##### *Revised 4.5.05*

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

*U.S. Department of Education*

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

Name of Principal [Mr. Daniel Rikli]{.underline}

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

Official School Name [South Beaver Dam Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address[\_\_\_\_\_W9787 County Tr.
D\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Beaver
Dam\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_WI
53916-9134\_\_\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

County
[\_\_\_Dodge]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_School
Code
Number[\*\_\_3521\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Telephone [( 920 ) 885-7383]{.underline} Fax [( 920 )
885-7384]{.underline}

Website/URL [www.beaverdam.k12.wi.us]{.underline} E-mail
[riklid@beaverdam.k12.wi.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[\_\_\_\_2/7/05\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Mr. Brian Busler]{.underline}

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

District Name [Beaver Dam Unified School District]{.underline} Tel. [(
920 ) 885-7470]{.underline}

![](media/image1.png){width="1.4in" height="0.4in"}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[\_\_\_\_\_\_2/7/05\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
(Superintendent's Signature)

Name of School Board Mr. Joe Milletello

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.

![](media/image2.png)
Date[\_\_\_\_2/7/05\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(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:
[\_\_\_7\_\_]{.underline}Elementary schools

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

[\_\_\_0\_\_]{.underline}Junior high schools

[\_\_\_1\_]{.underline} High schools

[\_\_\_1\_]{.underline} Other

[\_\_10]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure: [\_\_\$9,503\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\_\_\$9,548\_\_\_\_\_]{.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\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.underline} 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**                             

  **K**       10        10                     **20**       **8**                             

  **1**       7         10                     **17**       **9**                             

  **2**       13        12                     **25**       **10**                            

  **3**       10        6                      **16**       **11**                            

  **4**       8         7                      **15**       **12**                            

  **5**       4         10                     **14**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   107
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [80]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[19]{.underline} % 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:
[\_\_38]{.underline}\_\_%

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

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

  **(2)**   Number of students who transferred           17
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   42
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 112
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .38
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          38
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school:
[\_\_15]{.underline}\_\_\_%

[\_\_\_16\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: [\_\_\_1\_\_\_\_\_]{.underline}

Specify languages: Spanish

9\. Students eligible for free/reduced-priced meals:
[\_\_42]{.underline}\_\_\_\_\_%

Total number students who qualify: [\_\_45\_\_\_\_\_]{.underline}

10\. Students receiving special education services:
[\_\_10]{.underline}\_\_%

\_\_[11\_\_\_]{.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.

[\_\_0\_]{.underline}Autism [\_\_0\_]{.underline}Orthopedic Impairment

[\_\_0]{.underline}\_Deafness [\_\_0\_]{.underline}Other Health Impaired

[\_\_0\_]{.underline}Deaf-Blindness [\_\_1\_]{.underline}Specific
Learning Disability

[\_\_0\_]{.underline}Emotional Disturbance \_[10\_]{.underline}Speech or
Language Impairment

[\_\_0]{.underline} Hearing Impairment [\_\_0\_]{.underline}Traumatic
Brain Injury

> [\_\_0\_]{.underline}Mental Retardation [\_\_0\_]{.underline}Visual
> Impairment Including Blindness

[\_\_0\_]{.underline}Multiple Disabilities
[\_\_0\_]{.underline}Emotional Disturbance

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) \_\_\_\_\_\_\_ [\_\_\_\_.5 FTE\_\_]{.underline}

Classroom teachers [\_\_\_6\_\_\_]{.underline} [\_\_\_\_2.57
FTE]{.underline}

Special resource teachers/specialists \_\_\_\_\_\_\_ [\_\_\_\_1.25
FTE]{.underline}

Paraprofessionals [\_\_\_1\_\_\_]{.underline} [\_\_\_\_2.6
FTE\_\_]{.underline}

> Support staff [\_\_\_2\_\_\_]{.underline} [\_\_\_\_2.34
> FTE\_]{.underline}
>
> Total number [\_\_\_9\_\_\_]{.underline} [\_\_\_\_9.26
> FTE\_\_]{.underline}

12\. Average school student-"classroom teacher" ratio:
[\_18\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students and teacher
turnover rate as a percentage.

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

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

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

  Teacher turnover rate      18 %        27 %        27 %        36 %        18 %
  -------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

[Snapshot of the school.]{.underline}

South Beaver Dam Elementary School was established in 1849. The school
is located approximately 2 miles south of the City of Beaver Dam. The
school is surrounded by rolling farm fields. All students are bussed to
and from school.

SBD is one of seven elementary schools in the Beaver Dam Unified School
District. There is currently 1 section each of Kindergarten through
5^th^ grade. The student population has ranged from 90 to 120 students
over the history of the school.

SBD does not offer a special education program that services all
students. Currently, students with learning or emotional disabilities
attend another elementary school. Students with speech and language
needs are served at SBD. Adaptive physical education is also offered.
Students that are gifted receive services from the district's gifted and
talented program.

SBD aspires to the District mission of "Learning for a Lifetime". We
believe in developing our students' abilities to transfer all learning
to real life experiences. School goals are focused on improving student
achievement in math, language arts and the learning environment.
Progress on achieving these goals are monitored using standard
assessments and locally collected data. The entire staff is involved in
data analysis, goal development and plans for improvement.

Goals for the 2004-07 school years are:

1.  The percentage of students (including subgroups) scoring
    proficient/advanced in reading on the Wisconsin Reading
    Comprehension Test and Wisconsin Knowledge and Concepts Exam will
    meet or exceed the State average as averaged over a three year
    period. Areas of instructional focus will be drawing conclusions,
    inferring, self-monitoring and rereading.

2.  All staff will improve communication with home and school by sharing
    pertinent class and individual student information on a more regular
    basis. A parent survey will be administered to determine what
    information they currently value and what additional types of
    information would help us work collaboratively to ensure each
    child's needs are met.

3.  All students will say that children treat them with respect.
    Multiple student surveys have been administered to determine the
    degree and source of disrespectful behavior between students. Based
    on this information a school wide plan will be developed to create
    an inclusive and responsive education environment for all children.

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

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1.  [Describe assessment results.]{.underline}

On the 4^th^ grade reading portion of the Wisconsin Knowledge and
Concepts Exam our students have consistently out performed the State
Average. We do not consider basic an acceptable proficiency. Over a
three year period we averaged 97% proficient and advanced as compared to
81% for the State. We also averaged 44% advanced as compared to 33% for
the State. Our subgroup scores are also consistently above the cohort.
We do not see a discrepancy between our subgroups and the total
population.

On the 4^th^ grade math portion of the Wisconsin Knowledge and Concepts
Exam our students have consistently out performed the State Average.
Over a three period we averaged 95% proficient and advanced as compared
to 69% for the State. We also averaged 61% advanced compared to 29% for
the State.

On the 3^rd^ Grade Wisconsin Reading Comprehension Test our students
consistently outperformed the State Average. Over a three year period we
averaged 90% proficient and advanced compared to 80% for the State. Once
again, our subgroups achieved at or above the State when calculating a
three-year average.

The data can be accessed at www.dpi.state.wi.us/sig/index.html

2.  [How the school uses assessment data.]{.underline}

The faculty at SBD continually analyzes student achievement data. The
Cognitive Test of Basic Skills is administered to all 2^nd^ and 5^th^
grade students. In addition, we also use data from the Wisconsin Reading
Comprehension Test and the Wisconsin Knowledge and Concepts Exam. This
data is analyzed for patterns over a 3-5 year period. Areas of strength
are expanded and deficient areas are targeted for professional
development to improve instruction for our students. We also use
district collected data from our student reading and writing records.
Baseline data is collected in the fall and monitored throughout the
school year. End of the year data is compared to determine individual
student growth.

3.  [How the school communicates student performance]{.underline}

Standardized assessment data is shared with parents when it is received
back from the State. The parent brochure is sent home with the student
copy of the test results. Meetings are conducted with the parents of our
students achieving at low levels on these assessments as outlined in our
district promotion policy.

All elementary schools conduct parent -- teacher conferences two times a
year. All parents are invited to discuss their child's progress. All
parents are strongly encouraged to request a meeting with their child's
teacher whenever a concern arises. Teachers are also strongly encouraged
to establish a routine of frequent and consistent communication with the
parents of all his/her student's parents. In addition, teachers conduct
frequent conferences with each student to discuss their progress and
make adjustments in their instruction. Lastly, the district publishes a
school performance report that is made available to all members of our
community.

4.  [How the school shares successes with other schools]{.underline}

The principals of all 7 elementary schools meet on a monthly basis to
discuss student learning and share our successes. We are also a member
of various consortiums in our region in which we share our successes.
Many of our teacher leaders and administrators have presented at
regional and state conferences. We also make a concerted effort to
publicize our successes in local newspapers and monthly newsletters.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  [The school's curriculum.]{.underline}

[Everyday Math]{.underline} -- Our math program is focused on the
Wisconsin State Academic Standards that are inherent in the Everyday
Math Program. The program is based on the basic premise of spiraling the
curriculum. In other words, skills are revisited on a frequent basis
rather than mastered and forgotten. The program focuses on understanding
number relationships, computation, geometry and problem solving.
Students are required to communicate solutions to problems in written
and oral work; use estimation strategies to solve problems; measure and
construct geometric figures; use a variety of tools (calculator,
compass, protractor, template); and collect, organize, analyze, and
graph data.

[Social Studies]{.underline} - Our Social Studies curriculum is based on
the developmental and interest areas of our students. The plan for
learning consists of a compilation of materials to meet the academic
standards set forth by the State of Wisconsin. Topics range from
developing intra and interpersonal skills, famous people in history,
geography skills, government, character education, Wisconsin history,
and Unites States History.

[Physical Education]{.underline} -- Our physical education curriculum
focused on 5 general area of learning. They are leading an active
lifestyle, physical skill development, learning skills, and
understanding physical activity and well being. Children engage in
skills to maintain good health, demonstrate progress toward mature
physical form, improve motor skills, and experience positive feeling
toward physical education.

[Art]{.underline} -- Our art curriculum if focuses on 5 general areas of
learning. They are visual learning; critical thinking and aesthetic
understanding; imagination and creative development; production,
expression, communication, and technology; and making art, culture, and
environment connections.

[Music]{.underline} -- Our music curriculum is focused on 6 general
areas of learning. They are singing, instrumental, composition, reading
and notating, analysis, evaluation and history and culture. Students
learn to express themselves independently through music, play basic
musical instruments, create and arrange short songs, read simple pitch
notation, listen and describe music, evaluation performances and
compositions and listen to music from various time periods and world
cultures.

[2a. **(Elementary Schools)** The school's reading
curriculum.]{.underline}

The Language Arts plan for learning is based on the most recent research
on how kids learn best. The work of Irene Fountas and Gay Sue Pinnell is
the basis for reading and writing at the primary level. The work of
Stephanie Harvey and Ellin Keene is the basis for reading instruction at
the intermediate level. We strongly believe that learning must be easy
and relevant to endure. As a result, instruction is focused at each
student's instructional level with the use of leveled books using guided
reading, reader's workshop or a form of literature circles. All levels
also use the basic framework of 6 traits writing and Collin's writing.
We have set grade level benchmarks that we challenge all of our students
to achieve.

3.  [Other curriculum area.]{.underline}

[FOSS Science]{.underline} - Our science program has three important
goals. 1. Scientific Literacy. Provide all students with science
experiences that are appropriate to their cognitive stages of
development and serve as a foundation for more advanced ideas that
prepare them for life in an increasingly complex scientific and
technological world. 2. Instructional Efficiency -- A program that
reflects current research on learning, including collaborative learning,
student discourse, and embedded assessment and uses effective
instructional methodologies, including hands-on active learning,
inquiry, integration of disciplines and content areas and multisensory
methods. 3. System Reform -- Meet the community science-achievement
standards and societal expectations for the next generation of citizens,
prepared with the knowledge and thinking capacities to manage the 21^st^
century.

4.  [Different instructional methods the school uses to improve student
    learning.]{.underline}

The Beaver Dam Unified School District aspires to meet the needs of each
individual student. All staff participates in various forms of
professional development focused on using the basic theories of how
children learn to differentiate the curriculum. All teachers use both
formative and summative student achievement data to inform instruction
at the classroom level. School leadership teams constantly analyze
individual and cohort data to determine where to focus professional
growth efforts. The in language arts, guided reading, reader's workshop,
and literature circles are used in some fashion. We also have strategies
in place to extend the leaning of our advanced learners.

5.  [The school's professional development program and its impact on
    improving student achievement.]{.underline}

According to the Professional Development Plan and Teacher Evaluation
Handbook, it is the philosophy of the Beaver Dam Unified School District
that improvement of instruction is the primary goal of all educators
within the district, and that supervision and evaluation are the primary
vehicles used in meeting this goal. Improvement of instruction is the
joint responsibility of professional staff and administrators for the
benefit of students. This process is continuous, constructive, and needs
to take place in an atmosphere of mutual trust and respect. Supervision
and evaluation is designed to promote ongoing professional growth. It is
a process that requires lifelong learning by educators and can serve as
a model for students as they approach their own learning.

Over the last several years, the District's Staff Development and School
Improvement Committees have continuously re-examined the delivery of
services to be more responsive to district, school, and individual
learning needs. It is recognized that teachers are members of whole
systems. Individual instructional decisions have an impact on student
learning and affect what other teachers are able to do with those
students in subsequent years. In an effort to balance individual and
organizational needs, a number of options are available. Each individual
teacher can take a conference day or visitation day each year, complete
college courses for advancement on the salary scale, and attend
workshops or study groups to meet individual goals. Four late start days
have been set aside to allow staff to work on skills related to school
goals. Differentiated staff development time is for work on
district/school/team/individual classroom instructional goals.
Differentiated staff development must occur outside of the regular
school day with a focus on effective ways to enhance student learning.
Each teacher is required to complete 7.5 hours per year.

Lastly, each teacher works directly with the building principal to
develop annual goals focused directly on the student achievement goals
determined by each schools leadership team. Subsequent inservice is
planned throughout the year to assist each teacher in his/her goal.
Formative and summative data is used to determine the impact the
professional development opportunities have had on student achievement.
Each school has shown continuous growth in all academic areas. This
would lead us to believe that the professional development system in
place is having a positive impact on student learning.

**PART VII - ASSESSMENT RESULTS**

Grade[\_\_\_\_4^th^\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Test[\_\_\_\_\_\_Wisconsin Knowledge and Concepts Exam
-Reading\_\_]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ [CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Prior to the 2003-04 school year small subgroups were not reported. Only
the number of students in each group was reported. There is no
achievement data by subgroup. In addition, only students that were in
our school for a full academic year have data reported.

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 Nov.        Nov.        Feb.

  **SCHOOL SCORES**                                                     

  \% At or Above Basic                          100         100         100

  \% At or Above Proficient                     100         90          100

  \% At Advanced                                64          55          13

  Number of students tested                     14          20          16

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           1

  Percent of students alternatively assessed    0           0           6

                                                                        

  SUBGROUP SCORES                                                       

  1\. Students with disabilities                                        

  \% At or Above Basic                                                  

  \% At or Above Proficient                                             

  \% At Advanced                                                        

  Number of students with disabilities          0           3           1

  Number of students tested                     0           3           1

  2\. Economically disadvantaged                                        

  \% At or Above Basic                          100                     

  \% At or Above Proficient                     100                     

  \% At Advanced                                60                      

  Number of students                            5           3           2

  Number of students tested                     5           3           2

  3\. Limited English Proficiency                                       

  \% At or Above Basic                          100                     

  \% At or Above Proficient                     100                     

  \% At Advanced                                100                     

  Number of students                            1           1           1

  Number of students tested                     1           1           1

  4\. Hispanic                                                          

  \% At or Above Basic                          100                     

  \% At or Above Proficient                     100                     

  \% At Advanced                                0                       

  Number of students                            1           1           2

  Number of students tested                     1           1           1

  **STATE SCORES**                                                      

  \% At or Above Basic                          96          96          93

  \% At or Above Proficient                     81          80          82

  \% At Advanced                                43          40          18
  --------------------------------------------- ----------- ----------- -----------

Grade[\_\_\_\_4^th^\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Test[\_\_\_\_\_\_Wisconsin Knowledge and Concepts Exam
-Math\_\_]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ [CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Prior to the 2003-04 school year small subgroups were not reported. Only
the number of students in each group was reported. There is no
achievement data by subgroup. In addition, only students that were in
our school for a full academic year have data reported.

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 Nov.        Nov.        Feb.

  **SCHOOL SCORES**                                                     

  \% At or Above Basic                          93          100         100

  \% At or Above Proficient                     93          93          100

  \% At Advanced                                71          53          58

  Number of students tested                     14          20          16

  Percent of total students tested              100         100         100

  Number of students alternatively assessed     0           0           1

  Percent of students alternatively assessed    0           0           6

                                                                        

  SUBGROUP SCORES                                                       

  1\. Students with disabilities                                        

  \% At or Above Basic                                                  

  \% At or Above Proficient                                             

  \% At Advanced                                                        

  Number of students with disabilities          0           3           1

  Number of students tested                     0           3           1

  2\. Economically disadvantaged                                        

  \% At or Above Basic                          100                     

  \% At or Above Proficient                     100                     

  \% At Advanced                                60                      

  Number of students                            5           3           2

  Number of students tested                     5           3           2

  3\. Limited English Proficiency                                       

  \% At or Above Basic                          0                       

  \% At or Above Proficient                     0                       

  \% At Advanced                                0                       

  Number of students                            1           1           1

  Number of students tested                     1           1           1

  4\. Hispanic                                                          

  \% At or Above Basic                          0                       

  \% At or Above Proficient                     0                       

  \% At Advanced                                0                       

  Number of students                            1           1           2

  Number of students tested                     1           1           1

  **STATE SCORES**                                                      

  \% At or Above Basic                          84          96          87

  \% At or Above Proficient                     73          80          55

  \% At Advanced                                29          40          18
  --------------------------------------------- ----------- ----------- -----------

Grade[\_\_\_\_3rd\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Test[\_\_\_\_\_\_Wisconsin Reading Comprehension
Test\_\_\_\_\_\_\_\_\_]{.underline}

Edition/Publication Year\_\_\_\_\_\_\_\_ [CTB
McGraw-Hill]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

  --------------------------------------------- ----------- ----------- -----------
                                                2003-2004   2002-2003   2001-2002

  Testing month                                 March       March       March

  **SCHOOL SCORES**                                                     

  \% At or Above Basic                          100         100         100

  \% At or Above Proficient                     95          93          82

  \% At Advanced                                39          29          23

  Number of students tested                     18          14          22

  Percent of total students tested              100         100         22

  Number of students alternatively assessed     0           0           0

  Percent of students alternatively assessed    0           0           0

                                                                        

  SUBGROUP SCORES                                                       

  1\. Students with disabilities                                        

  \% At or Above Basic                          100                     100

  \% At or Above Proficient                     100                     67

  \% At Advanced                                67                      0

  Number of students with disabilities          3           0           3

  Number of students tested                     3           0           3

  2\. Economically disadvantaged                                        

  \% At or Above Basic                          100         100         100

  \% At or Above Proficient                     90          100         83

  \% At Advanced                                30          40          0

  Number of students                            10          10          6

  Number of students tested                     10          10          6

  3\. Limited English Proficiency                                       

  \% At or Above Basic                          100         100         100

  \% At or Above Proficient                     66          0           67

  \% At Advanced                                33          0           0

  Number of students                            3           1           3

  Number of students tested                     3           1           3

  4\. Hispanic                                                          

  \% At or Above Basic                          100         100         100

  \% At or Above Proficient                     66          0           100

  \% At Advanced                                33          0           0

  Number of students                            3           1           2

  Number of students tested                     3           1           2

  **STATE SCORES**                                                      

  \% At or Above Basic                          95          92          88

  \% At or Above Proficient                     85          81          75

  \% At Advanced                                39          28          28

                                                                        
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