##### *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 [Mr. Gary K. Kipling]{.underline}

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

Official School Name [Kimberly Lane Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [17405 Old Rockford Road]{.underline}

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

[Plymouth]{.underline} [Minnesota]{.underline} [55446-2422]{.underline}

City State Zip Code+4 (9 digits total)

County [Hennepin]{.underline} State School Code
Number\*\_\_[0284-01-812]{.underline}\_

Telephone [( 763 ) 745-5610]{.underline} Fax [(763 )
745-5691]{.underline}

Web site/URL [www.Wayzata.k12.mn.us/kimberlylane]{.underline} E-mail
[gary.kipling@wayzata.k12.mn.us]{.underline}

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

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

(Principal's Signature)

Name of Superintendent\* [Mr. Robert J. Ostlund]{.underline}

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

District Name [Wayzata Public Schools, ISD #284]{.underline} Tel [(763)
745-5001]{.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 [Dr. Linda A. Cohen]{.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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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: [7]{.underline} Elementary
schools

[3]{.underline} Middle schools

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

[1]{.underline} High schools

\_\_\_\_\_ Other

[11]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7,951.00]{.underline}

Average State Per Pupil Expenditure: [\$8,251.00]{.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\. [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**       63        65                     **128**      **8**                             

  **1**       63        61                     **124**      **9**                             

  **2**       54        63                     **117**      **10**                            

  **3**       58        61                     **119**      **11**                            

  **4**       70        50                     **120**      **12**                            

  **5**       74        62                     **136**      **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   744
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ----------

6\. Racial/ethnic composition of [78]{.underline} % White

the school: [4]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

[1]{.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:
[4]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      15
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      13
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    28
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 765
                            the school as of October 1  

  **(5)**                   Total transferred students  .036
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           3.6
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

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

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

Specify languages: Chinese, Japanese, Spanish, Russian

9\. Students eligible for free/reduced-priced meals: [4]{.underline} %

Total number students who qualify: [28]{.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: [5]{.underline} %

[40]{.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.

[2]{.underline} Autism [1]{.underline} Orthopedic Impairment

[0]{.underline} Deafness [8]{.underline} Other Health Impaired

[0]{.underline} Deaf-Blindness [7]{.underline} Specific Learning
Disability

[1]{.underline} Emotional Disturbance [17]{.underline} Speech or
Language Impairment

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

> [2]{.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} \_\_\_\_\_\_\_\_

Classroom teachers [29]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [6]{.underline} [7]{.underline}

Paraprofessionals [7]{.underline} [12]{.underline}

> Support staff [2]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [45­­­]{.underline} [19]{.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 [24:1]{.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    97%         97%         97%         97%         97%

  Daily teacher attendance    96%         94%         94%         96%         93%

  Teacher turnover rate       1%          1%          1%          1%          1%

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

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

**[PART III ‑ SUMMARY]{.underline}**

Kimberly Lane Elementary is a kindergarten through fifth grade school
located in Plymouth, Minnesota, with a student population of 750
students. Students, staff and parents work together to ensure every
child learns. Our mindset, both for students and staff, is one of
growth, a sincere belief that students and staff alike if faced with an
unanswerable problem simply need to learn new skills and strategies. Our
growth mindset is realized by the discipline of three concepts that
guide the efforts of all: Work, Respect and Belong. Work means to us
that commitment and effort are a necessity to anything worth doing.
Teaching, learning and parenting are work and require conscious effort.
Respect means that every person has worth and deserves to be treated as
such. Belong means that we are all interdependent. Everyone is part of a
group and everyone needs to contribute.

Our students, staff and parents believe that it is necessary to be
honest with reality and to openly and honestly communicate. This notion
leads us to clearly tell students and parents what has been learned and
what needs to be learned next. This translates, for staff, to carefully
monitor results of student learning and making necessary adjustments.
The most recent example of this is the realization that, despite
excellent scores in reading, our students appear to be under performing
in the area of word acquisition/recognition. That reality has led us to
our current goal for the school and drives our staff development
efforts.

Wayzata Public Schools has a vision of being a *model of excellence
among learning* *communities*. Kimberly Lane's work supports this
vision. The school culture supports all aspects of a learning community.
Parents and students are routinely polled regarding the quality of
Kimberly Lane. Faculty practices the discipline of analyzing student
results for the purpose of understanding reality and planning
improvement efforts.

While Kimberly Lane has established goals to strive toward, the culture
of Kimberly Lane has evolved toward simply expecting all to strive to be
better. Each student, each teacher, each team, and the entire staff
operate with the mindset that to examine reality, whether positive or
negative, is a necessity for improvement. The result of this culture is
multiple growth efforts on the part of all students and staff in pursuit
of a better way to learn, modeling excellence among learning
communities.

**[PART IV -- INDICATORS OF ACADEMIC SUCCESS]{.underline}**

# 

1.  **Assessment Results:**

Kimberly Lane Elementary School participates in Minnesota's state
testing program. The state of Minnesota follows the guidelines set forth
by the federal government in relation to No Child Left Behind. The
MCA-IIs are the primary assessments used for NCLB accountability. All
students are required to take this test or a designated replacement such
as the alternate assessment or Test of Emerging Academic English (TEAE)
for Limited English Proficiency (LEP) students. Information from these
tests is used to determine proficiency levels of students in each
school. NCLB requires that all public school students in grades 3-8, and
in one grade in high school, be assessed in reading and mathematics.

### From 2001-2002 to 2004-2005 students were tested using the Minnesota Comprehensive Assessment

(MCA). Beginning in 2005-2006, students were tested using the Minnesota
Comprehensive Assessment Series II (MCA-IIs). The two tests are
different. The MCAs were written using the Minnesota Profiles of
Learning Standard versus the MCA-IIs written with the Minnesota Academic
Standards. They used different scales, four digit versus three digit.
The MCAs had five different achievement levels versus four in the
MCA-IIs.

The purpose of the Minnesota Comprehensive Assessments -- Series II
(MCA-II) is to measure Minnesota student achievement with regard to the
Minnesota Academic Standards. The MCA-IIs are reading and mathematics
tests that meet the accountability requirements of the 2001 Federal
Legislation "No Child Left Behind" (NCLB).

The raw score of the MCA-IIs is converted mathematically to a scale
score for each test subject and grade. This scale score tells you how
the student did on the test. For each test the scaled score can range
from G01 to G00, with G = Grade. The last two digits of the number
identify the position of the raw score within the scale range. The first
one or two digits represent the student's grade when tested, with grade
ranges of 3-8 and 10 (reading only) or 11 (mathematics only). For
example a student in grade 4 could earn a scale score from 401 to 499,
while a student in grade 11 could earn a scale score from 1101 to 1199.

There are four achievement levels for the MCA-IIs:

-   Exceeds the Standards (E) or Level 4

-   Meets the Standards (M) or Level 3

-   Partially Meets the Standards (P) or Level 2

-   Does Not Meet the Standards (D) or Level 1

A student who earns an achievement level of M (Meets) or E (Exceeds) is
considered proficient on the Minnesota Achievement Standards.

The NCLB goal is for students in tested grades to show progress so that
100 percent of students are proficient in reading and mathematics by
2013-14. The Minnesota Comprehensive Assessments -- II (MCA - II)
indicates whether a student is proficient or not.

2005/2006 Mathematics Data

-   96 % of the 3^rd^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in mathematics

-   62 % of the 3^rd^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in mathematics

-   92 % of the 4^th^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in mathematics

-   46 % of the 4^th^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in mathematics

-   91 % of the 5^th^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in mathematics

-   59 % of the 5^th^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in mathematics

2005/2006 Reading Data

-   90 % of the 3^rd^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in reading

-   74 % of the 3^rd^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in reading

-   93 % of the 4^th^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in reading

-   60 % of the 4^th^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in reading

-   92 % of the 5^th^ grade students scored at or above "Meets State
    Standards" (Level 3) on the MCA in reading

-   67 % of the 5^th^ grade students scored at the "Exceeds State
    Standards" (Level 4) on the MCA in reading

Although the Kimberly Lane Elementary School did not have sufficient
numbers to report disparity among subgroups, our school is also looking
at disaggregated data and asking ourselves how best we can support all
of our students. The website where information on the state assessment
system may be found is
[http://education.state.mn.us](http://education.state.mn.us/).

**2. Using Assessment Results:**

Over the past five years, Kimberly Lane Elementary staff members have
met to consider our professional development and student-learning focus
by analyzing standardized assessment and curriculum-based data. A
significant amount of time is allocated to analyzing third through fifth
grade standardized assessment outcomes and student-level work to
identify patterns in performance and specific actions to assist our
students in furthering their proficiency in mathematics and literacy
skills. This data analysis provides important information from which to
consider outcomes that relate to Minnesota Academic Standards. As data
patterns are identified in strands, trends, and/or subgroups, staff
members consider potential areas of professional development or
curricular changes to improve instruction.

Extra concern is given to students who are underachieving. Literacy
Specialists, both for reading and math, work with students and teachers
to offer alternative programs and differentiation so that academic
success can be realized.

**3. Communicating Assessment Results:**

Assessment results are communicated using multiple methods in an effort
to provide the Kimberly Lane Elementary community with accurate
information on which to base the partnership between parents and staff.
Each parent is supplied specific assessment outcomes for their child
that identifies performance, proficiency, and comparative data.
Additionally, school-sponsored communications, such as the monthly
parent newsletter, are used to provide site-specific performance and
planning information.

District-wide communications are provided to all homes as a method of
distributing accountability outcomes for individual schools and the
entire District in standardized assessments. Both demographic and
achievement data provides citizens within the School District
comparative outcome data. Both print and electronic forms of this
information are available through the District Communications Office and
the District's web site.

An additional level of communication is focused on providing parents
with ongoing progress data using curriculum-based performance rubrics to
improve the understanding of student performance and areas of targeted
support. In particular, mathematics secure skills outcomes for each unit
of study, and reading achievement levels using reading inventory data,
are provided at regular intervals.

**4. Sharing Success**

Information as to building-based initiatives is regularly shared. School
improvement efforts are discussed as part of District wide curriculum
and instruction review efforts, and as part of building exchange
activities. School staff participates on content area committees that
consider current practice and enhancements that impact learning. In
addition, Kimberly Lane Elementary staff members serve as resource
teachers in specific curriculum areas, acting as instructional and
content specialists to promote best practice adoption across the
District.

Staff members from Kimberly Lane Elementary have presented successful
endeavors for various organizations. Two staff are trainers for the
American Federation of Teachers (AFT) programs---teachers training
teachers. Staff members have presented at the Regional meeting for the
National Council of Teachers on Mathematics. Staff members are currently
teaching a course on guided reading for the Wayzata Academy.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

**1. Curriculum**

The curriculum at Kimberly Lane Elementary School is a blend of content
and process. The curriculum encompasses district, state, and national
standards, and is designed to ensure that all students master core
concepts, engage in higher-level thinking, and are well prepared for
successful secondary school experiences across the breadth of the
Wayzata Public Schools' curriculum. Students at Kimberly Lane Elementary
School are accountable for learning the content described in the
Minnesota Academic Standards for kindergarten through fifth grade
demonstrating mastery through curriculum based and standardized
measures. Recognizing that student experience levels vary, our teaching
staff uses the Minnesota academic state standards as a basic starting
point in designing a rigorous, spiraling, differentiated curriculum that
is designed to engage learners in content at their instructional level,
from basic and advanced levels.

Kimberly Lane Elementary School's language arts program includes
reading, writing, listening, speaking, and viewing. Primary grade
students engage in written language experiences that reinforce growing
phonemic competencies, voice, and generative skills. Intermediate grade
students apply secure encoding skills to multiple genres and refine
writing trait competencies to both express knowledge and further
learning. Students receive instruction in various types of writing,
including descriptive, expository, narrative, persuasive, and
comparison/contrast. In addition, students learn a research process and
write descriptive research reports in the third, fourth, and fifth
grades. Part of the research process involves students learning to use
the appropriate reference and technological tools. Additionally,
students are provided with regular experiences that develop effective
speaking and listening skills including informal presentations of
student-selected topics to formal speeches examining defined topics.

Kimberly Lane's science curriculum is organized around the Minnesota
Academic Standards for Science. These science standards investigate four
areas: the history and nature of science, earth and space science,
physical science, and life science. A thoughtfully organized set of
units developed to engage students in developmentally appropriate
interactive experiences across the elementary grade levels serves as the
core of the science curriculum. The inquiry-based units are aligned with
benchmarks encompassed in district, state, and national standards. A
typical unit of study is made up of ten to fifteen investigations
formatted around a learning cycle that supports the development of
specific scientific concepts and scientific thinking skills.

The social studies curriculum at Kimberly Lane Elementary provides the
foundation for citizenship. The Minnesota Academic Standards in History
and Social Studies provide a strong foundation of knowledge and skills
in United States history, world history, Minnesota history, geography,
economics, government, and citizenship. Essential social studies skills
including research, analysis, decision-making, interpersonal
interactions, and place/location are key components of student learning.
As a result of this course of study, our students acquire a greater
understanding of cultures both locally and from around the world.

Kimberly Lane Elementary School's arts programming includes visual arts
and music. The visual arts program introduces students to the elements
of art, including line, color, shape, space, texture, and form. Students
study cultural and historical forms and traditions of the visual arts. A
variety of media are used to give students the opportunity to create
works of art that communicate ideas in a variety of ways. In vocal
music, students at Kimberly Lane Elementary are introduced to general
music concepts. Topics such as rhythm, melody, composition, listening,
music history, and the elements of music are explored through various
vocal and instrumental experiences.

All fourth and fifth grade students study the Spanish language and
Latino cultures. This initial experience in second language learning
emphasizes spoken language and vocabulary building. Spanish is taught in
a manner called Total Physical Response that mimics the way students
acquired their first language by responding with actions, rhymes, songs,
storytelling and games\--building the foundation for more advanced
language study in the upper grades.

A comprehensive physical education and technology program are also part
of the learning activities at Kimberly Lane Elementary School. Students
are provided with physical education instruction that emphasizes
fitness-oriented exercise and recreation skill development. Physical
Education establishes activities and learning opportunities around the
themes of health and fitness, body image, skill development, social and
personal responsibility, and community integration.

Technology at Kimberly Lane Elementary is viewed as both a curriculum
and a method for delivering curriculum. Our students have regular
instruction on how to use technology throughout their elementary
experience. At the elementary level, students are introduced to basic
technology operations, keyboarding, word processing, draw/paint
capabilities, spreadsheets, internet usage, research tools, and basic
multimedia.

**2a. Reading:**

Our District adopted a published reading curriculum by
Macmillan/McGraw-Hill in 2000. Before choosing our curriculum, we
developed a mission statement, "Literacy for Life", and belief
statements based on current research. These research-based beliefs call
for and our curriculum provides:

-   a balance between direct basic skill instruction and an immersion in
    literature and writing because both are important to ensure
    learners' success.

-   instruction in the essential components of reading, i.e. phonemic
    awareness, phonics, vocabulary, fluency, and comprehension. We were
    particularly interested in supporting students in comprehension as
    the ultimate goal of reading instruction and chose a curriculum that
    emphasized it while a foundation of the other components is also
    established.

-   integration of the language arts. Because of the reciprocal nature
    of reading, writing, speaking, and listening, we want our students
    to, for example, use writing to increase reading skills. Writing,
    spelling, research, and grammar activities connect to the text being
    read. Our students read and write in a variety of genres, including
    both nonfiction and fiction.

-   differentiated instruction. Our curriculum provides a large number
    of tasks aimed at a wide range of readers and writers and additional
    books for use with small groups for targeted instruction. It
    includes formative assessments to determine students' strengths and
    weaknesses. We encourage instruction that pushes all students to a
    higher level of thinking. In addition to the basal materials, our
    school has numerous sets of trade books for use with small groups to
    use for guided reading and literature circles.

-   meeting standards. Although our state standards were not in place
    when we chose our current curriculum, we have reviewed it carefully
    to ensure that the Minnesota standards are met. We use the
    curriculum's assessments to inform and measure learning for our
    school's standards.

**3. Mathematics:**

Students at Kimberly Lane Elementary learn mathematics concepts that
include strands in operations, numeration and order, patterns, functions
and algebra, data and chance, measurement and reference frames, and
geometry. Every strand is addressed throughout all grade levels in a
manner that builds and extends concept understanding. The Minnesota
Academic Standards are embedded into each grade level's performance
expectations. The Everyday Mathematics series serves as the base for our
mathematics program in kindergarten through fifth grades. Students
develop a deep understanding of concepts as well as develop proficiency
with computation and other mathematical procedures. Language,
communication, and manipulatives all play important roles in helping
students acquire skills. Mathematics instruction includes whole group,
flexible small group, partner, and individual activities. Students are
encouraged to discuss their mathematical thinking verbally as well as in
written form. By facilitating this expression of mathematical ideas,
students' capacity to think mathematically improves. Activities are
balanced between teacher-directed instruction and opportunities for
hands-on explorations, along with long-term projects and ongoing
practice. Particular focus and supplementary experiences are provided in
the areas of number sense, computation, and problem solving to support
students' mastery of foundational concepts and proficient application.
Topics spiral, and students have other chances to use their method or
another one. Mathematical concepts are introduced using manipulatives
and are examined in many ways including verbal, pictorial, and symbolic
to address students of different experience levels. After the topic has
been revisited many times, students have significant experience with
efficient methods and have mastered the concept.

**4. Instructional Methods**

Kimberly Lane Elementary School staff use a variety of instructional
methods to meet the needs of our students. Curriculum units are designed
to address identified standards and corresponding benchmarks. Student
performance data are evaluated to consider where instructional
compacting can occur to increase time for new learning and areas of
concentration. Staff stress instruction that leads students to the
acquisition of secure skills identified in academic benchmarks.
Re-teaching students who have not mastered requisite concepts occur in
small group structures directed by classroom teachers and supported by
instructional paraprofessionals. Students with strong performance are
provided with academic extensions. In this way, staff considers where
students are on their learning continuum and what supports will
encourage next steps in learning.

Emphasizing differentiated instructional strategies as an approach to
content addresses the varied learning needs of students. Several
instructional formats, including whole group, small group, partners, and
individual, are utilized to provide students with appropriate structures
for specific learning needs. To guide learning, teachers are reviewing
student work in comparison with academic benchmarks and identifying
priorities for improving instruction.

**5. Professional Development**

Kimberly Lane teachers use analysis of student performance to guide
professional growth. In certain situations, grade level teams will
identify deficiencies and plan for adjustments. Where best practice is
clear, adoption of said strategies is made. Sometimes, however, the
changes are school specific and require differentiated work. The faculty
also analyzes school wide data to determine the direction, building
wide, of professional development. Workshops, college coursework,
professional publications are all used to assist faculty in acquiring
new teaching strategies.

A critical component of grade level teamwork is to have scheduled
planning days throughout the year. It is in these sessions that rich
dialogue results in some of the best change strategies.

The Wayzata School District sponsors the Wayzata Academy for its own
professional development. The Academy provides the opportunity for
faculty to teach classes to their colleagues. Several of Kimberly Lane
faculty members are instructors in this Academy and nearly all of the
Kimberly Lane teachers are participants in Academy classes. Topics for
classes must reflect building and District goals and must have
identified acceptable best practice strategies.

## [PART VII - ASSESSMENT RESULTS]{.underline} 

(Please note that Kimberly Lane Elementary School did not have
sufficient numbers to report

disparity among subgroups. Also note that MCAs were given from
2001through 2004-2005

with MCA-IIs given in 2005-2006for the first time.)

Subject [Reading]{.underline} Grade [5]{.underline} Test [Minnesota
Comprehensive Assessment (2001-2005)]{.underline}

[and Minnesota Comprehensive Assessment IIs (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education (Data Recognition
Corporation) and]{.underline}

[Minnesota Department of Education (Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores
[­­­­]{.underline} Percentiles [X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  92          95          97          98          95
  Standards                                                                            

  \% "Exceeding" State Standards       67          91          90          89          89

  Number of students tested            131         112         132         106         97

  Percent of total students tested     96          100         99          100         99

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

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

\*Alternative assessments were provided for students receiving special
education services

for significant cognitive impairments. Assessments addressed student
functional and

early academic development.

Subject [Mathematics]{.underline} Grade [5]{.underline} Test [Minnesota
Comprehensive Assessment (2001-2005)]{.underline}

[And Minnesota Comprehensive Assessment IIs (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education (Data Recognition
Corporation) and]{.underline}

[Minnesota Department of Education (Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores Percentiles
[X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  91          95          95          96          99
  Standards                                                                            

  \% "Exceeding" State Standards       59          92          88          88          92

  Number of students tested            133         112         132         106         97

  Percent of total students tested     97          100         99          100         99

  Number of students alternatively     0           0           0           0           0
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           0
  assessed                                                                             

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

Subject [Reading]{.underline} Grade [4]{.underline} Test [Minnesota
Comprehension Assessment II (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education ( Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores
[­­­­]{.underline} Percentiles [X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  93                                              
  Standards                                                                            

  \% "Exceeding" State Standards       60                                              

  Number of students tested            127                                             

  Percent of total students tested     96                                              

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

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

Subject [Mathematics]{.underline} Grade [4]{.underline} Test [Minnesota
Comprehension Assessment II (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education (Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores
[­­­­]{.underline} Percentiles [X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  91                                              
  Standards                                                                            

  \% "Exceeding" State Standards       46                                              

  Number of students tested            128                                             

  Percent of total students tested     97                                              

  Number of students alternatively     0                                               
  assessed                                                                             

  Percent of students alternatively    0                                               
  assessed                                                                             

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

Subject [Reading]{.underline} Grade [3]{.underline} Test [Minnesota
Comprehensive Assessment (2001-2005)]{.underline}

[and Minnesota Comprehensive Assessment IIs (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education (Data Recognition
Corporation) and]{.underline}

[Minnesota Department of Education (Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores
[­­­­]{.underline} Percentiles [X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  90          93          92          91          97
  Standards                                                                            

  \% "Exceeding" State Standards       74          83          82          78          87

  Number of students tested            136         124         135         119         97

  Percent of total students tested     94          100         99          100         99

  Number of students alternatively     1           0           0           1           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           1           0
  assessed                                                                             

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

Subject [Mathematics]{.underline} Grade [3]{.underline} Test [Minnesota
Comprehensive Assessment (2001-2005)]{.underline}

[and Minnesota Comprehensive Assessment IIs (2005-2006)]{.underline}

Edition/Publication Year [Modified Annually]{.underline}

Publisher [Minnesota Department of Education (Data Recognition
Corporation) and]{.underline}

[Minnesota Department of Education (Pearson Educational
Measurements)]{.underline}

Scores are reported here as (check one): NCEs Scaled scores
[­­­­]{.underline} Percentiles [X]{.underline}

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

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  96          95          91          91          96
  Standards                                                                            

  \% "Exceeding" State Standards       62          88          86          75          88

  Number of students tested            139         124         135         119         132

  Percent of total students tested     97          100         99          100         99

  Number of students alternatively     1           0           0           1           0
  assessed                                                                             

  Percent of students alternatively    1           0           0           1           0
  assessed                                                                             

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