##### *2006-2007 No Child Left Behind---Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ X \]
Elementary \[ \] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal [Mrs. Toni Kappel]{.underline}

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

Official School Name [Willow Bend Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [4700 Barker Ave.]{.underline}

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

[Rolling Meadows IL 60008-3202]{.underline}

City State Zip Code+4 (9 digits total)

County [Cook]{.underline} State School Code Number\*
[140160150042018]{.underline}

Telephone [( 847 ) 963-7300]{.underline} Fax [( 847 )
963-7306]{.underline}

Web site/URL: [www.ccsd15.net]{.underline} E-mail:
[kappelt@ccsd15.net]{.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\* [Dr. Robert A. McKanna]{.underline}

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

District Name: [Community Consolidated School District 15]{.underline}
Tel. [( 847 ) 963-3000]{.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 [Ms. Nancy L. Carlson]{.underline}

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

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:

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

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

PART I---ELIGIBILITY CERTIFICATION

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

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

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

2.  The school has made adequate yearly progress each year for the past
    two years and has not 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 2006-2007 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 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

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

6.  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
    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]{.underline} Elementary
schools

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

[4]{.underline} Junior high schools

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

[1]{.underline} Other

[20]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$9,325  ]{.underline}

Average State Per Pupil Expenditure: [\$9,099\*  ]{.underline}

\*Based on 2004-05 school year. 2005-06 information not available.

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

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

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

4\. [12]{.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**                             

  **K**       82        56                     138          **8**                             

  **1**       29        26                     55           **9**                             

  **2**       30        28                     58           **10**                            

  **3**       32        26                     58           **11**                            

  **4**       31        28                     59           **12**                            

  **5**       32        18                     50           **Other**                         

  **6**       37        23                     60                                             

                                    **TOTAL                                                   **478**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [53]{.underline} % White

the school: [9]{.underline} % Black or African American

[29]{.underline} % Hispanic or Latino

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

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

[100]{.underline} **% 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: [25%
 ]{.underline}

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **56**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      **62**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    **118**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **478**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.2468**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **24.7%**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [35%
 ]{.underline}

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

Number of languages represented: [29  ]{.underline}

Specify languages: Albanian Gheg, Albanian Tosk, Arabic, Assyrian,
Bosnian, Bulgarian, Cantonese, Farsi, French, German, Greek, Gujarati,
Hindi, Japanese, Konkani, Korean, Malayalam, Mandarin, Marathi,
Philipino, Polish, Romanian, Shanghai, Sinhalese, Spanish, Tamil,
Telugu, Thai, Urdu

9\. Students eligible for free/reduced-priced meals: [26%  ]{.underline}

Total number students who qualify: [126  ]{.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: [15%]{.underline}

[70]{.underline} Total Number of Students Served

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

[3]{.underline}  Autism [0]{.underline}  Orthopedic Impairment

[0]{.underline}  Deafness [4]{.underline}  Other Health Impaired

[0]{.underline}  Deaf-Blindness [35]{.underline}  Specific Learning
Disability

[0]{.underline}  Emotional Disturbance [19]{.underline}  Speech or
Language Impairment

[1]{.underline}  Hearing Impairment [0]{.underline}  Traumatic Brain
Injury

> [8]{.underline}  Mental Retardation [0]{.underline}  Visual Impairment
> Including Blindness
>
> [0]{.underline}  Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline} [1  ]{.underline}

Classroom teachers [20  ]{.underline} [2  ]{.underline}

Special resource teachers/specialists [7  ]{.underline} [9
 ]{.underline}

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

> Support staff [21  ]{.underline} [0  ]{.underline}
>
> Total number [49  ]{.underline} [12  ]{.underline}

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

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [25:1  ]{.underline}

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

  ------------------------- --------------- --------------- --------------- --------------- ---------------
                            **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**   **2001-2002**

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

  Daily teacher attendance  97%             97%             97%             98%             95%

  Teacher turnover rate     11%             3%              13%             0 %             0 %

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

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

PART III---SUMMARY

Willow Bend School (WB) is in Rolling Meadows, a suburb 27 miles
northwest of Chicago. We are one of 20 schools in Community Consolidated
School District 15, a K-8 public school system. In 2005-06, the district
served approximately 12,700 students from seven neighboring communities.
WB is proud to work with 478 students of differing ethnic backgrounds
and socioeconomic levels. Our students come from families that are
educationally, culturally, economically, and geographically diverse.
Approximately 47 percent of our students come from minority backgrounds,
they speak 30 different languages, and 35 per­cent are considered Limited
English Proficient (LEP). More than 26 percent are from economically
dis­advantaged homes. Our 25 percent mobility rate is consistently one of
the district's highest. In addition to our K-6 regular education
program, we are a bilingual kindergarten center for the district,
serving students from inside and outside our immediate attendance
boundaries. We also have three self-contained learning disabilities
classes and one cross-categorical class serving special education
students in primary and intermediate grades from across the district.
Special education teachers provide a variety of support services to our
students. Specialists assist children with needs in the areas of
learning or behavioral/ emotional, physical or orthopedic, speech and
language, developmental, hearing or vision, both in and out of class.

Our mission is to produce world-class learners by providing a
differentiated curriculum that allows all children to reach their
highest potential. First through sixth graders at WB benefit by being
grouped in multiage classrooms where they have the same teacher for two
years. WB staff determined through research that this was the most
appropriate classroom arrangement for our students due to high mobility
and student-learning needs. We are a technology-rich school with a
two-to-one student-to-com­puter ratio. Students efficiently use
technology to enhance, extend, and reinforce skills needed to learn and
communicate effectively. Each classroom has ten computers, and students
use them in a variety of ways to increase their knowledge. Our
television studio allows children to produce a daily school news
program, as well as create multimedia projects using video cameras,
editing equipment, and software pro­grams in support of all curriculum
areas. Teamwork is the hallmark of our building, both for students and
teachers. Older students serve as leaders and mentors to the younger
students in their classes. Classroom teaching partners and grade-level
teams, along with special area teachers, utilize their strengths to
ensure that all students achieve at higher levels. They meet weekly to
discuss curriculum, plan lessons, analyze student performance using
data, and design activities that provide differentiated instruction so
all students can be successful. LEP teachers work hand-in-hand with
classroom teachers to provide support both in and out of the classroom
to ensure our LEP students perform at or above grade level.

Our entire school community works together to provide exceptional
educational opportunities that will enable all students to attain
success in their future educational and career endeavors. Our schoolwide
behavior management program, Eagles Club, was created at WB and is
supported by the entire WB staff. It helps children monitor their own
behavior and, using personalized charts, improve their academic
achievement. This approach has been widely replicated by multiple
schools across the U.S. Our Parent Teacher Association (PTA) provides a
wide array of programs and activities that involve the school, home, and
community, including a family picnic, recycling programs, blood drives,
and assemblies that support the school's curriculum. Senior citizens
from our community volunteer in the classrooms and library. Students
from Rolling Meadows High School and local colleges work in our school
as interns or student teachers. WB students and staff also work to
support our community. Last year, we collected toys, games, and art
supplies for pediatric patients at our local community hospital, along
with monetary donations to buy computers for the pediatric ward. Our
school also rallied enthusi­astically to raise money for the family of a
former student who was severely injured while on duty in Iraq.

Our faculty is committed to the process of continuous improvement.
Working together as a team, we develop annual School Improvement Plans
(SIP) that target the needs of all students. Using the Plan-Do-Study-Act
(PDSA) cycle, we have developed and revised educational best practices
that enhance the learning of all WB students. Our success is evidenced
by overall higher test scores and increased student and parent
satisfaction as demonstrated by data from satisfaction surveys.

PART IV---INDICATORS OF ACADEMIC SUCCESS

**1. Assessment Results**: Every student at WB participates in state,
national, and local assessments through a variety of measurements. Each
year, most students take the Illinois Standards Achievement Test (ISAT),
a criterion-referenced test that measures individual achievement
relative to the Illinois State Standards. Students must creatively apply
knowledge and skills to solve problems and evaluate the results.
Students exceed state standards when their performance demonstrates
advanced knowledge and skills in the subject area; they meet state
standards when their performance demonstrates proficient knowledge and
skills in the subject. (Access to state testing results and other
information regarding state testing can be found at www.isbe.net.)

Students in grades three, four, five, and six currently are tested in
reading and mathematics; students in grade four are also assessed in
science. Beginning in 2005-06, new state regulations mandated testing in
fourth and sixth grades in the areas of reading and math; therefore
trend data is not available. Our ISAT results indicate that WB students
outperform the state in all tested areas. The 2005-06 ISAT test
indicated 89% of all students tested at WB met or exceeded state
standards in reading, and 86% of WB students met or exceeded in
mathematics. Third-grade reading scores improved from 2001-02 when 61%
of students met or exceeded standards to 85% in 2005-06. Fifth-grade
reading scores went from 74% meeting/ exceeding in 2001-02 to 86% in
2005-06. Third-grade math scores show a significant improvement from
2001-02 when 76% met or exceeded standards to 87% meeting or exceeding
in 2005-06. Outcome data is disaggregated for all demographic groups to
enable us to track progress in student achievement and assess the
success of our differentiated instruction. (See Figures 1-8.)

While overall ISAT results indicate a high level of student achievement,
results from year to year also demonstrate our progress in helping our
students succeed. For example, on the 2004-05 ISAT, just 80% of Willow
Bend fifth graders met or exceeded state standards, but by 2005-06, ISAT
results from the same group of students (now sixth graders) showed 95%
meeting or exceeding standards---a remarkable improvement of 15
percentage points. In mathematics, a similar result demonstrated
significant progress by this class. In 2004-05, 77% met or exceeded
standards, but by 2005-06, the percentage had risen to 98% meeting or
exceeding standards, 21 percentage points higher than the year before.
In 2004-05 in reading, 78% of third graders met or exceeded standards,
and when the same group of children was tested the following year in
fourth grade, 85% met or exceeded standards.

Students in grades two and five currently participate in the Iowa Tests
of Basic Skills (ITBS). Fourth- and sixth-grade students were
administered the ITBS until the 2005-06 school year, when the district
changed testing procedures. Data are reported in reading, language, and
mathematics. Results show that NCE scores improved in reading and math.
Second-grade reading scores improved from an NCE of 58 in 2001-02 to 65
in 2005-06. Fourth-grade reading scores improved from an NCE of 57 in
2001-02 to an NCE of 68 in 2003-04. In second grade, the subgroup of
students who qualified for free-and-reduced-price lunch (economically
disadvantaged) went from an NCE of 36 in math in 2001-02 to an NCE of 58
in 2005-06. In reading, this same subgroup went from an NCE of 37 in
2001-02 to an NCE of 58 in 2005-06. (See Figures 9-15.)

LEP students take the Illinois Measure of Annual Growth in English
(IMAGE). This test is designed to measure growth in reading and math in
grades three through six. Students who take these tests have been in
either Transitional Bilingual Education (TBE) or the Transitional
Program of Instruction (TPI) for less than five years. To accurately
assess growth, students must take the IMAGE test in two or more
subsequent years. WB students consistently scored above the district and
state averages in reading over the five-year reporting time. Results
from the 2004-05 school year indicate that 100% of WB's LEP students met
or exceeded state standards in reading as measured on the IMAGE test.
These students scored 38% higher than the state and district average of
62%. WB's LEP student population has tripled since 2001-02, from 26
students to 92. Despite this increase, test scores have maintained or
improved. (See Figure 16.)

**2. Using Assessment Results**: Data drives all school improvement
decisions at WB. We focus on the Illinois State Standards and Student
Performance Targets established by District 15 to ensure a comprehensive
schoolwide assessment profile. We also use the Malcolm Baldrige criteria
to align student and stakeholder needs, curriculum, best practices, core
processes, culture, and organizational results to attain high performing
student achievement. Individual teachers, School Improvement Program
(SIP) goal teams, grade-level teams, and administrators analyze
in-process and trend data to monitor progress toward our goals. We use
the Plan-Do-Study-Act (PDSA) improvement cycle to define the system,
assess the current situation, analyze cause, try out improvement theory,
study the results, standardize improvement, and plan for continuous
improvement. Faculty members study and use in-process data to
continuously improve learning and student achievement. Data showing
progress toward all school improvement goals is displayed on building
walls for students, staff, and parents. Quality tools, associated with
the principles of Deming's Total Quality Management (TQM), are used to
identify root causes and organize data to help us better understand gaps
in student performance. Classroom teachers and the special education
team meet weekly to analyze student performance data in order to
differentiate instruction to meet student needs. Individual students in
the intermediate grades use the PDSA process to analyze their own
academic and behavior areas that need improvement. This data is
collected in student data folders, which enables our students to set
their own improvement goals. WB students were the pioneers in the use of
these data folders, a successful practice we have shared across the
district. WB compares data with other schools, both in and out of our
district, in order to benchmark other schools' effective programs and
practices.

**3. Communicating Assessment Results**: At WB, we communicate
assessment results, student performance information, school news, and
class­room activities in a variety of ways. The School Report Card is
published on the district Web site and is available in print in the
school office for families without Internet access. The academic
achieve­ment results for the ISAT, ITBS, and the IMAGE tests are
presented along with demographic, instruc­tional, and financial
information. The principal presents and interprets an overview of the
school's results at a general PTA meeting to expand parent
understanding. Parents receive individual reports of their children's
scores with explanations of ISAT, ITBS, and IMAGE assessments. They are
encouraged to call the classroom teacher or principal to clarify any
questions they may have regarding these test results. Our monthly PTA
newsletter is another opportunity for the principal to share information
about testing with parents. Test results are reported to the community
in the monthly *Connections* newsletter published by the district.
Classroom teachers share information about student assessment with
parents throughout the school year. Student report cards are distributed
to parents three times a year. At Parent Orientation night in the fall,
teachers share assessment criteria and Illinois State Standards.
Parent/teacher conferences are held in November, giving teachers the
opportunity to discuss each student's individual progress in
face-to-face meetings as well as student-led conferences. Additional
conferences may be held throughout the year if needed. All teachers have
phones in their classrooms with 24-hour voice mail and computers on
their desks for e-mail communication. Assignment notebooks, monthly
progress reports, and newsletters are examples of other methods used by
teachers to share classroom assessments as well as strategies to support
student learning.

**4. Sharing Success**: WB has shared its successes with educators
throughout the country and in our own district for the past eleven
years. Our interactive presentation, "The Willow Bend Experience," gives
classroom teachers and administrators the opportunity to visit and view,
firsthand, our exemplary programs and practices. These visitors spend
two days at our school in intensive workshops presented by our teachers
and administra­tors. The workshops focus on how we attain academic
success for our students through the use of data collection, reading
intervention programs, quality tools in the classroom, technology, and
differentiated instruction. We will continue to make "The Willow Bend
Experience" available to educators from outside the district, as well as
to share our successful techniques with teachers and others within
District 15. Several of our teachers and administrators have been
featured in three Robert Marzano videos produced by the Association for
Supervision and Curriculum Development (ASCD). These videos, focused on
behavior management, classroom instruction, and data collection, are
widely used by educators through­out the country as models for "best
practices." Teachers and school administrators frequently present at
district institutes and state and national conferences on WB's best
practices including technology and differ­entiated learning.
Administrators also have led workshops related to the Malcolm Baldrige
systems approach to improvement. Both students and staff have presented
at our Board of Education meetings on the use of data folders. Our
district Web site, [www.ccsd15.net](http://www.ccsd15.net/), includes a
Willow Bend School page that can be easily accessed to obtain various
information about our school.

PART V---CURRICULUM AND INSTRUCTION

**1. Curriculum**. WB's curriculum is aligned to and driven by Illinois
State Standards and the district's Student Performance Targets.
Instructional planning at WB starts with the expectation that all
children can learn. Flexible grouping is utilized to differentiate
instruction to meet the individual needs of all our students, with
teachers developing or modifying curriculum for students who need extra
help or academic enrichment.

Our **language arts** core curriculum integrates the five essential
components of effective reading instruction, phonemic awareness,
phonics, fluency, vocabulary, and comprehension. Teachers instruct
students in a systematic manner that allows skills to be taught in a
logical sequence. This teaching methodology has been highly successful.
For example, the results from the 2005-06 ISAT indicate that 95% of
sixth-grade students met or exceeded state standards in reading. Because
of our diverse student population, we emphasize vocabulary acquisition
using Isabel Beck's *Elements of Reading: Vocabulary* program. This
program helps our LEP students gain important background information
through the discussion of words and photographic images that help to
define their meanings. As measured on the IMAGE test, 100% of LEP
fifth-grade students met and exceeded state standards in reading for the
2004-05 and 2005-06 school years. Writing instruction is based on the
*Six Traits of Writing* model, and teachers work with students to help
them develop expository, persuasive, and personal narrative writing
skills. Teachers also use technology and software programs to support
and extend student writing, particularly with students who may need
alternative approaches to learning.

WB's **math** curriculum is aligned with the National Council of
Teachers of Mathematics Standards and the Illinois State Standards.
Computation skills, math concepts, problem solving, and critical
thinking are fundamental to our curriculum. Teachers use manipulatives,
mental math, and real-life applications to supplement textbook
instruction. Students in kindergarten through fifth grade use *Houghton
Mifflin* *Math* textbooks*.* Sixth-grade students use texts from
*McDougal Littell* to prepare them for junior high mathematics.
High-achieving math students in grade six are offered an accelerated
math program using the seventh-grade *McDougal Littell*. This program
supports a deeper learning of algebraic concepts beyond the essential
skills that all students are expected to acquire. Last year, 98% of
sixth-grade students met or exceeded state standards on the ISAT. Math
is embedded into all content areas by engaging students in graphing,
mapping, estimating, data collection, algebra, and applying geometric
concepts.

At our school, **science and social studies** concepts are taught in
schoolwide thematic units that we call "Themes." This unique approach
was developed based on student interest and Illinois State Standards.
Each year, all classrooms explore areas of study, such as "Exploring Our
Past," "Our Fragile Planet," or "Everything Matters." Teachers develop
curriculum using a variety of resources, including the Internet,
software programs, books, newspapers, and magazines. Working in
cooperative groups, students are given the opportunity to participate in
experiential activities through research, debate, dialogue, and written
reactions.

The **technology** curriculum enhances and supports all other curriculum
areas. To become connected, 21^st^ century learners, students must be
able to access, evaluate, organize, and utilize information and data,
and master the technologies that enable them to do that effectively. WB
students use technology for information acquisition, communication,
data-input strategies, and problem solving. Students are also taught to
use technology (including software programs with audio, video, and
graphics as well as word-processing and multimedia) to create, present,
store, and analyze work and data.

All students receive instruction from certified staff in the areas of
visual arts, music, and physical education. In addition to the physical
education program, intramural sports are offered as an extracurricular
activity. Choral and instrumental music instruction supports the content
areas and expands the core music curriculum. Students in fifth and sixth
grades have the opportunity to participate in band and orchestra
programs. Visual arts provides the students with opportunities to
express themselves artistically when doing various projects throughout
the school year. WB believes students are provided opportunities to
reach their fullest potential through creative expression, cognitive
strategies, and a broad range of experiences.

**2a. Reading**: For the past five years, WB has used Harcourt
Publisher's *Trophies* reading series, a research-based developmental
reading program for all grade levels, K-6. The series closely aligns to
Illinois State Standards and the district's Student Performance Targets.
*Trophies* provides both fiction and nonfiction reading selections along
with spelling, phonics, and shared and guided reading lessons.
Supplemental materials include online assessments and books that can be
used for differentiated instruction with all children including LEP
students. Teachers also use Junior Great Books; a research-based reading
program that employs shared inquiry discussion techniques focusing on
critical thinking skills. Isabel Beck's *Elements of Reading:
Vocabulary* is utilized in all classrooms. It provides challenging
vocabulary and practice using pictures, short stories, and related
activities to reinforce the words being studied. In addition to the
Harcourt series, *Jolly Phonics* is used in our bilingual and regular
education kindergarten classrooms, as well as our self-contained special
education classrooms, to instruct children in phonemic awareness. The
kindergarten bilingual students acquire skills that focus on Spanish
letter recognition, sounds, and syllables in preparation for reading
instruction using the McGraw Hill program, *Lectura*. Special education
teachers use a Harcourt intervention program to accommodate and modify
curriculum for their IEP students. They also use *Read* *Naturally*, a
fluency program, to measure students at their independent reading level.
Several reading intervention programs address at-risk students who read
below grade level. A Kindergarten Intervention Program (KIP) and KIP-S
(Spanish) provide 15 minutes daily of intensive one-on-one instruction.
A First-grade Literacy Intervention Program (FLIP) provides 30 minutes
of daily one-on-one sessions. A Second-grade Acceleration in Literacy
program (SAIL) provides alternating one-on-one and small group sessions
for 30 minutes daily to focus on recognition skills, phonics, blending,
fluency, and comprehension. SOAR to Success (for Grades 3-6) stresses
reading comprehension by teaching strategies such as clarifying,
predicting, questioning, and summarizing. All of these programs enable
us to provide additional reading instruction in support of our SIP goals
and permit differentiated instruction for our diverse student
population.

**3. Additional Curriculum Area**: WB is proud of its success in
accelerating English language literacy in a diverse school population
while valuing each child's own cultural background. Instruction for
non-English speakers parallels the appropriate grade-level curriculum
and is closely aligned with Illinois State Standards and the WIDA
(World-Class Instructional Design and Assessment) Consortium. We are a
bilingual kindergarten center for the district and service four
self-contained bilingual kindergarten classes for Spanish speakers. We
offer a TBE program that provides instruction for LEP students who speak
Spanish. TPI is offered for all LEP students who speak languages other
than Spanish. A fulltime native Polish LEP teacher services our large
population of Polish-speaking students. To ensure individual needs are
met, LEP teachers plan center-based, small group, and one-on-one
instruction both in and out of the classroom. Our global environment
nurtures students' native cultures while exposing them to the new
culture. Working closely with classroom teachers, LEP teachers
facilitate writing workshops, vocabulary usage, and reading
comprehension using *In Step* and *Quick Read* curricula. Teachers use
multiple assessment tools throughout the year to determine individual
learning needs. The Illinois Snapshot of Early Literacy (ISEL)---in
either English or Spanish---is administered twice a year to all
kindergarten students to assess their literacy needs, monitor their
growth, and determine eligibility for specialized reading intervention
programs. Our strong commitment to helping students who speak a language
other than English achieve at high levels is evident in the growth shown
in all academic areas. For example, in 2004-05, 100% of our third-
through fifth-grade LEP students met or exceeded state standards on the
IMAGE reading test compared to 62% in our district and in the state. In
IMAGE math, in 2005-06, 100% of our fifth-grade students met or exceeded
standards compared to 74% in the district and 71% in the state. In
third-grade math, 82% of WB students taking IMAGE met or exceeded
standards compared to 66% in the district and 68% in the state. This
strong data is an indicator of our successful LEP program, which
addresses both our students' language and academic needs.

**4. Instructional Methods**: Instruction at Willow Bend is planned with
the expectation that all students can learn. WB's multiage classroom
configuration, originally introduced as an outgrowth of staff's best
practices research, is a unique instructional approach which has been
extremely successful for the past 12 years. All students except
kindergartners are placed in multiage classrooms which pair first and
second, third and fourth, and fifth and sixth graders. Students benefit
from the stability of being with the same teacher for two years,
particularly important due to WB's high mobility rate and diverse
student-learning needs. The multiage configuration lends itself to team
teaching, a key component of the school's instructional approach. Teams
collaborate using best practices to differentiate instruction in order
to remediate, enrich, and accelerate students to meet individual
learning needs. Learning Disabilities/ Behavior Disorder (LD/BD), LEP,
and reading teachers are heavily involved in planning instruction so
that all students, including at-risk learners, can be successful. All
students in our school benefit from the expertise of our special
education, LEP, and classroom teachers throughout the day when working
in flexible groups. An example is our unique approach to teaching
writing. LEP and at-risk students are combined into flexible groups to
focus on basic writing skills. Our teachers work together to model good
writing skills using the children's ideas and graphic organizers. As a
result of staff's collaborative instructional approach, our students
have demonstrated significantly more success in completing writing
assignments. A benefit of being in a technology-rich school is that our
teachers are able to make full use of the Internet and computer software
programs when planning curriculum and lesson plans. Using the Illinois
State Standards in technology as our guide, our students have limitless
opportunities to develop and expand their knowledge in all academic
areas. With the guidance of teachers, our students develop the
real-world skills needed to access information and utilize
programs---solid preparation for current and future academic endeavors.
Through our multiple instructional methods, in-process data collection,
and instructional decisions based on individual student needs, we have
successfully closed the gap for our low-achieving students as well as
increased achievement for all children.

**5.** **Professional Development**: One of the strengths of Willow Bend
School is its outstanding professional staff which is dedicated to
continuous improvement. The school's staff development program is
aligned with its SIP. Through shared decision making, the staff
developed a unified building goal of balanced literacy. The impact is
apparent when looking at the significant increase in fifth-grade ISAT
reading scores from 2004 to 2005. In 2004, just 68% of students met or
exceeded state standards; by 2005, 80% met or exceeded standards. The
Building Leadership Team, made up of teachers from every grade level and
special areas, discusses and offers opportunities for staff members to
develop skills related to our school improvement goals and technology.
Staff development activities include training by faculty members in
areas of interest to staff, district personnel presenting on areas of
particular interest (for example, reading), and attendance at seminars
and workshops on topics relevant to WB's School Improvement Plan. The
Building Literacy Committee, made up of representatives from every grade
level, plans activities for staff that emphasize continued professional
growth in all academic areas. Grade-level teams meet to plan curriculum
and use data to assess the progress of at-risk students. Experienced
teachers develop their own professional growth plans and Illinois
certification plans. Teachers new to our district are assigned an
experienced classroom teacher to mentor them throughout the school year.
The district also has a mentoring program for teachers pursuing
certification through the National Board for Professional Teaching
Standards (NBPTS). Currently, 19% of Willow Bend teachers have obtained
this prestigious certification. The combined impact of all these
professional development activities is clearly demonstrated in the
day-to-day successes our students achieve on their assessments and
classroom assignments.

PART VII---ASSESSMENT RESULTS

**STATE CRITERION-REFERENCED TEST**

  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------
  **Subject**:            Reading                             **Grade**:   3                                                                 **Test**:                   ISAT                         

  **Edition/Publication                Yearly                                    **Publisher**:                   State of                                                                            
  Year**:                                                                                                         Illinois                                                                            

                                                                                                                                                                                                      

  **What groups were                                                                                                                                                                                  
  excluded from testing?                                                                                                                                                                              
  Why, and how were they                                                                                                                                                                              
  assessed?**                                                                                                                                                                                         

  Per state guidelines,                                                                                                                                                                               
  students with severe                                                                                                                                                                                
  disabilities whose                                                                                                                                                                                  
  Individualized                                                                                                                                                                                      
  Education Programs                                                                                                                                                                                  
  (IEPs) indicate that                                                                                                                                                                                
  participation in the                                                                                                                                                                                
  ISAT would not be                                                                                                                                                                                   
  appropriate (students                                                                                                                                                                               
  take the Illinois                                                                                                                                                                                   
  Alternate Assessment                                                                                                                                                                                
  (IAA)), and children in                                                                                                                                                                             
  bilingual programs less                                                                                                                                                                             
  than three years                                                                                                                                                                                    
  (students take the                                                                                                                                                                                  
  Illinois Measure of                                                                                                                                                                                 
  Annual Growth in                                                                                                                                                                                    
  English (IMAGE)), are                                                                                                                                                                               
  not included.                                                                                                                                                                                       

  **Scores are reported                         Percentiles                                                                                                                                           
  here as:**                                                                                                                                                                                          

                                                                                                                                                                                                      

                                                                                                  **2005-2006**              **2004-2005**               **2003-2004**          **2002-2003**         **2001-2002**

  Testing Month                                                                                   March                      March                       April                  April                 April

  **SCHOOL SCORES**                                                                                                                                                                                   

  \% "Meeting" plus                                                                               85                         78                          68                     76                    61
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            46                         30                          37                     34                    22
  Standards                                                                                                                                                                                           

  Number of students                                                                              38                         37                          43                     41                    49
  tested                                                                                                                                                                                              

  Percent of total                                                                                100                        100                         100                    90                    94
  students tested                                                                                                                                                                                     

  Number of students                                                                              1                          0                           1                      4                     1
  alternatively assessed                                                                                                                                                                              

  Percent of student                                                                              .02                        0                           .02                    1                     .02
  alternatively assessed                                                                                                                                                                              

  **SUBGROUP SCORES**                                                                                                                                                                                 

  1\. Economically                                                                                                                                                                                    
  Disadvantaged                                                                                                                                                                                       

  \% "Meeting" plus                                                                               NA                         NA                          53                     55                    NA
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            NA                         NA                          13                     0                     NA
  Standards                                                                                                                                                                                           

  Number of students                                                                              8                          8                           13                     11                    9
  tested                                                                                                                                                                                              

  2\. Limited English                                                                             See Image Chart                                                                                     
  Proficient                                                                                      (Figure 16)                                                                                         

                                                                                                                                                                                                      

                                                                                                  NA---Subgroup                                                                                       
                                                                                                  with fewer than                                                                                     
                                                                                                  10 students                                                                                         

                                                                                                                                                                                                      

  FIGURE 1                                                                                                                                                                                            
  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------

**STATE CRITERION-REFERENCED TEST**

  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------
  **Subject**:            Math                                **Grade**:   3                                                                 **Test**:                   ISAT                         

  **Edition/Publication                Yearly                                    **Publisher**:                   State of                                                                            
  Year**:                                                                                                         Illinois                                                                            

                                                                                                                                                                                                      

  **What groups were                                                                                                                                                                                  
  excluded from testing?                                                                                                                                                                              
  Why, and how were they                                                                                                                                                                              
  assessed?**                                                                                                                                                                                         

  Per state guidelines,                                                                                                                                                                               
  students with severe                                                                                                                                                                                
  disabilities whose                                                                                                                                                                                  
  Individualized                                                                                                                                                                                      
  Education Programs                                                                                                                                                                                  
  (IEPs) indicate that                                                                                                                                                                                
  participation in the                                                                                                                                                                                
  ISAT would not be                                                                                                                                                                                   
  appropriate (students                                                                                                                                                                               
  take the Illinois                                                                                                                                                                                   
  Alternate Assessment                                                                                                                                                                                
  (IAA)), and children in                                                                                                                                                                             
  bilingual programs less                                                                                                                                                                             
  than three years                                                                                                                                                                                    
  (students take the                                                                                                                                                                                  
  Illinois Measure of                                                                                                                                                                                 
  Annual Growth in                                                                                                                                                                                    
  English (IMAGE)), are                                                                                                                                                                               
  not included.                                                                                                                                                                                       

  **Scores are reported                         Percentiles                                                                                                                                           
  here as:**                                                                                                                                                                                          

                                                                                                                                                                                                      

                                                                                                  **2005-2006**              **2004-2005**               **2003-2004**          **2002-2003**         **2001-2002**

  Testing Month                                                                                   March                      March                       April                  April                 April

  **SCHOOL SCORES**                                                                                                                                                                                   

  \% "Meeting" plus                                                                               87                         95                          86                     87                    76
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            49                         46                          42                     60                    43
  Standards                                                                                                                                                                                           

  Number of students                                                                              38                         38                          43                     41                    49
  tested                                                                                                                                                                                              

  Percent of total                                                                                100                        100                         100                    90                    94
  students tested                                                                                                                                                                                     

  Number of students                                                                              1                          0                           1                      4                     1
  alternatively assessed                                                                                                                                                                              

  Percent of student                                                                              .02                        0                           .02                    1                     .02
  alternatively assessed                                                                                                                                                                              

  **SUBGROUP SCORES**                                                                                                                                                                                 

  1\. Economically                                                                                                                                                                                    
  Disadvantaged                                                                                                                                                                                       

  \% "Meeting" plus                                                                               NA                         NA                          57                     55                    NA
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            NA                         NA                          13                     18                    NA
  Standards                                                                                                                                                                                           

  Number of students                                                                              8                          8                           13                     11                    9
  tested                                                                                                                                                                                              

                                                                                                                                                                                                      

                                                                                                  NA---Subgroup                                                                                       
                                                                                                  with fewer than                                                                                     
                                                                                                  10 students                                                                                         

                                                                                                                                                                                                      

  FIGURE 2                                                                                                                                                                                            
  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------

**STATE CRITERION-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="3">Reading</td>
<td><strong>Grade</strong>:</td>
<td colspan="5">4</td>
<td colspan="2"><strong>Test</strong>:</td>
<td colspan="4">ISAT</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">Yearly</td>
<td colspan="2"><strong>Publisher</strong>:</td>
<td colspan="8">State of Illinois</td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="8"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="16"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="16">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.</td>
</tr>
<tr class="even">
<td colspan="3"><strong>Scores are reported here as:</strong></td>
<td colspan="13">Percentiles</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="2"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="2"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="7">Testing Month</td>
<td colspan="2">March</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="16"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">85</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">39</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">41</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students alternatively assessed</td>
<td colspan="2">1</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of student alternatively assessed</td>
<td colspan="2">.02</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="16"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="even">
<td colspan="7">1. Economically Disadvantaged</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7"></td>
<td colspan="9"><p>*No previous data available due to changes in state
testing.</p>
<p>NA—Subgroup with fewer than 10 students</p></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7">FIGURE 3</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
</tbody>
</table>

**STATE CRITERION-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="3">Math</td>
<td><strong>Grade</strong>:</td>
<td colspan="5">4</td>
<td colspan="2"><strong>Test</strong>:</td>
<td colspan="4">ISAT</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">Yearly</td>
<td colspan="2"><strong>Publisher</strong>:</td>
<td colspan="8">State of Illinois</td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="8"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="16"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="16">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.</td>
</tr>
<tr class="even">
<td colspan="3"><strong>Scores are reported here as:</strong></td>
<td colspan="13">Percentiles</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="2"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="2"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="7">Testing Month</td>
<td colspan="2">March</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="16"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">88</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">20</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">41</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students alternatively assessed</td>
<td colspan="2">1</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of student alternatively assessed</td>
<td colspan="2">.02</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="16"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="even">
<td colspan="7">1. Economically Disadvantaged</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7"></td>
<td colspan="9"><p>*No previous data available due to changes in state
testing.</p>
<p>NA—Subgroup with fewer than 10 students</p></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7">FIGURE 4</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
</tbody>
</table>

**STATE CRITERION-REFERENCED TEST**

  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------
  **Subject**:            Reading                             **Grade**:   5                                                                 **Test**:                   ISAT                         

  **Edition/Publication                Yearly                                    **Publisher**:                   State of                                                                            
  Year**:                                                                                                         Illinois                                                                            

                                                                                                                                                                                                      

  **What groups were                                                                                                                                                                                  
  excluded from testing?                                                                                                                                                                              
  Why, and how were they                                                                                                                                                                              
  assessed?**                                                                                                                                                                                         

  Per state guidelines,                                                                                                                                                                               
  students with severe                                                                                                                                                                                
  disabilities whose                                                                                                                                                                                  
  Individualized                                                                                                                                                                                      
  Education Programs                                                                                                                                                                                  
  (IEPs) indicate that                                                                                                                                                                                
  participation in the                                                                                                                                                                                
  ISAT would not be                                                                                                                                                                                   
  appropriate (students                                                                                                                                                                               
  take the Illinois                                                                                                                                                                                   
  Alternate Assessment                                                                                                                                                                                
  (IAA)), and children in                                                                                                                                                                             
  bilingual programs less                                                                                                                                                                             
  than three years                                                                                                                                                                                    
  (students take the                                                                                                                                                                                  
  Illinois Measure of                                                                                                                                                                                 
  Annual Growth in                                                                                                                                                                                    
  English (IMAGE)), are                                                                                                                                                                               
  not included.                                                                                                                                                                                       

  **Scores are reported                         Percentiles                                                                                                                                           
  here as:**                                                                                                                                                                                          

                                                                                                                                                                                                      

                                                                                                  **2005-2006**              **2004-2005**               **2003-2004**          **2002-2003**         **2001-2002**

  Testing Month                                                                                   March                      March                       April                  April                 April

  **SCHOOL SCORES**                                                                                                                                                                                   

  \% "Meeting" plus                                                                               86                         80                          68                     68                    74
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            40                         39                          46                     38                    38
  Standards                                                                                                                                                                                           

  Number of students                                                                              48                         44                          49                     51                    59
  tested                                                                                                                                                                                              

  Percent of total                                                                                100                        100                         100                    100                   98
  students tested                                                                                                                                                                                     

  Number of students                                                                              4                          2                           0                      0                     1
  alternatively assessed                                                                                                                                                                              

  Percent of student                                                                              .08                        .05                         0                      0                     .02
  alternatively assessed                                                                                                                                                                              

  **SUBGROUP SCORES**                                                                                                                                                                                 

  1\. Economically                                                                                                                                                                                    
  Disadvantaged                                                                                                                                                                                       

  \% "Meeting" plus                                                                               74                         NA                          NA                     27                    52
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            26                         NA                          NA                     18                    11
  Standards                                                                                                                                                                                           

  Number of students                                                                              19                         8                           0                      13                    30
  tested                                                                                                                                                                                              

  2\. Limited English                                                                             See Image Chart                                                                                     
  Proficient                                                                                      (Figure 16)                                                                                         

                                                                                                                                                                                                      

                                                                                                  NA---Subgroup                                                                                       
                                                                                                  with fewer than                                                                                     
                                                                                                  10 students                                                                                         

                                                                                                                                                                                                      

  FIGURE 5                                                                                                                                                                                            
  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------

**STATE CRITERION-REFERENCED TEST**

  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------
  **Subject**:            Math                                **Grade**:   5                                                                 **Test**:                   ISAT                         

  **Edition/Publication                Yearly                                    **Publisher**:                   State of                                                                            
  Year**:                                                                                                         Illinois                                                                            

                                                                                                                                                                                                      

  **What groups were                                                                                                                                                                                  
  excluded from testing?                                                                                                                                                                              
  Why, and how were they                                                                                                                                                                              
  assessed?**                                                                                                                                                                                         

  Per state guidelines,                                                                                                                                                                               
  students with severe                                                                                                                                                                                
  disabilities whose                                                                                                                                                                                  
  Individualized                                                                                                                                                                                      
  Education Programs                                                                                                                                                                                  
  (IEPs) indicate that                                                                                                                                                                                
  participation in the                                                                                                                                                                                
  ISAT would not be                                                                                                                                                                                   
  appropriate (students                                                                                                                                                                               
  take the Illinois                                                                                                                                                                                   
  Alternate Assessment                                                                                                                                                                                
  (IAA)), and children in                                                                                                                                                                             
  bilingual programs less                                                                                                                                                                             
  than three years                                                                                                                                                                                    
  (students take the                                                                                                                                                                                  
  Illinois Measure of                                                                                                                                                                                 
  Annual Growth in                                                                                                                                                                                    
  English (IMAGE)), are                                                                                                                                                                               
  not included.                                                                                                                                                                                       

  **Scores are reported                         Percentiles                                                                                                                                           
  here as:**                                                                                                                                                                                          

                                                                                                                                                                                                      

                                                                                                  **2005-2006**              **2004-2005**               **2003-2004**          **2002-2003**         **2001-2002**

  Testing Month                                                                                   March                      March                       April                  April                 April

  **SCHOOL SCORES**                                                                                                                                                                                   

  \% "Meeting" plus                                                                               90                         77                          73                     90                    90
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            37                         27                          18                     22                    19
  Standards                                                                                                                                                                                           

  Number of students                                                                              48                         44                          49                     51                    59
  tested                                                                                                                                                                                              

  Percent of total                                                                                100                        100                         100                    100                   98
  students tested                                                                                                                                                                                     

  Number of students                                                                              4                          2                           0                      0                     1
  alternatively assessed                                                                                                                                                                              

  Percent of student                                                                              1                          .05                         0                      0                     .02
  alternatively assessed                                                                                                                                                                              

  **SUBGROUP SCORES**                                                                                                                                                                                 

  1\. Economically                                                                                                                                                                                    
  Disadvantaged                                                                                                                                                                                       

  \% "Meeting" plus                                                                               79                         NA                          NA                     82                    82
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            21                         NA                          NA                     9                     4
  Standards                                                                                                                                                                                           

  Number of students                                                                              19                         8                           0                      13                    30
  tested                                                                                                                                                                                              

                                                                                                                                                                                                      

                                                                                                  NA---Subgroup                                                                                       
                                                                                                  with fewer than                                                                                     
                                                                                                  10 students                                                                                         

                                                                                                                                                                                                      

  FIGURE 6                                                                                                                                                                                            
  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------

**STATE CRITERION-REFERENCED TEST**

  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------
  **Subject**:            Reading                             **Grade**:   6                                                                 **Test**:                   ISAT                         

  **Edition/Publication                Yearly                                    **Publisher**:                   State of                                                                            
  Year**:                                                                                                         Illinois                                                                            

                                                                                                                                                                                                      

  **What groups were                                                                                                                                                                                  
  excluded from testing?                                                                                                                                                                              
  Why, and how were they                                                                                                                                                                              
  assessed?**                                                                                                                                                                                         

  Per state guidelines,                                                                                                                                                                               
  students with severe                                                                                                                                                                                
  disabilities whose                                                                                                                                                                                  
  Individualized                                                                                                                                                                                      
  Education Programs                                                                                                                                                                                  
  (IEPs) indicate that                                                                                                                                                                                
  participation in the                                                                                                                                                                                
  ISAT would not be                                                                                                                                                                                   
  appropriate (students                                                                                                                                                                               
  take the Illinois                                                                                                                                                                                   
  Alternate Assessment                                                                                                                                                                                
  (IAA)), and children in                                                                                                                                                                             
  bilingual programs less                                                                                                                                                                             
  than three years                                                                                                                                                                                    
  (students take the                                                                                                                                                                                  
  Illinois Measure of                                                                                                                                                                                 
  Annual Growth in                                                                                                                                                                                    
  English (IMAGE)), are                                                                                                                                                                               
  not included.                                                                                                                                                                                       

  **Scores are reported                         Percentiles                                                                                                                                           
  here as:**                                                                                                                                                                                          

                                                                                                                                                                                                      

                                                                                                  **2005-2006**              **2004-2005**               **2003-2004**          **2002-2003**         **2001-2002**

  Testing Month                                                                                   March                      \*                          \*                     \*                    \*

  **SCHOOL SCORES**                                                                                                                                                                                   

  \% "Meeting" plus                                                                               95                         \*                          \*                     \*                    \*
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            63                         \*                          \*                     \*                    \*
  Standards                                                                                                                                                                                           

  Number of students                                                                              40                         \*                          \*                     \*                    \*
  tested                                                                                                                                                                                              

  Percent of total                                                                                100                        \*                          \*                     \*                    \*
  students tested                                                                                                                                                                                     

  Number of students                                                                              1                          \*                          \*                     \*                    \*
  alternatively assessed                                                                                                                                                                              

  Percent of student                                                                              .02                        \*                          \*                     \*                    \*
  alternatively assessed                                                                                                                                                                              

  **SUBGROUP SCORES**                                                                                                                                                                                 

  1\. Economically                                                                                                                                                                                    
  Disadvantaged                                                                                                                                                                                       

  \% "Meeting" plus                                                                               NA                                                                                                  
  "Exceeding State                                                                                                                                                                                    
  Standards                                                                                                                                                                                           

  \% "Exceeding" State                                                                            NA                                                                                                  
  Standards                                                                                                                                                                                           

  Number of students                                                                              7                                                                                                   
  tested                                                                                                                                                                                              

                                                                                                                                                                                                      

                                                                                                  NA---Subgroup                                                                                       
                                                                                                  with fewer than                                                                                     
                                                                                                  10 students                                                                                         

  \*No previous data                                                                                                                                                                                  
  available due to                                                                                                                                                                                    
  changes in state                                                                                                                                                                                    
  testing.                                                                                                                                                                                            

  FIGURE 7                                                                                                                                                                                            
  ----------------------- ------------ -------- ------------- ------------ ----- ---------------- --------------- ---------- --------------- ----------- --------------- ------ --------------- ----- ---------------

**STATE CRITERION-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="3">Math</td>
<td><strong>Grade</strong>:</td>
<td colspan="5">6</td>
<td colspan="2"><strong>Test</strong>:</td>
<td colspan="4">ISAT</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">Yearly</td>
<td colspan="2"><strong>Publisher</strong>:</td>
<td colspan="8">State of Illinois</td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="8"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="16"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="16">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT would not be appropriate (students take the
Illinois Alternate Assessment (IAA)), and children in bilingual programs
less than three years (students take the Illinois Measure of Annual
Growth in English (IMAGE)), are not included.</td>
</tr>
<tr class="even">
<td colspan="3"><strong>Scores are reported here as:</strong></td>
<td colspan="13">Percentiles</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="2"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="2"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="7">Testing Month</td>
<td colspan="2">March</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="16"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">98</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">55</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">40</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students alternatively assessed</td>
<td colspan="2">1</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="even">
<td colspan="7">Percent of student alternatively assessed</td>
<td colspan="2">.02</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td colspan="2">*</td>
<td>*</td>
</tr>
<tr class="odd">
<td colspan="16"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="even">
<td colspan="7">1. Economically Disadvantaged</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">NA</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">7</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7"></td>
<td colspan="9"><p>*No previous data available due to changes in state
testing.</p>
<p>NA—Subgroup with fewer than 10 students</p></td>
</tr>
<tr class="even">
<td colspan="16"></td>
</tr>
<tr class="odd">
<td colspan="7">FIGURE 8</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
</tbody>
</table>

**NATIONAL NORM-REFERENCED TEST**

  ----------------------- ------------ ------ ------------ --- ------- ---------------- -- --------------- --------- ------------ --------------- ----------- --------------- -- ------ -------------- --------------- ----- --------------- -----
  **Subject**:            Reading             **Grade**:   2                                                                                      **Test**:                      ITBS                                                        

  **Edition/Publication                2001                            **Publisher**:                                Riverside                                                                                                               
  Year**:                                                                                                            Publishing                                                                                                              

                                                                                                                                                                                                                                             

  **What groups were                                                                                                                                                                                                                         
  excluded from testing?                                                                                                                                                                                                                     
  Why, and how were they                                                                                                                                                                                                                     
  assessed?**                                                                                                                                                                                                                                

  Per state guidelines,                                                                                                                                                                                                                      
  students with severe                                                                                                                                                                                                                       
  disabilities whose                                                                                                                                                                                                                         
  Individualized                                                                                                                                                                                                                             
  Education Programs                                                                                                                                                                                                                         
  (IEPs) indicate that                                                                                                                                                                                                                       
  participation would not                                                                                                                                                                                                                    
  be appropriate                                                                                                                                                                                                                             
  (students take                                                                                                                                                                                                                             
  alternative assessments                                                                                                                                                                                                                    
  such as                                                                                                                                                                                                                                    
  Curriculum-Based                                                                                                                                                                                                                           
  Assessments,                                                                                                                                                                                                                               
  individually given                                                                                                                                                                                                                         
  nationally normed                                                                                                                                                                                                                          
  assessments such as the                                                                                                                                                                                                                    
  KTEA or Woodcock                                                                                                                                                                                                                           
  Achievement Tests) and                                                                                                                                                                                                                     
  children in bilingual                                                                                                                                                                                                                      
  programs less than                                                                                                                                                                                                                         
  three years may not be                                                                                                                                                                                                                     
  included.                                                                                                                                                                                                                                  

  **Scores are reported                                        NCEs:                                       Scaled                                                                       Percentiles:                                         
  here as (check one):**                                                                                   Scores:                                                                                                                           

                                                                                                                                                                                                                                             

                                                                                           **2005-2006**                          **2004-2005**               **2003-2004**                            **2002-2003**         **2001-2002**   

  Testing Month                                                                            Feb.                                   Feb.                        Feb.                                     Feb.                  Feb.            

  **SCHOOL SCORES**                                                                                                                                                                                                                          

  Total Score                                                                              65                                     72                          66                                       57                    58              

  Number of students                                                                       53                                     52                          48                                       53                    43              
  tested                                                                                                                                                                                                                                     

  Percent of total                                                                         100                                    100                         100                                      98                    100             
  students tested                                                                                                                                                                                                                            

  Number of students                                                                       0                                      0                           0                                        0                     0               
  alternatively assessed                                                                                                                                                                                                                     

  Percent of student                                                                       0                                      0                           0                                        0                     0               
  alternatively assessed                                                                                                                                                                                                                     

  **SUBGROUP SCORES**                                                                                                                                                                                                                        

  1\. Economically                                                                         58                                     50                          57                                       84                    37              
  Disadvantaged                                                                                                                                                                                                                              

  Number of students                                                                       14                                     11                          13                                       17                    11              
  tested                                                                                                                                                                                                                                     

                                                                                                                                                                                                                                             

  If the reports use                                                                                                                                                                                                                         
  scaled scores, provide                                                                                                                                                                                                                     
  the national mean score                                                                                                                                                                                                                    
  and standard deviation                                                                                                                                                                                                                     
  for the test.                                                                                                                                                                                                                              

                                                                                                                                                                                                                                             

                                                                                           **2005-2006**                          **2004-2005**               **2003-2004**                            **2002-2003**         **2001-2002**   

  **NATIONAL MEAN SCORE**                                                                  50                                     50                          50                                       50                    50              

  **NATIONAL STANDARD                                                                      21                                     21                          21                                       21                    21              
  DEVIATION**                                                                                                                                                                                                                                

                                                                                                                                                                                                                                             

  FIGURE 9                                                                                                                                                                                                                                   
  ----------------------- ------------ ------ ------------ --- ------- ---------------- -- --------------- --------- ------------ --------------- ----------- --------------- -- ------ -------------- --------------- ----- --------------- -----

**NATIONAL NORM-REFERENCED TEST**

  ----------------------- ------------ ------ ------------ --- ------- ---------------- -- --------------- --------- ------------ --------------- ----------- --------------- -- ------ -------------- --------------- ----- --------------- -----
  **Subject**:            Math                **Grade**:   2                                                                                      **Test**:                      ITBS                                                        

  **Edition/Publication                2001                            **Publisher**:                                Riverside                                                                                                               
  Year**:                                                                                                            Publishing                                                                                                              

                                                                                                                                                                                                                                             

  **What groups were                                                                                                                                                                                                                         
  excluded from testing?                                                                                                                                                                                                                     
  Why, and how were they                                                                                                                                                                                                                     
  assessed?**                                                                                                                                                                                                                                

  Per state guidelines,                                                                                                                                                                                                                      
  students with severe                                                                                                                                                                                                                       
  disabilities whose                                                                                                                                                                                                                         
  Individualized                                                                                                                                                                                                                             
  Education Programs                                                                                                                                                                                                                         
  (IEPs) indicate that                                                                                                                                                                                                                       
  participation would not                                                                                                                                                                                                                    
  be appropriate                                                                                                                                                                                                                             
  (students take                                                                                                                                                                                                                             
  alternative assessments                                                                                                                                                                                                                    
  such as                                                                                                                                                                                                                                    
  Curriculum-Based                                                                                                                                                                                                                           
  Assessments,                                                                                                                                                                                                                               
  individually given                                                                                                                                                                                                                         
  nationally normed                                                                                                                                                                                                                          
  assessments such as the                                                                                                                                                                                                                    
  KTEA or Woodcock                                                                                                                                                                                                                           
  Achievement Tests) and                                                                                                                                                                                                                     
  children in bilingual                                                                                                                                                                                                                      
  programs less than                                                                                                                                                                                                                         
  three years may not be                                                                                                                                                                                                                     
  included.                                                                                                                                                                                                                                  

  **Scores are reported                                        NCEs:                                       Scaled                                                                       Percentiles:                                         
  here as (check one):**                                                                                   Scores:                                                                                                                           

                                                                                                                                                                                                                                             

                                                                                           **2005-2006**                          **2004-2005**               **2003-2004**                            **2002-2003**         **2001-2002**   

  Testing Month                                                                            Feb.                                   Feb.                        Feb.                                     Feb.                  Feb.            

  **SCHOOL SCORES**                                                                                                                                                                                                                          

  Total Score                                                                              64                                     69                          65                                       58                    65              

  Number of students                                                                       53                                     52                          48                                       53                    48              
  tested                                                                                                                                                                                                                                     

  Percent of total                                                                         100                                    100                         100                                      98                    100             
  students tested                                                                                                                                                                                                                            

  Number of students                                                                       0                                      0                           0                                        0                     0               
  alternatively assessed                                                                                                                                                                                                                     

  Percent of student                                                                       0                                      0                           0                                        0                     0               
  alternatively assessed                                                                                                                                                                                                                     

  **SUBGROUP SCORES**                                                                                                                                                                                                                        

  1\. Economically                                                                         58                                     43                          55                                       50                    36              
  Disadvantaged                                                                                                                                                                                                                              

  Number of students                                                                       14                                     11                          13                                       17                    11              
  tested                                                                                                                                                                                                                                     

                                                                                                                                                                                                                                             

  If the reports use                                                                                                                                                                                                                         
  scaled scores, provide                                                                                                                                                                                                                     
  the national mean score                                                                                                                                                                                                                    
  and standard deviation                                                                                                                                                                                                                     
  for the test.                                                                                                                                                                                                                              

                                                                                                                                                                                                                                             

                                                                                           **2005-2006**                          **2004-2005**               **2003-2004**                            **2002-2003**         **2001-2002**   

  **NATIONAL MEAN SCORE**                                                                  50                                     50                          50                                       50                    50              

  **NATIONAL STANDARD                                                                      21                                     21                          21                                       21                    21              
  DEVIATION**                                                                                                                                                                                                                                

                                                                                                                                                                                                                                             

  FIGURE 10                                                                                                                                                                                                                                  
  ----------------------- ------------ ------ ------------ --- ------- ---------------- -- --------------- --------- ------------ --------------- ----------- --------------- -- ------ -------------- --------------- ----- --------------- -----

**NATIONAL NORM-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="2">Reading</td>
<td><strong>Grade</strong>:</td>
<td colspan="8">4</td>
<td colspan="3"><strong>Test</strong>:</td>
<td colspan="6">ITBS</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">2001</td>
<td colspan="4"><strong>Publisher</strong>:</td>
<td colspan="11">Riverside Publishing</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="12"></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="21"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="21">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years may not
be included.</td>
</tr>
<tr class="even">
<td colspan="5"><strong>Scores are reported here as (check
one):</strong></td>
<td colspan="2">NCEs:</td>
<td colspan="2"></td>
<td colspan="5">Scaled Scores:</td>
<td colspan="2"></td>
<td colspan="4">Percentiles:</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Testing Month</td>
<td colspan="3">*</td>
<td colspan="2">Oct.</td>
<td colspan="4">Oct.</td>
<td colspan="2">Oct.</td>
<td colspan="2">Oct.</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Total Score</td>
<td colspan="3">*</td>
<td colspan="2">68</td>
<td colspan="4">66</td>
<td colspan="2">65</td>
<td colspan="2">57</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">52</td>
<td colspan="4">43</td>
<td colspan="2">51</td>
<td colspan="2">56</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of total students tested</td>
<td colspan="3">*</td>
<td colspan="2">100</td>
<td colspan="4">96</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
</tr>
<tr class="even">
<td colspan="8">Number of students alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of student alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">1. Economically Disadvantaged</td>
<td colspan="3">*</td>
<td colspan="2">55</td>
<td colspan="4">50</td>
<td colspan="2">NA</td>
<td colspan="2">82</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">17</td>
<td colspan="4">10</td>
<td colspan="2">9</td>
<td colspan="2">17</td>
</tr>
<tr class="odd">
<td colspan="8"></td>
<td colspan="13"><p>*No data available due to changes in district
testing procedures.</p>
<p>NA—Subgroup with fewer than 10 students.</p></td>
</tr>
<tr class="even">
<td colspan="21">If the reports use scaled scores, provide the national
mean score and standard deviation for the test.</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8"><strong>NATIONAL MEAN SCORE</strong></td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="4">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="even">
<td colspan="8"><strong>NATIONAL STANDARD DEVIATION</strong></td>
<td colspan="3">21</td>
<td colspan="2">21</td>
<td colspan="4">21</td>
<td colspan="2">21</td>
<td colspan="2">21</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8">FIGURE 11</td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

**NATIONAL NORM-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="2">Math</td>
<td><strong>Grade</strong>:</td>
<td colspan="8">4</td>
<td colspan="3"><strong>Test</strong>:</td>
<td colspan="6">ITBS</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">2001</td>
<td colspan="4"><strong>Publisher</strong>:</td>
<td colspan="11">Riverside Publishing</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="12"></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="21"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="21">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years may not
be included.</td>
</tr>
<tr class="even">
<td colspan="5"><strong>Scores are reported here as (check
one):</strong></td>
<td colspan="2">NCEs:</td>
<td colspan="2"></td>
<td colspan="5">Scaled Scores:</td>
<td colspan="2"></td>
<td colspan="4">Percentiles:</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Testing Month</td>
<td colspan="3">*</td>
<td colspan="2">Oct.</td>
<td colspan="4">Oct.</td>
<td colspan="2">Oct.</td>
<td colspan="2">Oct.</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Total Score</td>
<td colspan="3">*</td>
<td colspan="2">67</td>
<td colspan="4">66</td>
<td colspan="2">70</td>
<td colspan="2">63</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">52</td>
<td colspan="4">43</td>
<td colspan="2">51</td>
<td colspan="2">56</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of total students tested</td>
<td colspan="3">*</td>
<td colspan="2">100</td>
<td colspan="4">96</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
</tr>
<tr class="even">
<td colspan="8">Number of students alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of student alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">1. Economically Disadvantaged</td>
<td colspan="3">*</td>
<td colspan="2">56</td>
<td colspan="4">52</td>
<td colspan="2">NA</td>
<td colspan="2">48</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">17</td>
<td colspan="4">10</td>
<td colspan="2">9</td>
<td colspan="2">17</td>
</tr>
<tr class="odd">
<td colspan="8"></td>
<td colspan="13"><p>*No data available due to changes in district
testing procedures.</p>
<p>NA—Subgroup with fewer than 10 students.</p></td>
</tr>
<tr class="even">
<td colspan="21">If the reports use scaled scores, provide the national
mean score and standard deviation for the test.</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8"><strong>NATIONAL MEAN SCORE</strong></td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="4">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="even">
<td colspan="8"><strong>NATIONAL STANDARD DEVIATION</strong></td>
<td colspan="3">21</td>
<td colspan="2">21</td>
<td colspan="4">21</td>
<td colspan="2">21</td>
<td colspan="2">21</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8">FIGURE 12</td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

**NATIONAL NORM-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="2">Reading</td>
<td><strong>Grade</strong>:</td>
<td colspan="8">6</td>
<td colspan="3"><strong>Test</strong>:</td>
<td colspan="6">ITBS</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">2001</td>
<td colspan="4"><strong>Publisher</strong>:</td>
<td colspan="11">Riverside Publishing</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="12"></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="21"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="21">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years may not
be included.</td>
</tr>
<tr class="even">
<td colspan="5"><strong>Scores are reported here as (check
one):</strong></td>
<td colspan="2">NCEs:</td>
<td colspan="2"></td>
<td colspan="5">Scaled Scores:</td>
<td colspan="2"></td>
<td colspan="4">Percentiles:</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Testing Month</td>
<td colspan="3">*</td>
<td colspan="2">Oct.</td>
<td colspan="4">Oct.</td>
<td colspan="2">Oct.</td>
<td colspan="2">Oct.</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Total Score</td>
<td colspan="3">*</td>
<td colspan="2">61</td>
<td colspan="4">64</td>
<td colspan="2">60</td>
<td colspan="2">61</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">62</td>
<td colspan="4">57</td>
<td colspan="2">72</td>
<td colspan="2">59</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of total students tested</td>
<td colspan="3">*</td>
<td colspan="2">100</td>
<td colspan="4">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
</tr>
<tr class="even">
<td colspan="8">Number of students alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of student alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">1. Economically Disadvantaged</td>
<td colspan="3">*</td>
<td colspan="2">40</td>
<td colspan="4">48</td>
<td colspan="2">46</td>
<td colspan="2">49</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">17</td>
<td colspan="4">17</td>
<td colspan="2">29</td>
<td colspan="2">16</td>
</tr>
<tr class="odd">
<td colspan="8"></td>
<td colspan="13"><p>*No data available due to changes in district
testing procedures.</p>
<p>NA—Subgroup with fewer than 10 students.</p></td>
</tr>
<tr class="even">
<td colspan="21">If the reports use scaled scores, provide the national
mean score and standard deviation for the test.</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8"><strong>NATIONAL MEAN SCORE</strong></td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="4">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="even">
<td colspan="8"><strong>NATIONAL STANDARD DEVIATION</strong></td>
<td colspan="3">21</td>
<td colspan="2">21</td>
<td colspan="4">21</td>
<td colspan="2">21</td>
<td colspan="2">21</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8">FIGURE 13</td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

**NATIONAL NORM-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 4%" />
<col style="width: 9%" />
<col style="width: 0%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 4%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 0%" />
<col style="width: 5%" />
<col style="width: 2%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="2">Math</td>
<td><strong>Grade</strong>:</td>
<td colspan="8">6</td>
<td colspan="3"><strong>Test</strong>:</td>
<td colspan="6">ITBS</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">2001</td>
<td colspan="4"><strong>Publisher</strong>:</td>
<td colspan="11">Riverside Publishing</td>
</tr>
<tr class="odd">
<td colspan="3"></td>
<td colspan="3"></td>
<td colspan="12"></td>
<td colspan="3"></td>
</tr>
<tr class="even">
<td colspan="21"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="21">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation would not be appropriate (students take alternative
assessments such as Curriculum-Based Assessments, individually given
nationally normed assessments such as the KTEA or Woodcock Achievement
Tests) and children in bilingual programs less than three years may not
be included.</td>
</tr>
<tr class="even">
<td colspan="5"><strong>Scores are reported here as (check
one):</strong></td>
<td colspan="2">NCEs:</td>
<td colspan="2"></td>
<td colspan="5">Scaled Scores:</td>
<td colspan="2"></td>
<td colspan="4">Percentiles:</td>
<td></td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Testing Month</td>
<td colspan="3">*</td>
<td colspan="2">Oct.</td>
<td colspan="4">Oct.</td>
<td colspan="2">Oct.</td>
<td colspan="2">Oct.</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">Total Score</td>
<td colspan="3">*</td>
<td colspan="2">69</td>
<td colspan="4">71</td>
<td colspan="2">68</td>
<td colspan="2">67</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">62</td>
<td colspan="4">57</td>
<td colspan="2">72</td>
<td colspan="2">59</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of total students tested</td>
<td colspan="3">*</td>
<td colspan="2">100</td>
<td colspan="4">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
</tr>
<tr class="even">
<td colspan="8">Number of students alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td colspan="8">Percent of student alternatively assessed</td>
<td colspan="3">*</td>
<td colspan="2">0</td>
<td colspan="4">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
</tr>
<tr class="even">
<td colspan="21"><strong>SUBGROUP SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="8">1. Economically Disadvantaged</td>
<td colspan="3">*</td>
<td colspan="2">49</td>
<td colspan="4">49</td>
<td colspan="2">49</td>
<td colspan="2">53</td>
</tr>
<tr class="even">
<td colspan="8">Number of students tested</td>
<td colspan="3">*</td>
<td colspan="2">17</td>
<td colspan="4">17</td>
<td colspan="2">29</td>
<td colspan="2">16</td>
</tr>
<tr class="odd">
<td colspan="8"></td>
<td colspan="13"><p>*No data available due to changes in district
testing procedures.</p>
<p>NA—Subgroup with fewer than 10 students.</p></td>
</tr>
<tr class="even">
<td colspan="21">If the reports use scaled scores, provide the national
mean score and standard deviation for the test.</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8"></td>
<td colspan="3"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="4"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td colspan="2"><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="8"><strong>NATIONAL MEAN SCORE</strong></td>
<td colspan="3">50</td>
<td colspan="2">50</td>
<td colspan="4">50</td>
<td colspan="2">50</td>
<td colspan="2">50</td>
</tr>
<tr class="even">
<td colspan="8"><strong>NATIONAL STANDARD DEVIATION</strong></td>
<td colspan="3">21</td>
<td colspan="2">21</td>
<td colspan="4">21</td>
<td colspan="2">21</td>
<td colspan="2">21</td>
</tr>
<tr class="odd">
<td colspan="21"></td>
</tr>
<tr class="even">
<td colspan="8">FIGURE 14</td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="2"></td>
</tr>
</tbody>
</table>

**NCE TREND DATA**

**WILLOW BEND SCHOOL**

  ------------------ ------ -------- -- ----- -------- ----- ----- -------- ------- ----- ---------- ------- ----------
  **Second Grade**          **Feb.            **Feb.               **Feb.                 **Feb.             **Feb.
                            2002**            2003**               2004**                 2005**             2006**

  Avg. NCE Reading          58                57                   66                     72                 65
  Total                                                                                                      

  Avg. NCE Math             58                58                   65                     69                 64
  Total                                                                                                      

                                                                                                             

  **Fourth Grade**          **Oct.            **Oct.               **Oct.                 **Oct.             **Oct.
                            2001**            2002**               2003**                 2004**             2005**

  Avg. NCE Reading          57                65                   66                     68                 NA
  Total                                                                                                      

  Avg. NCE Math             63                70                   66                     67                 NA
  Total                                                                                                      

                                                                                                             

  **Fifth Grade**                                                                         **Oct.             **Oct.
                                                                                          2005**             2006**

  Avg. NCE Reading                                                                        62                 61
  Total                                                                                                      

  Avg. NCE Math                                                                           67                 62
  Total                                                                                                      

                                                                                                             

  **Sixth Grade**           **Oct.            **Oct.               **Oct.                 **Oct.             **Oct.
                            2001**            2002**               2003**                 2004**             2005**

  Avg. NCE Reading          61                60                   64                     61                 NA
  Total                                                                                                      

  Avg. NCE Math             67                68                   71                     69                 NA
  Total                                                                                                      

                                                                                                             

                                                                                                             

  Standard           less               1/3                  2/3                    one              1-1/3   
  deviation\         than                                                                                    
  = 21 points        1/3                                                                                     

  \* color indicates                                                                                         
  how much the                                                                                               
  average mean of                                                                                            
  the tested group                                                                                           
  is above the                                                                                               
  average mean of 50                                                                                         
  ------------------ ------ -------- -- ----- -------- ----- ----- -------- ------- ----- ---------- ------- ----------

FIGURE 15

**STATE CRITERION-REFERENCED TEST**

<table>
<colgroup>
<col style="width: 10%" />
<col style="width: 17%" />
<col style="width: 1%" />
<col style="width: 3%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 4%" />
<col style="width: 7%" />
<col style="width: 1%" />
<col style="width: 2%" />
<col style="width: 6%" />
<col style="width: 0%" />
<col style="width: 8%" />
<col style="width: 1%" />
<col style="width: 7%" />
<col style="width: 9%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Subject</strong>:</td>
<td colspan="3">Reading</td>
<td><strong>Grade</strong>:</td>
<td colspan="5">3, 4, 5</td>
<td colspan="2"><strong>Test</strong>:</td>
<td colspan="4">IMAGE</td>
</tr>
<tr class="even">
<td colspan="2"><strong>Edition/Publication Year</strong>:</td>
<td colspan="4">Yearly</td>
<td colspan="2"><strong>Publisher</strong>:</td>
<td colspan="8">State of Illinois</td>
</tr>
<tr class="odd">
<td colspan="4"></td>
<td colspan="2"></td>
<td colspan="8"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td colspan="16"><strong>What groups were excluded from testing? Why,
and how were they assessed?</strong></td>
</tr>
<tr class="odd">
<td colspan="16">Per state guidelines, students with severe disabilities
whose Individualized Education Programs (IEPs) indicate that
participation in the ISAT or IMAGE would not be appropriate (students
take the Illinois Alternate Assessment (IAA).</td>
</tr>
<tr class="even">
<td colspan="3"><strong>Scores are reported here as:</strong></td>
<td colspan="13">Percentiles</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="2"><strong>2005-2006</strong></td>
<td colspan="2"><strong>2004-2005</strong></td>
<td colspan="2"><strong>2003-2004</strong></td>
<td colspan="2"><strong>2002-2003</strong></td>
<td><strong>2001-2002</strong></td>
</tr>
<tr class="odd">
<td colspan="7">Testing Month and Grades</td>
<td colspan="2">March Grade 3*</td>
<td colspan="2">March Grades 3, 4, 5</td>
<td colspan="2"><p>April</p>
<p>Grades 3, 4, 5</p></td>
<td colspan="2">April Grades 3, 4, 5</td>
<td>April Grades 3, 4, 5</td>
</tr>
<tr class="even">
<td colspan="16"><strong>SCHOOL SCORES</strong></td>
</tr>
<tr class="odd">
<td colspan="7">% “Meeting” plus “Exceeding State Standards</td>
<td colspan="2">64</td>
<td colspan="2">100</td>
<td colspan="2">64</td>
<td colspan="2">57</td>
<td>79</td>
</tr>
<tr class="even">
<td colspan="7">% “Exceeding” State Standards</td>
<td colspan="2">18</td>
<td colspan="2">57</td>
<td colspan="2">24</td>
<td colspan="2">43</td>
<td>36</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students tested</td>
<td colspan="2">11</td>
<td colspan="2">14</td>
<td colspan="2">16</td>
<td colspan="2">14</td>
<td>14</td>
</tr>
<tr class="even">
<td colspan="7">Percent of total students tested</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td colspan="2">100</td>
<td>100</td>
</tr>
<tr class="odd">
<td colspan="7">Number of students alternatively assessed</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="even">
<td colspan="7">Percent of student alternatively assessed</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td colspan="2">0</td>
<td>0</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7"></td>
<td colspan="9">*State reporting changes in 2005-06 from reporting
clustered grade level to individual grade levels. No data reported for
Grades 4 and 5 due to fewer than 10 kids tested.</td>
</tr>
<tr class="odd">
<td colspan="16"></td>
</tr>
<tr class="even">
<td colspan="7">FIGURE 16</td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
</tr>
</tbody>
</table>