##### *REVISED -- March 2, 2006*

##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
[X]{.underline} Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal [Mr. Mark D. Farland]{.underline}

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

Official School Name [Peet Junior High School]{.underline}

(As it should appear in the official records)

School Mailing Address [525 East Seerley Blvd.]{.underline}\_
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Cedar Falls Iowa 50613-4298]{.underline}\_\_\_\_

City State Zip Code+4 (9 digits total)

County [BlackHawk]{.underline} State School Code Number\*
[07-1044-0218]{.underline}

Telephone [( 319 ) 553-2710]{.underline} Fax [( 319 )
266-8839]{.underline}

Website/URL [www.cedar-falls.k12.ia.us/Buildings/Peet]{.underline}
E-mail [farlandm@cedar-falls.k12.ia.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Dr. Daniel H. Smith]{.underline}

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

District Name [Cedar Falls Community Schools]{.underline} Tel. [( 319 )
277-8800]{.underline}

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

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

Name of School Board

President/Chairperson [Mrs. Deon Senchina]{.underline}

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [6]{.underline} Elementary
schools

[0]{.underline} Middle schools

[2]{.underline} Junior high schools

[2]{.underline} High schools

[0]{.underline} Other

[10]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7010]{.underline}

Average State Per Pupil Expenditure: [\$4931]{.underline}

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

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

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

4\. [13]{.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**       72        81          153

  **K**                                                     **8**       99        78          177

  **1**                                                     **9**       79        73          152

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **482**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [92]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[2]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      **19**
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      **30**
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    **49**
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in **530**
                            the school as of October 1  

  **(5)**                   Total transferred students  **.092**
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           **9**
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: [1]{.underline} %

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

Number of languages represented: [4]{.underline}

Specify languages: Chinese, Japanese, Spanish, Farci

9\. Students eligible for free/reduced-priced meals: [11]{.underline} %

Total number students who qualify: [52]{.underline}

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

[75]{.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.

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

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

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

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities
>
> **Data not available and applicable. Iowa is a non-categorical state,
> therefore students are not identified and diagnosed under
> disability.**

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) [2]{.underline} [0]{.underline}

Classroom teachers [23]{.underline} [6]{.underline}

Special resource teachers/specialists [6]{.underline} [0]{.underline}

Paraprofessionals [11]{.underline} [1]{.underline}

> Support staff [2]{.underline} [1]{.underline}
>
> Total number [44]{.underline} [8]{.underline}

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

students in the school divided by the FTE of classroom teachers:
[17:1]{.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.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

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

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

  Teacher turnover rate     18 %        16 %        16 %        15 %        6 %

  Student dropout rate      0 %         0 %         0 %         0 %         0 %
  (middle/high)                                                             

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

**PART III - SUMMARY**

"Working Together to Celebrate Learning" - - Our mission statement at
Peet Jr. High directs all of our educational decisions and all of our
professional practices. We believe in **"Working Together."** We believe
in the importance of relationships - - teacher and student, teacher and
parent, teacher and teacher, school and community. These relationships
provide the foundation for teaching and learning. We believe in a
**"**Celebration of Learning.**"** Sometimes the celebrations are very
visible - - a concert night, a culture fair, an art exhibit . . . . . .
. More important are the quiet celebrations that are experienced each
period, each day in our classrooms with students who are experiencing
success, and teachers who are committed to helping each student achieve.

As identified by Marzano and others, our school has become increasingly
aware of factors that influence student achievement.

Safe and orderly environment High Expectations

Viable curriculum and instructional strategies Parent and community
involvement

Staff collegiality and professionalism Classroom management

We have designed our professional development and building action plans
to address these areas.

We believe:

-   In a comprehensive education. It is important at the junior high
    level for all students to experience a wide and varied curriculum.
    In addition to our core curriculum, we offer exploratory and
    elective courses in art, family consumer science, industrial
    technology, and business education. We require all students to take
    fine arts and keyboarding/computer as a part of 7^th^ grade. We have
    Spanish, French, and German as our foreign language courses, with
    over 80% of our students taking a language.

-   In active, engaged student learning. Consistent with our mission of
    "Celebration of Learning," our instructional methods incorporate
    hands-on opportunities to keep learning stimulating and relevant.
    When you walk our hallways and into classrooms, you will see cake
    parties in Family Consumer for our parents and community, flannels
    and sweatshirts in "sewing," clay animals in Art, launching rockets
    and racing CO~2~ cars in Industrial Tech, job interviews and record
    pantomimes in Speech, creating commercials in Economics, sugar
    babies in Health, building roller coasters in 9^th^ grade Physical
    Science, designing "ceiling murals" by using the concept of
    polyhedras in Geometry, creating a Civil War newspaper in U.S.
    History, and our Writing for Publication's "Peet Prowler." You will
    see students' learning!

-   In extra-curricular programs. Our students are active and involved
    in learning beyond the classroom. Peet Jr. High offers a wide range
    of opportunities for students' involvement. The list includes music
    (Band, vocal, orchestra, as well as special performing groups like
    jazz band, melodies, mens\'/womens\' chorus), athletics, drama
    (including an annual Cabaret production involving over 100 student
    participants), leadership (student council, captains' group, and
    peer helpers). In addition, we have an after-school program (ECHOES)
    available for students. Over 50 students participate each night
    receiving academic support, tutoring/mentoring, and recreational
    activities. Learning beyond the classroom also occurs in our annual
    assemblies and recognitions like Veteran's Day, Dr. Martin Luther
    King, Jr. Day, holiday canned food/adopt-a-family, and a
    state-recognized Culture Fair.

-   In the value of special services and programs. Peet Jr. High serves
    students with wide-ranging academic needs and behavioral
    disabilities. Our ALPHA (talented and gifted program) provides
    extended learning opportunities for students. Our special education
    department offers academic/behavioral support for students including
    study skills, organization, planning, and more. Our guidance
    department assists students with academic, social, and emotional
    issues that impact learning. Our Media Center is the "hub" of Peet
    Junior High. We recognize the responsibilities that every member of
    the "Peet family" shares in shaping and enhancing every child's
    learning.

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

**1. Assessment Results:**

> By any measure, our students at Peet Jr. High achieved at high levels
> in 2004-05.
>
> One of the key indicators of success used by the school system is the
> Iowa Test of Basic Skills. These tests are scored using a large group
> of students from across the state and nation to develop expected
> scores/norms. The state establishes trajectory levels for districts
> and buildings as measures for student achievement. Student proficiency
> is defined as achieving at the 40%ile and above. Advanced proficiency
> is further defined as the 90%ile and above.
>
> The overall state performance on each assessment can be found at:
>
> <http://www.state.ia.us/educate/ecese/nclb/doc/reportcard05.pdf>
>
> The individual school assessment results are posted at:
> <http://www.iowaschoolprofiles.com/>
>
> 8^th^ grade students at Peet achieved "record-setting" levels of
> proficiency (40%ile or above) as measured by ITBS results in 2004-05.
>
> Reading = 88% proficient Math = 91% proficient Science = 98%
> proficient
>
> Of even greater importance, our sub-groups of IEP (special needs) and
> SES (low socio-economic), also attained at their highest level of
> proficiency (40%ile or above) to date:
>
> IEP Reading = 63% proficient SES Reading = 92% proficient
>
> IEP Math = 70% proficient SES Math = 100% proficient
>
> IEP Science = 91% proficient SES Science = 91% proficient
>
> We are pleased that the gap between subgroups and all students is
> lessening - - data does not show a large disparity among students.
> Over 99% of our 8^th^ grade students completed the assessment.
>
> These successes can be attributed in part to some building-wide
> practices which have been implemented:

-   Test-taking tips and strategies are being implemented in all
    classrooms, as well as individual student conferences to reinforce
    the importance of student assessments.

-   Staff is collecting and analyzing students' data, as well as using
    item analysis (ITBS) to direct activities and instruction.

-   Vocabulary strategies are a part of every classroom, every teacher,
    and every student.

-   Silent Sustained Reading (SSR) is included in period 4 classes
    daily.

> Also important to student success and achievement are the
> interventions that the building and individual teachers implement.
> Included would be a problem-solving team which meets weekly to address
> individual student concerns, gather teacher data/input, and identify
> necessary academic support and programs. An after-school program is
> available for student assistance - - academic tutoring and mentoring
> are valuable components of the program. Grade level meetings, as well
> as weekly office staff (administration, guidance, nurse) are also
> conducted to insure that student needs are addressed.
>
> Perhaps the most important intervention comes in the form of the
> day-to-day collaboration and communication that exists between staff
> and departments. It starts with a special education department that
> EVERY MORNING before school communicates with regular education
> teachers regarding integrated students. It continues with the
> conversations that staff is having about strategies that are best for
> individual students. For many teachers it includes nearly daily
> contact and phone calls with parents to insure success - - - WORKING
> TOGETHER!

**2. Using Assessment Results:**

> Each school in the Cedar Falls Community School District has
> established Leadership Teams. One of the responsibilities of each team
> is to analyze district and building student achievement results. These
> teachers have been trained to analyze and interpret data and to make
> instructional decisions based upon it. Analysis is made involving
> gender, IEP (special programs), SES (socio-economic), and ethnicity.
> The results of this analysis help both building and departments to
> develop specific, measurable goals for improvement. Specifically, our
> building has identified vocabulary strategies (reading comprehension)
> and estimation (math) as areas to develop instructional strategies and
> techniques. In addition, building department chairpersons have become
> increasingly involved in use of data and individual item analysis to
> direct curriculum decisions.
>
> Action plans and professional development activities for our building
> have been based upon data. Without question, the most important
> benefits of our professional development (designed in conjunction with
> the Iowa Professional Development Model) are:

1.  **Data driven decision-making** -- The leadership team regularly
    collects and analyzes student performance data and teacher
    implementation data to determine teaching and learning needs and to
    set goals for our building.

2.  **Collaboration among staff members** -- Each staff member has a
    collaborative partner. These partners plan lessons together, visit
    each other's classrooms to observe lessons, and provide feedback on
    the teaching and learning that occurred.

3.  **Reflective practice** -- Reflection upon theory and practice is a
    regular feature of our professional development workshops.
    Reflective writings often lead to discussion, which is promoting
    growth in individual teachers and helping us to become a
    professional learning community with a shared language and common
    goals.

> Our district has conducted the Harris Interactive Survey on three
> occasions to measure the level of satisfaction of students, parents,
> and staff in all areas of education. Our building has used this
> comparative data to identify building strengths and areas for
> improvement.

**3. Communicating Assessment Results:**

> Cedar Falls is a college community which places a tremendous value on
> education, and high expectations for education. It is an important
> responsibility to keep "our community" involved and informed.
>
> The Cedar Falls Community Schools prepares an Annual Progress Report
> to the community. It includes the District Mission Statement, Belief
> Statements and Essential Learnings. District long-range goals are
> stated, as well as annual achievement goals for 4^th^, 8^th^, and
> 11^th^ grade students (in reading, math, science, and subgroups).
> Proficiency data is provided for each area. Also provided are graphs
> providing 3-year district comparisons, and comparisons to state and
> nation. Finally, an overall analysis is provided and implications for
> the district.
>
> As mentioned earlier, the Harris Interactive Survey has been an
> effective tool to measure satisfaction and identify areas of concern.
> We use other more traditional means of communicating student
> performance, as well. These include a Principal's Newsletter which is
> prepared quarterly, articles provided to two metro newspapers, "parent
> night" sessions conducted each semester. Over 80% of our parents
> attend Parent-Teacher conferences conducted in November and April.
> Perhaps the most utilized means of communication is our web site -
> [www.cedar-falls.k12.ia.us](http://www.cedar-falls.k12.ia.us/) Over
> 50,000 parents, students, and patrons have accessed information about
> our school annually.

4\. **Sharing Success:**

> One of the greatest benefits of our district leadership team process
> is the articulation and sharing that exists between each building. The
> teams have been trained together, and annually have the opportunity to
> analyze building data and share achievement results together. This
> session includes district administrators and school board members, as
> well, in honest dialogue leading to establishing school and district
> goals.
>
> Another important relationship for our school is with the University
> of Northern Iowa. We host students from the local university in
> teaching training opportunities, as well as working with University
> departments to enhance opportunities for students. We also utilize our
> community resources (Hearst Center for the Arts, Recreation
> Department, Gallagher-Bluedorn Performing Arts Center). In every
> situation, involving the University of Northern Iowa and our
> community, there is sharing.
>
> Our staff members are encouraged to participate in conferences and
> seminars. They often play roles as presenters and facilitators. They
> are active within their professional organizations, as well as active
> within their community/civic organizations - - there is sharing!

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Curriculum:

> The Art curriculum at Peet Jr. High is all-inclusive, focusing on
> students' use of critical thinking and problem solving skills. Art
> classes are cross curricular incorporating math skills in design and
> painting projects, writing and vocabulary through artist statements
> and critiques, multi-cultural and historical exploration in three
> dimensional projects, and whole class projects developing team
> building skills. Students are expected to leave the art program
> understanding, appreciating, and hopefully promoting the importance of
> the arts in our society.
>
> Business Education courses, including electives in Consumer Economics
> and Electronic Technology, are designed to assist students as
> consumers, provide initial exposure to career interests, and enhance
> their knowledge of computers/multi-media. Critical thinking skills,
> applied learning, and research strategies are integrated with the
> curriculum.
>
> Family and Consumer Sciences engages students in active learning
> experiences in foods and nutrition, clothing and textiles, child
> development, and personal and family relations. Life skills, teamwork,
> and cross-curricular activities prepare students to accept
> responsibilities and make decisions that will enhance their current
> and future personal and professional lives.
>
> The focus of Industrial Technology is on the five clusters of
> technology: Communication; Construction; Energy and Power;
> Manufacturing; Transportation. Students work in groups and
> individually on different projects directly related to each
> technology. Examples of student projects include: designed notepads;
> wind powered sailboats; design, framing, and construction of a scale
> model home; construction of a tool tote; digital photography.
>
> The Peet Jr. High Mathematics curriculum is designed to both challenge
> students and allow for success. Students are taught with both
> traditional and contemporary methods. The mathematics program is
> structured for the student who struggles and the student who excels,
> allowing some students to complete Algebra and Geometry in 8^th^ and
> 9^th^ grade. The mathematics curriculum provides a wide array of
> concepts and strategies to accommodate the diverse community of
> learners.
>
> Co-educational Physical Education is required for all students at Peet
> Jr. High. Our goal is to provide the students with the necessary
> physical skills and knowledge that lead to successfully living a
> positive, productive, and healthy lifestyle now and throughout their
> lifetime. All classes are conducted with an emphasis on success for
> each student, through the continuing development of various attributes
> such as character, effort, following directions, listening,
> participation, positive attitude, respect, responsibility,
> sportsmanship, safety, and working together.
>
> Social Studies -- Comprehensive coursework in world history (7^th^),
> geography (7^th^), economics (8^th^), government (8^th^), and American
> history (9^th^) is required of all students. Social Studies goals are
> included to help students gain insights into relationships among
> people, ideas, and events; to help students sharpen social studies
> skills; to help students develop an appreciation of history and the
> social sciences; to help students develop critical thinking and
> problem solving skills through social science.
>
> The primary aim of the World Languages (French, Spanish, German) is to
> acquire speaking skills. Listening, reading, and writing are also
> emphasized as a means to acquire fluency. An important aspect of each
> course is the cultural component, including exposure to customs and
> traditions.

2b. **(Secondary Schools)** **English:**

> The English Language curriculum is designed for all students to make
> personal connections between the lessons and their lives. Although
> traditional areas of spelling, reading, writing, grammar, listening,
> and speaking are included in the curriculum, teachers also incorporate
> innovative reading and vocabulary techniques and strategies which
> appeal to junior high students.
>
> The goal of improving reading comprehension is illustrated through
> teaching an assortment of reading strategies such as active reading
> notes, connections with prior knowledge, and the use of predictions
> with reading selections which feature a variety of purposes.
>
> In the area of vocabulary, students experience the enjoyment and fun
> of learning new words and deepening their understanding of words they
> already know. Students and staff enthusiastically created tombstones
> and eulogies for overused and misused words on Dead Word Day. Having
> fun with words through enjoyable activities such as word walls has
> built a sense of ownership for their learning. Each strategy designed
> to engage students has the overall goal of increasing reading
> comprehension as reflected in their memory books, personal
> anthologies, drama unit, and individual research projects.
>
> A required course for all 9^th^ grade students is Speech. It provides
> students with an exploratory experience speaking and acting before a
> group. A strong emphasis is placed on life communication skills
> through readings, activities, and presentations.
>
> An elective course, Writing for Publication, allows students of all
> levels to write for enjoyment as well as publish their work in many
> different forms. The class publishes *The Peet Prowler* which allows
> students to share their work; the publication exemplifies a direct
> connection between reading and writing for enjoyment.

3.  **Science:**

> The Cedar Falls Community School District has identified Student
> Essential Learnings for our graduates. They include:
>
> Competent in essential skills Competent users of technology Lifelong
> Learners
>
> Complex Thinkers Contributing citizens Collaborative workers
>
> Effective Communicators
>
> The study of Science at Peet Jr. High includes Life Science in 7^th^
> grade, Earth Science in 8^th^ grade, and Physical Science in 9^th^
> grade. The projects and activities which are a part of every unit
> reinforce each of the essential learnings.
>
> Life Science introduces the students to the exciting world of living
> things including ecology, plants, animals, and the cell. Earth Science
> includes the wonders of the Earth - - geology, astronomy, earth
> history, and meteorology. Physical Science relates the fundamental
> concepts of matter and energy to everyday life. The central theme of
> this course provides an introduction to chemistry and physics.
>
> In Physical Science, activities include students designing their own
> roller coasters and learning concepts of speed, acceleration . . . .
> Or perhaps students conducting research on the quality of various
> products and presenting findings in class. Interdisciplinary
> instruction with Industrial Technology and Math occurs in the design
> and racing of CO~2~ cars and launching of rockets. In Life Science,
> there is the dissecting of earthworms and grasshoppers. Also included
> are the research, posters, and presentation of viruses and bacteria.
> Earth Science includes the use of laptop computers and other
> technologies to research natural disasters. In 7^th^ grade, students
> solve a murder mystery by developing a hypothesis, collecting
> evidence, and interpreting data.
>
> Laboratory activities provide the students with experience in
> observing, problem solving, research, basic laboratory skills, data
> analysis, use of technologies, and collaborative learning.

4.  **Instructional Methods:**

> Within each classroom and integrated in all curriculum/instruction,
> attention is given to critical thinking, problem solving, applied
> learning, life skills, and cooperative learning. This is evident in
> our building goal of integrating research-based vocabulary instruction
> into classroom activities and silent sustained reading with graphic
> organizers, vocabulary quadrants and interactive word walls. Other
> methods of instruction include:

-   Research Activities: Our research activities turn the power of
    learning into performance. A variety of print and non-print
    resources are incorporated with an emphasis on the critical and
    ethical use of materials. Seventh grade World Studies students begin
    the research experience with a project (countries) incorporating
    print and web-based resources. This provides a basis for 8^th^ grade
    English and an extensive research process unit (WWII), involving
    various technologies and concluding with oral presentations. Our
    9^th^ grade students utilize research skills with projects in their
    U.S. History classes (Presidents) and in their Speech "Informational
    Final" unit.

-   Problem-solving: Problem-solving is a daily staple in all
    curriculums but not always in the traditional manner. It can be
    observed in product testing using the scientific method. It is also
    seen in role playing life on a slave ship. It is in the Special
    Needs classroom as they prepare a recipe. It is seen as ALPHA
    students put into practice the "Seven Habits of Highly Effective
    Teens" or a group of students involved in Future Problem Solving.

-   Technology and Computers: Computers are available in every classroom
    with three computer labs in the building. All students gain
    technique and computer skills through our keyboarding class, as well
    as elective courses "Hands on Technology" and "Electronic
    Technology." Students become proficient users of software to produce
    PowerPoint presentations. "Inspiration" is used to create graphic
    organizers to help understand events in U.S. History. Computer
    programs calculate dietary intake and proper nutrition in Family
    Consumer Science, students hone music skills through "Smart Music,"
    or use "Real Cad" to create computer-assisted drafting projects.
    Students go online to explore career aptitudes and chart their
    course plan through "CHOICES." Graphing calculators, computerized
    sewing machines, and digital technology enhance student learning.
    Students with reading difficulties have access to "Kurzweil" (an
    adaptive reading program) that will "read" materials that have been
    scanned. Our goal is to increase opportunities to utilize technology
    in student learning, and to pursue new technologies to enhance
    instruction.

5.  **Professional Development:**

> Professional development activities within the district/building have
> received an ever-increasing commitment of time and training.
> Leadership teams within each building develop and design activities to
> meet specific building goals. The goals identified at Peet Junior High
> include:

-   To build a community of learners with a common goal of improving
    student achievement.

-   To help students become better comprehenders of text in all areas of
    study.

> An action plan has been designed, and professional development
> activities have been developed to achieve the goals. Included in the
> action plan are:

-   Achievement goals in Reading, Math, and Science

-   Staff will implement vocabulary strategies as a part of instruction
    (i.e. vocabulary quadrant, Frayer model, concept map)

-   Silent Sustained Reading will be introduced daily as a part of
    Period 4/homeroom activities (including vocabulary word walls)

-   Expand opportunities for parents to become more involved in their
    child's learning

-   Staff will integrate "test-taking tips" as a part of ITBS
    preparation

-   Staff will continue efforts that promote collaboration and
    relationships

> Data, collaboration, and reflection are all integral components in the
> improvement of instruction, lesson and curriculum design, and enhanced
> student achievement.

**PART VII - ASSESSMENT RESULTS**

Subject [**Reading**]{.underline} Grade [8^th^]{.underline} Test [Iowa
Test of Basic Skills (ITBS)]{.underline}

Edition/Publication Year [©2001]{.underline} Publisher [Riverside
Publishing -- Harcourt, Inc.]{.underline}

  ------------------------------------- --------------- --------------- ---------------
                                        **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                         October         October         October

  **School Participation - Enrollment** 155             180             150

  Number of students tested with ITBS   153             180             144

  Number of students assessed           1               0               1
  alternatively                                                         

  Percent of enrolled students tested   99              100             97

  **SCHOOL SCORES\***                                                   

  \% Advanced Proficient                27              25              26

  \% At or Above Proficient             83              79              79

  \% Below Proficient                   17              21              21

  Number of student scores              153             180             144

  **SUBGROUP SCORES**                                                   

  1\. White                                                             

  \% Advanced Proficient                28              26              27

  \% At or Above Proficient             85              82              80

  \% Below Proficient                   15              18              20

  Number of student scores              133             169             134

  2\. Asian/Pacific Islander                                            

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  3\. Black                                                             

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  4\. Hispanic                                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  5\. Am.Indian/Alaskan Native                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  6\. Low Socioeconomic Status                                          

  \% Advanced Proficient                11              15              7

  \% At or Above Proficient             69              61              36

  \% Below Proficient                   32              38              64

  Number of student scores              14              26              19

  7\. Students with IEPs                                                

  \% Advanced Proficient                0               3               0

  \% At or Above Proficient             57              61              32

  \% Below Proficient                   43              39              68

  Number of student scores              19              31              31

  **State Scores by Biennium Periods**  **2003-05**     **2002-04**     **2001-03**

  \% Advanced Proficient                15              15              15

  \% At or Above Proficient             70              69              69

  \% Below Proficient                   29              31              31
  ------------------------------------- --------------- --------------- ---------------

Subject [**Mathematics**]{.underline} Grade [8^th^]{.underline} Test
[Iowa Test of Basic Skills (ITBS)]{.underline}

Edition/Publication Year [©2001]{.underline} Publisher [Riverside
Publishing -- Harcourt, Inc.]{.underline}

  ------------------------------------- --------------- --------------- ---------------
                                        **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                         October         October         October

  **School Participation - Enrollment**                                 

  Number of students tested with ITBS   153             180             147

  Number of students assessed           1               0               1
  alternatively                                                         

  Percent of enrolled students tested   99              100             97

  **SCHOOL SCORES\***                                                   

  \% Advanced Proficient                28              33              30

  \% At or Above Proficient             88              82              84

  \% Below Proficient                   12              17              16

  Number of student scores              153             180             147

  **SUBGROUP SCORES**                                                   

  1\. White                                                             

  \% Advanced Proficient                29              34              31

  \% At or Above Proficient             89              84              84

  \% Below Proficient                   11              16              16

  Number of student scores              134             169             134

  2\. Asian/Pacific Islander                                            

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  3\. Black                                                             

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  4\. Hispanic                                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  5\. Am.Indian/Alaskan Native                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  6\. Low Socioeconomic Status                                          

  \% Advanced Proficient                6               15              13

  \% At or Above Proficient             82              69              57

  \% Below Proficient                   18              31              44

  Number of student scores              16              26              17

  7\. Students with IEPs                                                

  \% Advanced Proficient                7               6               11

  \% At or Above Proficient             68              54              53

  \% Below Proficient                   32              45              47

  Number of student scores              19              31              28

  **State Scores by Biennium Periods**  **2003-05**     **2002-04**     **2001-03**

  \% Advanced Proficient                18              17              17

  \% At or Above Proficient             74              72              72

  \% Below Proficient                   26              28              29
  ------------------------------------- --------------- --------------- ---------------

Subject [**Science**]{.underline} Grade [8^th^]{.underline} Test [Iowa
Test of Basic Skills (ITBS)]{.underline}

Edition/Publication Year [©2001]{.underline} Publisher [Riverside
Publishing -- Harcourt, Inc.]{.underline}

  ------------------------------------- --------------- --------------- ---------------
                                        **2004-2005**   **2003-2004**   **2002-2003**

  Testing month                         October         October         October

  **School Participation - Enrollment** 155             180             150

  Number of students tested with ITBS   154             179             144

  Number of students assessed           1               0               1
  alternatively                                                         

  Percent of enrolled students tested   100             99              97

  **SCHOOL SCORES\***                                                   

  \% Advanced Proficient                29              26              35

  \% At or Above Proficient             95              79              93

  \% Below Proficient                   5               21              7

  Number of student scores              154             179             144

  **SUBGROUP SCORES**                                                   

  1\. White                                                             

  \% Advanced Proficient                31              26              35

  \% At or Above Proficient             97              81              94

  \% Below Proficient                   2               18              7

  Number of student scores              134             169             133

  2\. Asian/Pacific Islander                                            

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  3\. Black                                                             

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  4\. Hispanic                                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  5\. Am.Indian/Alaskan Native                                          

  \% Advanced Proficient                                                

  \% At or Above Proficient                                             

  \% Below Proficient                                                   

  Number of student scores              \<10            \<10            \<10

  6\. Low Socioeconomic Status                                          

  \% Advanced Proficient                11              20              14

  \% At or Above Proficient             78              60              85

  \% Below Proficient                   22              40              14

  Number of student scores              14              25              18

  7\. Students with IEPs                                                

  \% Advanced Proficient                3               3               5

  \% At or Above Proficient             82              46              79

  \% Below Proficient                   17              53              21

  Number of student scores              19              30              29

  **State Scores by Biennium Periods**  **2003-05**     **2002-04**     **2001-03**

  \% Advanced Proficient                17              16              16

  \% At or Above Proficient             80              78              77

  \% Below Proficient                   21              22              23
  ------------------------------------- --------------- --------------- ---------------