 %                    70 %

  at advanced             34 %                    23 %
  ----------------------- ----------------------- -----------------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Reading Grade:3 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           61               54               56

  Number students       8                13               16
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Reading Grade: 4 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           63               60               74

  Number students       15               13               14
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Reading Grade: 5 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           61               59               60

  Number students       12               14               14
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Mathematics Grade: 3 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           67               55               68

  Number students       8                13               16
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Mathematics Grade: 4 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           70               66               82

  Number students       15               13               14
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

> **NATIONAL NORM REFERENCED TEST**

Subject: Mathematics Grade: 5 Test: Stanford 10

Edition: 2003 Publisher: Harcourt Assessment Company

Scores are reported as state percentiles

  --------------------- ---------------- ---------------- ----------------
  **Testing year**      **March 2004**   **March 2003**   **March 2002**

  **School Scores**                                       

  Total Score           68               64               78

  Number students       12               14               14
  tested                                                  

  Percent Tested        100 %            100 %            100 %

  Number alternatively  0                0                0
  tested                                                  

  Percent alternatively 0                0                0
  tested                                                  

  **Subgroups**                                           

  **White**                                               

  Percent tested        100 %            100 %            100 %

  **Special Education**                                   

  Percent tested        100 %            100 %            100 %

                                                          

                                                          
  --------------------- ---------------- ---------------- ----------------

**Note: Corsica Elementary does not have statistics on special education
and socioeconomic groups because of our small class sizes. Our student
population is almost 100% white.**