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

*U.S. Department of Education*

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

Name of Principal [Mrs. Myrna Rummer]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1012 10^th^ Street]{.underline}

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

[Corning IA 50841-0229]{.underline}

City State Zip Code+4 (9 digits total)

County [Adams]{.underline} State School Code Number\*
[02-1431-0409]{.underline}

Telephone [( 641 ) 322-4020]{.underline} Fax [( 641 )
322-4922]{.underline}

Website/URL [www.corning.k12.ia.us]{.underline} E-mail
[mrummer@corning.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\* [Mr. Mike Wells]{.underline}

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

District Name [Corning Community Schools]{.underline} Tel. [( 641 )
322-4242]{.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 [Janauary 5, 2006]{.underline}

(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Nancy Turner

(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 [January 5, 2006]{.underline}

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

**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: [1]{.underline} Elementary
schools

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

[1]{.underline} Junior high schools

[1]{.underline} High schools

[1]{.underline} Other Alternative School

[4]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 7,092.20]{.underline}

Average State Per Pupil Expenditure: [7,754.00]{.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
>
> \[ \] Suburban
>
> \[ X \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.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**    3         1                      **4**        **7**                             

  **K**       22        14                     **36**       **8**                             

  **1**       18        10                     **28**       **9**                             

  **2**       13        14                     **27**       **10**                            

  **3**       12        18                     **30**       **11**                            

  **4**       14        20                     **34**       **12**                            

  **5**       15        29                     **44**       **Other**                         

  **6**       19        28                     **47**                                         

                                    **TOTAL                                                   249
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [0]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

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

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      9
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      60
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Total of all transferred    15
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 249
                            the school as of October 1  

  **(5)**                   Total transferred students  .06
                            in row (3) divided by total 
                            students in row (4)         

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

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

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

Number of languages represented: [3]{.underline}

Specify languages: Spanish, Russian, and Hmong

9\. Students eligible for free/reduced-priced meals: [43]{.underline} %

Total number students who qualify: [108]{.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: [11]{.underline} %

[28]{.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 \_\_\_\_Orthopedic Impairment

Deafness [1]{.underline} Other Health Impaired

[1]{.underline} Deaf-Blindness [23]{.underline} Specific Learning
Disability

Emotional Disturbance \_\_\_\_Speech or Language Impairment

[1]{.underline} Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_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} [0]{.underline}

Classroom teachers [15]{.underline} [0]{.underline}

Special resource teachers/specialists [5]{.underline} [5]{.underline}

Paraprofessionals [6]{.underline} [3]{.underline}

> Support staff [2]{.underline} [0]{.underline}
>
> Total number [29]{.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:
[10:1]{.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.

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

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

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

  Teacher turnover rate     0%          4%          8%          4%          4%

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

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

**PART III -- SUMMARY CORNING ELEMENTARY**

Corning Elementary students live in Corning, Iowa, population 1700, and
the surrounding countryside. Our parent teacher conferences held during
October and March are attended by a high percentage of parents.

The mission of the Corning Community School is to provide each student
with educational skills and knowledge necessary to become lifelong
learners and productive members of society. Corning Elementary is a
caring educational community dedicated to that mission. We strive to
provide the best education for the individual student. Our school board
has been supportive when teachers and administrators have sought funding
for professional development. The professional development then has
resulted in the identification of desired resources to implement learned
strategies. We are proud to be adding to our instructional toolboxes.

The Parent Teacher Organization has a dedicated small group of parents
who are active in assisting with needs of the school. That assistance
has been in the form of providing supplemental supplies for the
classrooms and purchasing resources for the school library.

Reading has been the focus area of professional development for many
years. Our Every Child Reads Lead Team has been faithful in listening
and paying attention to the data analysis as the members and area
education agency consultant determine and deliver the professional
development for our faculty and paraprofessionals. The primary teachers
have added a phonemic awareness program to their repertoire and are
pleased with the student success in this area. We have basal reading
resources created from a research base. In addition, some teachers have
used the concept oriented reading approach and linked the social studies
and science areas with the reading strategies.

Our Math texts have provided very structured lessons and we are pleased
with the spiraled explicit instruction. The student engagement is
awesome.

Our school has two classrooms of each grade level. Special Education
teachers and an Extended Learning Program teacher serve students through
inclusion and pull out programs. Music and art faculty also serve the
secondary school. We share our physical education instructor with
another district. This is the first year for us to offer 20 minutes of
Spanish every other day for K-6 students. The faculty meets the
challenges of scheduling and seeks to provide the time needed for
subject coverage.

Attention to detail is a faculty strength. Each child's progress is of
great importance to the teacher. If a child's progress is in question,
any teacher has the responsibility and privilege of contacting the
Instructional Consultation Team for assistance in determining how to
match the needs of the student with appropriate instruction.

Many learning levels within general education classrooms require
differentiated instruction to meet the needs. Our special education
teachers and paraprofessionals work closely with the general education
staff to make inclusion a successful venture.

Supervision of students is scheduled with the goal of providing a safe
environment and to leave an opportunity for relationship building. Our
Character Counts emphasis this school year has given a common language
from the six pillars of Trustworthiness, Respect, Responsibility,
Fairness, Caring, and Citizenship. The entire staff has taken
responsibility for providing short assemblies to introduce each pillar.
One teacher volunteered to share weekly Character Counts news with our
local newspaper.

Our belief is that Corning Elementary is teaching the skills needed to
become lifelong learners and productive members of society.

## PART VI -- INDICATORS OF ACADEMIC SUCCESS 

##  

## 1. ASSESSMENT RESULTS

The Iowa Tests of Basic Skills for 4^th^ grade reading results are
reported for the total students tested who were considered full academic
year students. Full academic year is defined from testing one year to
the testing in the next year. The score is the percentage of the full
academic year students who scored in the 41^st^ percentile and above.
Our 2004-2005 report stated that 95 % of our students scored in the
41^st^ percentile and above! Previously, our range over the years has
been from 57 % to 90 % of the students in fourth grade.

Some of our subgroups are so low in number that they do not make a
viable percentage to consider. We have noted our other subgroup scores
and have wrestled with the possible reasons for the results. The
comparison and contrast of females to males scoring varies in each of
the 5 reporting years. The percentages in 2000-2001 were within 1
percentage point. 2004-2005 scores show that 12 out of 14 males scored
in the 41^st^ percentile and above. We have paid attention to the
research that shows males may be more interested in reading nonfiction
materials and we have purchased and borrowed additional resources for
the classroom and for the library.

Our non free/reduced students have higher percentages scoring at the
41^st^ percentile and above than the free/reduced students except for
2002-2003. The free/reduced information versus non free/reduced
information has been a factor in our attention to classroom
interventions for students lagging behind in class work assessments. We
endeavor to reach all students. Our percentages of free/reduced scores
has been down, up, down, and up. We continue to provide instructional
assistance for students who are in need, sometimes due to family
circumstances.

The Iowa Tests of Basic Skills for 4^th^ grade mathematics results are
reported for the total students tested who were considered full academic
year students. Full academic year is defined from testing one year to
the testing in the next year. The score is the percentage of the full
academic year students who scored in the 41^st^ percentile and above.
Our 2004-2005 report stated that 97% of our students scored in the
41^st^ percentile and above! Previously, our range over the years has
been from 49 % to 86 % of the students in fourth grade. Many of our
teachers credit the adoption of a new math series in 2003 for the
increase in scores. The concept orientation and spiraled concepts for
integrated units and manipulatives have encouraged students to retain
information for problem solving.

The scores of females and males in mathematics came closer together in
2004-2005 than in recent years. Students are very involved in the math
lessons and basic facts are for everyone to learn. Problem solving is an
integral part of each lesson.

The free/reduced student scores were lower than the non free/reduced in
2000-2001, 2001-2002, and 2003-2004. Again, we intend to reach
individual students regardless of family situation. Our intervention
process is in place, extra attention is provided for the student who
needs more instruction and practice.

The scores for 2004-2005 are celebrated!

# 2. USING ASSESSMENT RESULTS

The Iowa Tests of Basic Skills scores are considered as the teachers
share the information with the parents and the students and plot the
scores on the individual cumulative student folder. Further analysis is
completed when the building reading lead team disaggregates the data.

The Basic Reading Inventory data is analyzed 3 times per year and it is
used for grouping and/or program changes. Title teachers use data to
support weak areas. The Extended Learning Program teacher uses the ITBS
and Cognitive Abilities data for committee consideration to qualify
students for the Extended Learning Program.

Consideration of subgroup data invites conversation about reasons for
the scores. Questions to aid in analysis come from our Every Child Reads
paper. What do you notice? What are you comfortable saying about student
or staff performance? What do these data indicate? What can we infer
teachers need to work on? What do the results and their implications
mean for our school improvement plans?

Corning Elementary Staff uses assessment data to guide development of
future lessons and to design interventions that will improve needed
skills. Our professional development in the reading areas includes team
time in which grade levels work together in analyzing data and
considering the areas of need. Students who are below grade level for
instruction are provided with special intervention time when strategies
are implemented to build the necessary skills. The teachers have
considered baseline information and written a goal to be met in a
desired time frame. The daily interventions are implemented by available
personnel, including classroom teacher, paraprofessionals, and special
class teachers. Progress is monitored and plotted on a graph to compare
to the expectations line drawn from the baseline to the goal point. We
consider the intervention to be successful when the growth points are on
or above the line. Collaboration with staff members about the
interventions results in redesign and refinement of interventions.

# 3. COMMUNICATING ASSESSMENT RESULTS

Student performance is shared with parents via quarterly report cards,
daily papers/tests returned to the students, and on PowerSchool, a
computer program on which upper elementary teachers enter grades and
parents have access.

The assessment data on Iowa Tests of Basic Skills, January norms, is
shared with parents during March parent/teacher conferences. The
students in the sixth grade have graphed their scores on the computer. A
newsprint paper with a score sticker is helpful in interpreting the
scores for the families. We also use the Iowa Tests of Basic Skills
folder in the students' file. The teacher may share the graph with the
parents at the conference.

Our curriculum director prepares the reports for the school district's
Board of Directors and with the local newspaper. The superintendent may
also add an article with narrative about the scores. Our Annual Progress
Report is located on our district website.

Student assessments are also shared and used during individual education
program planning. Some information is also sent home in our Thursday
communication envelopes.

**4. SHARING SUCCESS**

Our school personnel are willing to respond to requests about certain
materials and programs. There have been invitations to tell about how we
implement initiatives. Telephone calls and e-mails are informal avenues
for sharing news. Reports to the district's Board of Directors are noted
in news articles that are read by neighboring district's constituents.

Conferences and workshops are opportunities to talk about our successes
and our attempts to improve. The work within our area education agencies
is also a time of exchanging information. Our staff members are involved
in area and state organizations where conversations include what is
occurring in Corning Elementary.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. CURRICULUM**

Our faculty has worked with the district curriculum director to create,
align, and edit the K-12 curriculum. Last year as teachers went through
the lessons, notes were made and recommendations were given for further
editing. Attention to the infusion of career education, multicultural,
gender fair approaches, technology and global education is included.
Each teacher has the district's K-12 curriculum. Opportunity for making
connections across subject areas is possible.

The Language Arts standards include oral communication, reading,
writing, and research. Competency in English is the goal for all
students. Developing skills in reading will result in an equipped
learner for many areas of interest.

Essential components of the mathematics curriculum are number and number
sense, geometry and measurement, data analysis, statistics and
probability, patterns, algebra, and functions. The components or strands
progress in complexity at each grade level. Proficiency in math skills
in problem solving and reasoning will be a life long asset. Additional
information about the math curriculum is in a later section of this
document.

Experimenting, collecting and interpreting data, making predictions, and
drawing conclusions combine to make science an interest to students.
Life, earth, and physical science are the standards in this curriculum.

Social Studies is filled with history, geography, economics, and
civics/government. Researching the past while recognizing connections to
our present is the activity in Social Studies.

The Art program at Corning Elementary incorporates reading with creating
visual work. Reading is a tool for creating/learning new techniques. For
example, learning about VanGogh and room perspective, DaVinci and
inventions, and others is valuable for learning. Cultures are also
explored with projects of the focused culture. A variety of media,
techniques, and processes are implemented.

Music standards include vocalization, performing on instruments,
improvising melodies, compose and arrange music, read and notate music,
and know characteristics of music such as history and culture. Public
performances are scheduled each semester.

Physical Education focuses on movement forms, the development of motor
skills, and the maintaining of a health-enhancing level of fitness.
Cooperative play requires personal responsibility and respect.

The Spanish curriculum goals consist mainly of greetings, vocabulary and
basic communications. Performance objectives will be that the student
will convey basic needs, likes, and dislikes. Answer simple questions
and learn about the Hispanic culture

The Extended Learning Program and the Special Education faculties
enhance the above curricula. Consideration is made for the best route to
serve the individual students. The collaborative efforts of the faculty
are valued.

.

**2.** **READING CURRICULUM**

The curriculum reading components are provided with many resources. Our
reading series was selected due to its research basis, the scope and
sequence, assessments, and management tools. Explicit, systematic
instruction has provided a common language throughout the building. The
balance of fiction and nonfiction literature compliments the tenets of
the Every Child Reads professional development.

Faculty have used trade books related to stories through topic, setting
or related theme. Below and above grade level books are resources. The
Title teacher is a team teacher for guided reading in some classes. The
small group instruction provides problem solving experience for the
young readers. Oral reading checks and other assessments provide data to
influence instruction.

Phonemic awareness is explicitly taught beginning in kindergarten.
Instruction begins with large group games and activities. Students
blend, segment, stretch sounds and notice rhyming patterns. They also
learn consonant sound/letter associations. Next, the consonant vowel
consonant words are learned.

This year we are continuing the specific phonemic awareness program to
first and second grade. Veteran teachers are pleased with student
progress.

Intervention reading programs are available in the Title and Special
Education programs. Small groups follow a structured and repeated lesson
cycle. The emphasis is also on phonemic awareness, writing, phonics
knowledge, word-recognition strategies, reading fluency and
comprehension strategies.

In our professional development we have accessed the research that
includes the essential components of the complete reading program. They
are phonemic awareness, phonics, fluency, vocabulary, and text
comprehension.

**3. MATHEMATICS CURRICULUM**

Our mission statement has a great probability of being met in the
mathematics area of life. We are providing the students with educational
skills and knowledge necessary to become a lifelong learner and
productive member of society.

Incremental development of concepts and practice are key elements of the
math curriculum. Each skill is practiced in 10 lessons before taking a
test. The assessment is well organized and easy to follow. The math
series works on a scaffolding process of teaching skills. The primary
grades include the use of manipulatives. They also take oral tests that
check concepts developed at the daily math meeting board. In upper
elementary, adaptation sheets provide guidance in problem solving and
may be used by any student who needs extra assistance. This works well
for special education students and students identified at risk in math.

Materials are in a consistent format for teaching skills among grade
levels. The spiraled explicit instruction engages students. Basic facts
practice, mental math, and problem solving are part of the daily
lessons. Remedial attention is provided for the students scoring below
80% on tests. Guided practice is completed in class and the homework
practice paper compliments the lesson. The faculty has seen improvement
in the knowledge base after a few years of using the provided format.
With the emphasis on practice we believe the students will identify the
processes needed and implement the strategies taught and learned.

.

**4. INSTRUCTIONAL METHODS**

Instructional approaches vary throughout the day and within the subject
areas. We have learned that explicit instruction is needed for certain
skills. The skill strategies for student use are introduced, modeled and
demonstrated, practiced with support and then used independently.

In our math, we understand the lesson presentation is to be short and
then the students are observed while they complete the problem practice.
If a few students are puzzled about a certain problem the teacher will
do a mini lesson for the students.

Modeling reading strategies across the curriculum is an expectation in
our building. Think-aloud, Read-aloud, and Talk-aloud vocabulary is
designed to bring understanding to the reading process.

Our primary teachers are diligent in the phonemic awareness program when
they teach the sounds and have visual and tactile materials. Building
and segmenting words captures the children's interests and they are
participating verbally and physically. Some lessons are scripted and
teachers value the uniformity for certain skill acquisition.

A few classrooms have incorporated a concept oriented reading approach.
Preparing lessons that give students opportunity to observe and
personalize may appear less directive yet is goal driven. Student
portfolios evidence the learning.

Individual, small group, large group instruction is implemented when
appropriate. Cooperative skill groups are enjoyed. Expectations may be
written in rubric form for verbal, written, and creative responses to
represent skills learned. Graphic organizers are also avenues for
learning.

Differentiated instruction is implemented to meet the various learning
levels. Technology is a benefit during instruction. This is the first
year for the use of a Smartboard and projector. Our sixth grade students
have communicated with other students throughout North America. We have
2 mobile computer labs in addition to our lab with math and reading
software for student daily use. Individual web quests for dental health
information at the third grade level were successfully completed this
week.

**5. PROFESSIONAL DEVELOPMENT**

The Iowa Professional Development Model guides our planning for Corning
Elementary professional development. Currently, our focus is on
improving reading scores. Our leadership team of teachers, principal,
and area education agency consultant, provides guidance in this area.

The ongoing cycle of school improvement may begin with collecting and
analyzing data. Conversations about the data and the implications are
key to our planning. The statewide reading team provides our area
education agency consultants reading research and strategies that may
match our needs in our building. Our leadership team takes
responsibility for assessing the needs of our students and staff and
creates the plan for professional development.

Essential elements in a professional development time period are reading
a research article, sharing our responses, modeling and demonstrating a
strategy, and spending time in collaborative planning and practice. The
leadership team then monitors implementation of the strategy. The cycle
continues with ongoing data collection and evaluation.

We believe that the staff positive participation and implementation has
grown when the leadership team has brought attention to the data
analysis and provided strategies that are credible with research
backing. The collaboration time has been appreciated and resources have
been shared. And we rejoice that our reading scores have improved!
Children are reading!

CORNING ELEMENTARY

Subject [Reading]{.underline} Grade [4]{.underline} Test [Iowa Tests of
Basic Skills]{.underline}

Edition/Publication Year [2001]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as [the percentage of students who scored at
the 41^st^ percentile and above.]{.underline}

+-----------------------+------+--------+--------+--------+--------+
|                       | [20  | [2003  | [2002  | [2001  | [2000  |
|                       | 04-2 | -2004] | -2003] | -2002] | -2001] |
|                       | 005] | {.unde | {.unde | {.unde | {.unde |
|                       | {.un | rline} | rline} | rline} | rline} |
|                       | derl |        |        |        |        |
|                       | ine} |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| Testing Month         | Jan  | J      | J      | J      | J      |
|                       | uary | anuary | anuary | anuary | anuary |
+-----------------------+------+--------+--------+--------+--------+
| #                     |      |        |        |        |        |
|                       |      |        |        |        |        |
| #  School Scores      |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| Total Score           | 95   | 70     | 90     | 57     | 77     |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    | 37   | 46     | 29     | 37     | 47     |
| tested                |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| Percent of total      | 100  | 100    | 100    | 97     | 100    |
| students tested       |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    |      |        |        | 1      |        |
|                       |      |        |        |        |        |
| alternatively         |      |        |        |        |        |
| assessed              |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| Percent of students   |      |        |        | 3      |        |
|                       |      |        |        |        |        |
| alternatively         |      |        |        |        |        |
| assessed              |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| SUBGROUP SCORES       |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| > 1.Females           | 100  | 85     | 94     | 75     | 77     |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    | 23   | 26     | 16     | 20     | 22     |
| tested                |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| 2.Males               | 86   | 50     | 85     | 35     | 76     |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    | 14   | 20     | 13     | 17     | 25     |
| tested                |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| 3.Free/Reduced        | 92   | 50     |        | 41     | 53     |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    | 13   | 16     |        | 17     | 19     |
| tested                |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+
| 4\. Non Free/Reduced  | 96   | 80     | 86     | 70     | 93     |
+-----------------------+------+--------+--------+--------+--------+
| Number of students    | 24   | 30     | 22     | 20     | 28     |
| tested                |      |        |        |        |        |
+-----------------------+------+--------+--------+--------+--------+

CORNING ELEMENTARY

Subject [Math]{.underline} Grade [4]{.underline} Test [Iowa Tests of
Basic Skills]{.underline}

Edition/Publication Year [2001]{.underline} Publisher [Riverside
Publishing]{.underline}

Scores are reported here as [the percentage of students who scored at
the 41^st^ percentile and above.]{.underline}

+------------------------+------+--------+--------+--------+--------+
|                        | [20  | [2003  | [2002  | [2001  | [2000  |
|                        | 04-2 | -2004] | -2003] | -2002] | -2001] |
|                        | 005] | {.unde | {.unde | {.unde | {.unde |
|                        | {.un | rline} | rline} | rline} | rline} |
|                        | derl |        |        |        |        |
|                        | ine} |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| Testing Month          | Jan  | J      | J      | J      | J      |
|                        | uary | anuary | anuary | anuary | anuary |
+------------------------+------+--------+--------+--------+--------+
| #                      |      |        |        |        |        |
|                        |      |        |        |        |        |
| #  School Scores       |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| Total Score            | 97   | 83     | 86     | 49     | 79     |
+------------------------+------+--------+--------+--------+--------+
| Number of students     | 37   | 46     | 29     | 37     | 47     |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| Percent of total       | 100  | 100    | 100    | 97     | 100    |
| students               |      |        |        |        |        |
|                        |      |        |        |        |        |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| Number of students     |      |        |        | 1      |        |
|                        |      |        |        |        |        |
| alternatively assessed |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| Percent of students    |      |        |        | 3      |        |
|                        |      |        |        |        |        |
| alternatively assessed |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| SUBGROUP SCORES        |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| > 1.Females            | 96   | 89     | 75     | 60     | 77     |
+------------------------+------+--------+--------+--------+--------+
| Number of students     | 23   | 26     | 16     | 20     | 22     |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| 2.Males                | 100  | 75     | 100    | 35     | 80     |
+------------------------+------+--------+--------+--------+--------+
| Number of students     | 14   | 20     | 13     | 17     | 25     |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| 3, Free/Reduced        | 100  | 69     |        | 35     | 53     |
+------------------------+------+--------+--------+--------+--------+
| Number of students     | 13   | 16     |        | 17     | 19     |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+
| 4\. Non Free/Reduced   | 96   | 90     | 82     | 60     | 93     |
+------------------------+------+--------+--------+--------+--------+
| Number of students     | 24   | 30     | 22     | 20     | 28     |
| tested                 |      |        |        |        |        |
+------------------------+------+--------+--------+--------+--------+