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

*U.S. Department of Education*

***REVISED -- 03-23-05***

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

Name of Principal [Mrs. Laurie Campbell]{.underline}

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

Official School Name [Abraham Lincoln Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [380 Greenfield Avenue]{.underline}

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

[Glen Ellyn IL 60137-5310]{.underline}

City State Zip Code+4 (9 digits total)

County [DuPage School Code Number\* 19-022-0410-02-2001]{.underline}

Telephone [(630) 790-6475]{.underline} Fax [(630) 790-6404]{.underline}

Website/URL [www.d41.org]{.underline} E-mail
[lcampbell@d41.org]{.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. Jack Barshinger]{.underline}

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

District Name [Glen Ellyn School District 41]{.underline} Tel. [(630)
790-6400]{.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 [Mr. John Vivoda]{.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)

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: [4]{.underline} Elementary
schools

Middle schools

[1]{.underline} Junior high schools

High schools

Other

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$7945]{.underline}

Average State Per Pupil Expenditure: [\$8482]{.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
>
> \[ x \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [0.5]{.underline} Number of years the principal has been in her/his
position at this school.

[4]{.underline} If fewer than three years, how long was the previous
principal at this school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    8         2                      **10**       **7**                             

  **K**       52        43                     **95**       **8**                             

  **1**       38        58                     **96**       **9**                             

  **2**       49        56                     **105**      **10**                            

  **3**       41        50                     **91**       **11**                            

  **4**       46        41                     **87**       **12**                            

  **5**       42        51                     **93**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   **577**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [79]{.underline} % White

the students in the school: [2]{.underline} % Black or African American

[10]{.underline} % Hispanic or Latino

[9]{.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:
[5]{.underline}%

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  27
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           3
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   30
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 577
            October 1                                    

  **(5)**   Subtotal in row (3) divided by total in row  .05
            (4)                                          

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

*\*\*Note: The information in table above is from the 2004-2005 school
year.*

8\. Limited English Proficient students in the school: [9%]{.underline}

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

Number of languages represented: [23]{.underline}

#  Specify languages: Dutch/Flemish, Urdu, Arabic, Tamil, Gujarati, Malayam, Hindi, Polish, Serbian/Croatian/Bosnian, Korean, Spanish, Italian, Assyrian, Tagalog, Urdu, Swahili, Farsi (Persian), Vietnamese, Somalian, MaiMai, Ebu, Chinese, Greek

9\. Students eligible for free/reduced-priced meals: [2]{.underline}%

Total number students who qualify: [12]{.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: [10]{.underline}%

[63]{.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.

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

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

[0]{.underline} Deaf-Blindness [27]{.underline} Specific Learning
Disability

[1]{.underline} Emotional Disturbance [29]{.underline} Speech or
Language Impairment

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

> [2]{.underline} Mental Retardation [0]{.underline} Visual Impairment
> Including Blindness

[17]{.underline} Multiple Disabilities\*

\*Note: The 17 students with multiple disabilities are also included in
the individual counts for LD, Sp/L, etc.

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 [22]{.underline} [2]{.underline}

Special resource teachers/specialists [18]{.underline} [4]{.underline}

Paraprofessionals [16]{.underline} [1]{.underline}

Support staff [6]{.underline} [2]{.underline}

Total number [64]{.underline} [9]{.underline}

12\. Average school student-"classroom teacher" ratio:
[21:1]{.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.)

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

  Daily student attendance  96%         96%         96%         99%         96%

  Daily teacher attendance  97%         96%         97%         Not         Not
                                                                available   available

  Teacher turnover rate     8%          27%         18%         6%          0%

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

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

PART III - SUMMARY

A walk through the halls of Lincoln School brings alive our vision and
mission. Students, teachers and parents are all actively engaged in
providing *exceptional learning* *in a respectful and supportive
environment*. Our principal provides both high expectations and empowers
her staff to accomplish our goals. Learning is a shared responsibility
among all stakeholders.

Abraham Lincoln Elementary School is a suburban elementary school
located in Glen Ellyn, Illinois, approximately 35 miles from Chicago.
Lincoln School is one of five schools in Glen Ellyn District 41, four of
which are K-5 schools. Based in Glen Ellyn, District 41 serves portions
of the four neighboring communities of Glendale Heights, Wheaton,
Lombard, and Carol Stream. Parents of current students were once
themselves students at Lincoln, creating a tradition and connection
between a very supportive neighborhood and school.

Our students demonstrate a vested interest in our character education
program, Character Counts. We focus on one pillar per month with
activities and messages geared towards the pillar. They are responsible
and respectful to themselves and others. Our students' behavior extends
throughout the community, and into their high school experience.

Our mission is *to advocate for students enabling each one to optimize
his/her potential* *within a culture of continuous improvement*. We
service all student needs by embracing them in our community of
learners. Our differentiated lessons support, strengthen and extend
student learning. We celebrate the vitality and rich diversity of our
children. Our growing student population makes us more sensitive, open
to change, and increasingly better at educating our students. A wide
range of opportunities exists for learning, growth and extending our
knowledge in meeting the needs of all our students.

A visit to our classrooms reveals a multitude of materials, resources
and strategies employed by our staff for accommodating learning. We
nurture our students' strategic skills by teaching them with math
manipulatives and a dynamic hands-on science curriculum. We open their
minds to fine literature by balancing trade books with the basal reader.
We refine their writing by teaching the Six Traits of Writing across the
curriculum. We make personal connections to our global society through
our social studies curriculum. Technology is woven through all content
areas to remediate, explore and enrich curricular programs.

Collaboration and shared learning is evident in Lincoln School on a
daily basis. An average of 31 parents per day are in our school as
volunteer to support our academic programs. Our Parent Teacher
Association boasts a 100% membership rate of parents and teachers. The
centerpiece of our celebrations is service-oriented, such as the
Halloween Food Drive, the Tsunami Fundraiser, and the creation of
placemats for the local senior citizen center. The ties and
relationships between Lincoln School and the community ensure the growth
and development of our students.

We boast a strong parent-teacher commitment to enriching our academics
through activities, programs, and events. Our PTA sponsored
artist-in-residence internship integrated reading, writing and the fine
arts. Junior Great Books gives students the opportunity to read and
interpret classic literature. Lincoln School hosts parent and
teacher-sponsored activities such as Chess Club, Family Math Night, and
Family Science Night. These programs are joint ventures that parents and
teacher plan together to benefit children.

Our school community values learning and is dedicated to instilling in
students a love of learning. There is a spirit of love, laughter and
consistency of purpose. You will find our children working confidently,
cooperatively, and independently -- children from many nations with
divergent abilities all challenged, all cherished. As learners, teachers
and leaders ourselves, we have joined our students in forming a teaching
and learning community.

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

**1.** **Assessment Results:** Lincoln School students participate in a
variety of assessments. In the spring, third and fifth grade students
take the criterion-referenced Illinois Standards Achievement Test
(ISAT). The ISAT measures how well students are meeting Illinois
Learning Standards in reading, writing, and mathematics. The math test
consists of multiple-choice questions and two extended response
questions. The extended response questions require the students to solve
a problem and record their thinking. The solutions to the extended
response questions are scored using a rubric that covers mathematical
knowledge, strategy, and communication.

The reading test consists of longer reading passages followed by
approximately 15 multiple-choice questions. Students must also complete
two extended response questions -- one fiction and one non-fiction. The
student's written answers are scored on a holistic four-point rubric.
Their response must include support from the text as well as their own
interpretations.

Student performance results for ISATS are categorized as follows:
academic warning, below standards, meets standards, and exceeds
standards. Students who score in the meets and/or exceeds levels are
considered to have met the state's academic expectations. (Information
about the ISATs can be found on the web at
<http://www.isbe.state.il.us/assessment/isat.htm>).

The students at Lincoln school have performed quite well on the ISAT
tests. Our scores have improved over the past five years. We have scored
far above the state averages on a consistent basis. The last five years
of data for third grade reading is an example of this increase. Five
years ago, 81% of our third graders met or exceeded standards in
reading. In 2004, 89% of our third graders met or exceeded standards.
This represents an 8% increase in comparison to the 2% increase at the
state level. During the same five years, the state average has remained
flat at the 62-65% level.

Our third graders performance in math has also improved. In the
1999-2000 testing year, 86% of students met or exceeded standards. Since
then we have had over 91% of our students meeting or exceeding
standards. The state average has shown a steady increase peaking at 79%
in 2004.

We have seen significant increases in the performance of our fifth
graders in reading and mathematics over the last five years. Our reading
scores have increased by sixteen percentage points. We have maintained
this increase for the last two testing years. We now have 88% of our
fifth grade students meeting or exceeding standards in reading. For the
last five years, the state average in reading has remained stagnant with
approximately 60% of students meeting or exceeding standards.

Our fifth graders performed very well on the mathematics portion of the
ISAT. In 2004, 97% of our students met or exceeded standards! The
performance has improved by 24% since the 1999-2000 school year. Such a
substantial increase is noteworthy especially since the state average
has only increased 8% during the same time period.

Lincoln School has limited data from the NCLB subgroups. Our student
population is such that we receive overall performance data on our
students with IEPs only in years when there are more than ten students.
This has occurred intermittently over the five-year analysis period.
Even though there are not always enough students to appear as a
subgroup, we do monitor the individual performance of our students with
IEPs.

Students enrolled in our English Language Learner and Bilingual Programs
take the Illinois Measure of Annual Growth in English (IMAGE). Like our
IEP students, we do not have enough students taking these tests to
receive group reports on a regular basis. We have group results from
2002 only. Again, we monitor the progress of the individual students on
the IMAGE. In addition to the IMAGE, our bilingual and ELL staff
administers the Language Assessment Scale (LAS) every year. Performance
on the LAS is used to determine the level of support required for each
student.

Third and fifth graders at Lincoln students participate in the
nationally-normed Iowa Tests of Basic Skills (ITBS). The performance of
our third and fifth graders have improved in both reading and math over
the four to five year period for which test data is available.

**2. Use of Assessment Data:** Our Building Leadership Team (BLT) sets
annual goals based on our assessment data from the ISATs. Our goals are
written using the SMART (strategic, measurable, attainable, realistic,
and timely) goal model. Two of our goals focus on academics (increase by
10 students the number scoring a 3 or a 4 on the extended response items
in reading and math). Our third goal addresses the measurement of
student enthusiasm for learning.

Our staff values student academic performance and student enthusiasm for
learning. As a school, we feel a child excited about his/her learning is
as important as the performance. We want our students to be passionate
learners, not just high-performers. To this end, we assess student
enthusiasm for learning. In the fall, we administered a student-friendly
survey to assess how students felt about school overall and how they
felt about writing and math. This data was collected and shared with the
staff so that improvements can be made. The same survey will be given in
the spring to measure growth.

Over the past three years, our staff has become expert at using fast
feedback tools before, during, and after the instructional process.
Teachers use this feedback from students to determine instructional
plans.

Staff members at Lincoln have access to data from the Illinois
Interactive Report Card/Data Warehouse maintained at Northern Illinois
University that includes student performance data on the ISATs, ITBS,
and CogATs at Lincoln School. Beginning in the fall of 2004, we can now
track individual student performance and the performance of groups of
students. This tool will help us to monitor those small groups (i.e. IEP
students) that do not appear on our state reports.

At Lincoln School our assessment data helps us evaluate trends, set
school goals, identify students who need extra assistance, and allocate
resources. The staff at Lincoln school has routinely and will continue
to analyze, disaggregate, and study student performance data. This
process will enable us to plan for improved and exciting learning for
all children.

**3.** **Communication:** Lincoln School steps beyond its doors to
communicate student performance to parents, students and the community.
In addition to helping them understand our assessment processes, student
achievement goals and NCLB reporting requirements, we involve them
directly in our love of learning and in our spirit of getting better
together. To reach our diverse community, we partner with social service
agencies, host parent education sessions, provide numerous opportunities
for conferencing, and leverage a range of resources to share our
commitment to the success of our children. Student performance results
are discussed at televised public Board meetings, school meetings, and
reported by the local media. Parents have ready access to the various
teachers that their children have at Lincoln through conferences,
informal communication at the classroom door, e-mail, phone calls, etc.
Parent communication materials are regularly translated into Spanish and
other languages for our bilingual families.

-   **Annual Report to the Community** and the **School Report Card:**
    provided to community members, posted on Website, placed in schools,
    public library, and exceed NCLB reporting requirements by providing
    context, explanations and curricular information.

-   **Lincoln parent newsletter**: communicates goals, progress, tips on
    supporting achievement at home; welcomes diverse cultures; fosters
    strong relationships; solicits parent feedback.

-   **Teacher newsletters, teacher Web sites**: report classroom
    expectations, provide learning tools, celebrate achievement; solicit
    parent feedback.

-   **Mailings**: individual student scores (ISAT, ITBS, CogAT),
    explanation of assessment philosophy, score interpretation.

-   **PTA meetings, parent-education sessions:** open discussion of
    curriculum, academic standards, strategies for achievement, school
    climate.

-   **Parent-teacher conferences**: *Lincoln has 100% parent
    participation.* Conferences focus on individual student performance
    on standardized and local assessments, classroom performance,
    social/emotional development. Our upper-grade level students
    participate in and lead the conference process.

-   **Communication to students:** Respectful, appropriate, frequent
    teacher feedback helps students do their best every day, improve
    toward goals. Student-friendly rubrics help students be accountable
    for goals and progress. Students use quality tools to provide
    feedback for improved instruction.

**4.** **Sharing Our Success:** Abraham Lincoln School shares its
successes with and learns from other schools within and outside of
District 41. As a result, great ideas for everything from special events
to routine processes are continually being exchanged. At our fall
Institute Day, members of the District 41 staff offered classes and
sessions. Eight members of the Lincoln staff presented information about
the use of fast feedback tools, reading strategies, ideas for struggling
readers, meeting the needs of bilingual/ELL learners, math enrichment
centers, and gifted program sharing.

Along with formal presentations, we routinely share success through
media: the Web, newsletters and the local press. The district website
features news about Lincoln, from spotlighting outstanding classroom
projects to promoting and covering events, such as a recent program on
diversity. This news is also included in a regular email newsletter that
reaches hundreds of subscribers in the community. The district supports
highly professional teacher websites, making it easy for Lincoln
teachers to communicate goals and results and celebrate successes.

Our staff has shared their learning and expertise beyond District 41.
Two members of our staff are adjunct faculty at local universities. They
teach classes on a regular basis to practitioners and teacher
candidates. Members of our staff demonstrated their use of technology in
the recent Online Technology Fair. A team of Lincoln staff members
presented at the last two National Quality in Education Conventions
(NQEC). In the fall of 2004, Lincoln School was accepted as a school
site visit for NQEC. Approximately 40 educators from across the country
came to see the use of fast feedback tools. They visited classrooms,
heard a presentation from our math and literacy specialists, viewed our
gallery of feedback tools, and visited with staff informally after the
observations. Other members of our staff have presented at local, state
and national conferences and have written articles for professional
journals like [Teaching Children Mathematics]{.underline}.

Our professional connections with others occur regularly,
systematically and result in vigorous cross-pollination as our schools
adopt, refine and improve each other\'s ideas.

**PART V -- CURRICULUM AND INSTRUCTION**

**1.** **School Curriculum**: The Lincoln School staff is committed to a
strong subject matter program. Our curriculum is in alignment with the
Illinois Learning Standards, National Council of Teachers of Mathematics
(NCTM) Standards and National Science Teachers Association (NSTA)
Standards.

Mathematics instruction is a priority at Lincoln School. Six hours per
week have been designated as the math block at every grade level. Our
mastery objectives at every grade level are based on NCTM and state
standards. We have many resources to support these objectives such as
hands-on materials, games, and texts. Students are exposed to a variety
of teaching techniques designed to accommodate all levels of learning.
The use of manipulatives, technology and problem solving strategies is
an integral part of our math program. Problem solving is woven through
the strands of numbers and operations, geometry, algebra, measurement,
and data collection and probability.

The teaching of literacy (reading and writing) is integrated throughout
the curriculum by providing exposure to many types of text and literacy
experiences. Six to eight hours a week are dedicated to the teaching of
literacy. A balanced approach to literacy instruction includes a
combination of guided, self-selected reading, writing, and working with
words on a daily basis. The library program supports the literacy
program at all grade levels.

We support reading at all levels by providing students with classroom
libraries. Teachers use class sets of novels for literature circle
discussion and whole class novel study. Our older students mentor our
younger students as reading buddies. This cross-grade level support
brings the students within our community together to improve reading
confidence and model a passion for reading.

The writing program at Lincoln School incorporates the Six-Traits
approach and instruction in the writing process. Writing is taught as a
form of effective communication as well as personal expression. For
example, our Artist-in-Residency Program integrated art and writing
poetry. Students write for a real-world audience through articles,
letters, and published materials. Students are engaged in significant
content-based reading and writing based on state standards.

The science curriculum gives students an opportunity to construct and
share their own knowledge of scientific principles through a series of
inquiry-based experiences. Through a multi-text approach, expository
literature, and experimentation, students work in cooperative groups for
active participation and demonstrations. The curriculum also provides
exposure to a myriad of topics in science.

Social studies lessons focus on the use of guiding principles to compare
modern U.S. Societies to other cultures and civilizations. Our social
studies kits include literature, music, and art that help students
connect history to the present. The primary purpose of the curriculum is
to help students develop the ability to make informed and reasoned
decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world.

Lincoln school's music curriculum is centered on a variety of
experiences that contribute to the well-balanced social and artistic
development of the child and produce musically literate adults. The
basic elements of music teach students' social interaction and the
fundamentals of music through hands-on activities based on Kodaly
methodology. The unique quality of art at Lincoln is our integration
with classroom curricula through themes, skills, processes, and products
which all reflect state goals for visual arts. Our physical education
curriculum provides a high quality program that is challenging,
enjoyable, and rewarding for each student. Students are provided with a
sequence of developmentally appropriate loco motor, non-loco motor, and
manipulative skills in selected activities and sports in a physically
and emotionally safe environment. It also provides opportunities for
students to practice leadership, sportsmanship and teamwork.

High expectations drive and motivate our student achievement. The
students at Lincoln School are engaged, responsible, and active
participants in their learning in all curricular areas.

**2. Reading Curriculum:** At Lincoln School, students celebrate and
enjoy reading at all grade levels. The successes we see in our children
are due to our focus on identifying and supporting students at all
levels.

Our reading curriculum is a balanced approach to teaching literacy,
which meets the diverse needs, skill levels, and learning styles of all
our students. Our students know that they are expected to read with
fluency as well as think about and comprehend what they have read.
During our literacy block, lessons are designed for working with words,
silent sustained reading, and reading comprehension strategies.

Our teachers use whole group and flexible small group instruction to
teach comprehension skills, word attack strategies, and vocabulary
development. Differentiated reading lessons offer a variety of leveled
texts, teaching techniques, and comprehension strategies to match
students' readiness levels. Children are exposed to authentic, rich
literature through an array of formats and resources.

Data is collected from many sources such as running records, teacher
observation, and formalized testing results. This information is used to
plan instruction and measure student growth. We also use data to
determine remediation and enrichment opportunities for students. Our
*Reading Improvement Program* offers one-on-one and small group
remediation and intervention for students needing additional support in
decoding, comprehension, and fluency. Our gifted program identifies
students who would benefit from enrichment and extended language arts
activities. Our special education staff services students who have
identified special needs in the area of reading. Lincoln's English
Language Learners are surrounded by rich literacy experiences through
immersing students in both written and oral language.

Lincoln families have a strong commitment and involvement in their
children's reading. We find this home connection a key component of
Lincoln's reading curriculum. Our students read at home daily, parents
volunteer in classrooms to support literacy activities, attend Literacy
Education Nights, and support the procurement of additional reading
materials through fundraising activities. Our children's reading success
is due to all stakeholders' attention and vested interest in supporting
our students' reading needs.

**3.** **ELL/Bilingual Curriculum:** Lincoln School's English Language
Learner and Spanish Bilingual Program serves a changing population of
students. Last year, there were 37 students in our Spanish Bilingual and
ELL Programs. This year, the group has grown to 55 representing 9% of
our total population. The new students joining our program are refugees
from Africa with no formal schooling experience. As a result of our
growing numbers and the addition of a group of students with increased
needs, we have made enhancements to our ELL and bilingual instruction.

The children receive language arts and math instruction in the
ELL/bilingual classroom. The ELL teacher and Spanish bilingual teacher
work together to instruct the students. The classroom is a language rich
environment. The teachers use the word wall to introduce and teach new
vocabulary. Items around the room are labeled in English (i.e. door,
board, etc.) The children have access to a classroom library with
beginning level English and Spanish books. The ELL/bilingual classroom
is a secure environment for our new immigrant students as well as those
second language students who have already acclimated to American schools
and culture.

The children have large group and small group instruction every day. The
children learn the days of the week and months of the year during
calendar. This is also the time of day for language experience
activities such as singing, cooking, etc. The remainder of the
bilingual/ELL time is spent learning in language level groups. Children
at level 1 (very limited English) work with one of the teachers or aides
in the ELL/bilingual classroom. Our ELL and bilingual staff also work on
differentiation within the regular classroom setting by collaborating
with general education staff. This differentiation incorporates English
proficiency and /or academic levels of performance.

Lincoln School subscribes to the mission of our district by advocating
for each of our ELL/bilingual students and optimizing each child's
potential.

**4.** **Instructional Methods:** The philosophy of differentiated
instruction is ingrained in our instructional practice across every
grade level. Our teachers and ancillary staff have been trained in how
to differentiate instruction to meet the wide variety of students'
needs. We identify student's readiness, interest and learning styles to
drive our lesson design. Our formal and informal assessments are on
going, resulting in flexible groupings, which promote a strong community
of learners.

Classroom teachers, building specialists, and content area committees
differentiate our curriculum through the content, process or product.
Materials we provide, activities we design, and performance assessments
are differentiated so that each child can be successful. We use a
variety of strategies including, but not limited to, scaffolding,
tiering and small group instruction. Teachers and specialists
collaborate and co-teach to best modify and/or extend the curriculum for
each student.

We are fortunate to have personnel resources such as reading and math
specialists who are available to help with remediation and
differentiation, gifted specialists to extend lessons for our high
achieving students, and ELL staff to name a few. Our music, art,
library, and technology support personnel assist with enrichment and to
integrate curricular areas.

At Lincoln School, differentiation is a philosophy, a way of thinking
about our students and how we approach instruction. In Lincoln's
learning community, we believe it is our responsibility that every
student has the opportunity to learn and to realize his or her
potential, and we believe that differentiation is the process to meet
that goal.

**5.** **Professional Development Program**: Lincoln School's staff
demonstrates a strong commitment to professional development. These
needs are based upon Lincoln's school improvement goals, implementation
of new curriculum, and the ever-changing needs of our students. Our
focus is on improving student learning and helping every child to
achieve his/her very best. Our professional development is aligned with
promoting the growth and development of our vision and is based on
measurable goals for accountability.

Our professional development plan is committed to the ongoing growth of
our teachers. For example, all teachers participate in the Understanding
Teaching Course. Its purpose is to stimulate collegiality and
experimentation as well as examining and refining our teaching
repertoires. As our student population continues to grow and change, we
recognized and acknowledged the need for differentiated instruction.
Twenty-four percent of our staff members received extensive training in
differentiation. These "catalysts" function as peer coaches and model
differentiation techniques for other staff members. This year, the focus
is on understanding the needs and providing services for ELL and refugee
students.

Our staff puts into practice this knowledge and training by sharing and
implementing methodologies through collaborative efforts. We participate
in monthly SIP days, where we work in grade-level, cross-grade level, or
building wide teams. Using data from various assessment sources to
determine needs, teams participate in modifying and extending curriculum
to accommodate students' learning. Topics include Six Traits Writing
strategies and lessons, assessing students' reading progress using
running records, creating and sharing differentiated lessons to reach
students' varying needs. Our assessments drive our instruction. In
addition, our Building Leadership Team members trained colleagues on the
use of fast feedback tools to assess student enthusiasm for learning and
student perception of Lincoln's learning environment.

Our staff's commitment to teacher growth and development is the
cornerstone of our students' learning as it positively impacts the range
of academic achievement.

**PART VII -- ASSESSMENT RESULTS**

## State Criterion-Referenced Test

**Grade:** 3 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year:** Yearly **Publisher**: Illinois State Board
of Education

**What groups were excluded from testing? Why and how were they
assessed?** The state of Illinois has specific guidelines for students
that may be excluded from the ISAT testing. Students who are enrolled in
an ELL or bilingual program for less than three years take the Illinois
Measure of Annual Growth in English (IMAGE) and are excluded from the
ISAT. The Illinois Alternative Assessment (IAA) is administered to
students with Individual Education Plans for whom all other state
assessments are inappropriate, even with accommodations, because of
their disabilities.

**Number Excluded:** Number of students who took no state assessments

+---------------------------+-------+-------+-------+-------+-------+
|                           | 20    | 20    | 20    | 20    | 19    |
|                           | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | April | April | April | April | Feb   |
|                           |       |       |       |       | ruary |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets or Exceeds       | 89%   | 86%   | 83%   | 83%   | 81%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 31%   | 41%   | 36%   | 30%   | 39%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 58%   | 45%   | 47%   | 53%   | 42%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 84    | 90    | 91    | 60    | 83    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 100%  | 100%  | 100%  | 100%  | 93%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     | 0     | 0     | 6     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0%    | 0%    | 0%    | 0%    | 7%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| IEP students (students    |       |       |       |       |       |
| receiving special         |       |       |       |       |       |
| education services)       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets and Exceeds      | 40%   | \*\*  | 22%   | \*\*  | 10%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 10%   | \*\*  | 0%    | \*\*  | 20%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 30%   | \*\*  | 22%   | \*\*  | 10%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 10    | 7     | 9     | 5     | 10    |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets & Exceeds        | 65%   | 62%   | 63%   | 62%   | 62%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 23%   | 22%   | 19%   | 19%   | 21%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 42%   | 40%   | 44%   | 43%   | 41%   |
+---------------------------+-------+-------+-------+-------+-------+

\*\* There are fewer than 10 students in this category, so no results
are reported by the state to protect their privacy.

##### Figure 1 

## State Criterion-Referenced Test

**Grade:** 3 MATHEMATICS **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year:** Yearly **Publisher**: Illinois State Board
of Education

**What groups were excluded from testing? Why and how were they
assessed?** The state of Illinois has specific guidelines for students
that may be excluded from the ISAT testing. Students who are enrolled in
an ELL or bilingual program for less than three years take the Illinois
Measure of Annual Growth in English (IMAGE) and are excluded from the
ISAT. The Illinois Alternative Assessment (IAA) is administered to
students with Individual Education Plans for whom all other state
assessments are inappropriate, even with accommodations, because of
their disabilities.

**Number Excluded:** Number of students who took no state assessments

+---------------------------+-------+-------+-------+-------+-------+
|                           | 20    | 20    | 20    | 20    | 19    |
|                           | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | April | April | April | April | Feb   |
|                           |       |       |       |       | ruary |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets or Exceeds       | 91%   | 94%   | 97%   | 95%   | 86%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 57%   | 52%   | 31%   | 48%   | 34%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 34%   | 42%   | 66%   | 47%   | 52%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 85    | 90    | 91    | 60    | 83    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 100%  | 100%  | 100%  | 100%  | 93%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     | 0     | 0     | 6     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0%    | 0%    | 0%    | 0%    | 7%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| IEP students (students    |       |       |       |       |       |
| receiving special         |       |       |       |       |       |
| education services)       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets and Exceeds      | 45%   | \*\*  | 78%   | \*\*  | 70%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 9%    | \*\*  | 0%    | \*\*  | 30%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 36%   | \*\*  | 78%   | \*\*  | 40%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 10    | 7     | 9     | 5     | 10    |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets & Exceeds        | 79%   | 76%   | 74%   | 74%   | 69%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 33%   | 31%   | 30%   | 28%   | 23%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 46%   | 45%   | 44%   | 46%   | 46%   |
+---------------------------+-------+-------+-------+-------+-------+

\*\* There are fewer than 10 students in this category, so no results
are reported by the state to protect their privacy.

##### Figure 2

## State Criterion-Referenced Test

**Grade:** 5 READING **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year:** Yearly **Publisher**: Illinois State Board
of Education

**What groups were excluded from testing? Why and how were they
assessed?** The state of Illinois has specific guidelines for students
that may be excluded from the ISAT testing. Students who are enrolled in
an ELL or bilingual program for less than three years take the Illinois
Measure of Annual Growth in English (IMAGE) and are excluded from the
ISAT. The Illinois Alternative Assessment (IAA) is administered to
students with Individual Education Plans for whom all other state
assessments are inappropriate, even with accommodations, because of
their disabilities.

**Number Excluded:** Number of students who took no state assessments

+---------------------------+-------+-------+-------+-------+-------+
|                           | 20    | 20    | 20    | 20    | 19    |
|                           | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | April | April | April | April | Feb   |
|                           |       |       |       |       | ruary |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets or Exceeds       | 88%   | 88%   | 75%   | 78%   | 72%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 48%   | 36%   | 29%   | 42%   | 40%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 40%   | 52%   | 46%   | 36%   | 32%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 89    | 64    | 83    | 74    | 84    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 100%  | 100%  | 98%   | 100%  | 98%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     | 2     | 0     | 2     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0%    | 0%    | 2%    | 0%    | 2%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| IEP students (students    |       |       |       |       |       |
| receiving special         |       |       |       |       |       |
| education services)       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets and Exceeds      | \*\*  | \*\*  | 32%   | \*\*  | 41%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | \*\*  | \*\*  | 8%    | \*\*  | 33%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | \*\*  | \*\*  | 24%   | \*\*  | 8%    |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 6     | 6     | 13    | 7     | 12    |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets & Exceeds        | 61%   | 60%   | 59%   | 59%   | 59%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 25%   | 23%   | 22%   | 25%   | 20%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 36%   | 37%   | 37%   | 34%   | 39%   |
+---------------------------+-------+-------+-------+-------+-------+

\*\* There are fewer than 10 students in this category, so no results
are reported by the state to protect their privacy.

##### Figure 3

## State Criterion-Referenced Test

**Grade:** 5 MATHEMATICS **Test**: Illinois Standards Achievement Test
(ISAT)

**Edition/publication year:** Yearly **Publisher**: Illinois State Board
of Education

**What groups were excluded from testing? Why and how were they
assessed?** The state of Illinois has specific guidelines for students
that may be excluded from the ISAT testing. Students who are enrolled in
an ELL or bilingual program for less than three years take the Illinois
Measure of Annual Growth in English (IMAGE) and are excluded from the
ISAT. The Illinois Alternative Assessment (IAA) is administered to
students with Individual Education Plans for whom all other state
assessments are inappropriate, even with accommodations, because of
their disabilities.

**Number Excluded:** Number of students who took no state assessments

+---------------------------+-------+-------+-------+-------+-------+
|                           | 20    | 20    | 20    | 20    | 19    |
|                           | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | April | April | April | April | Feb   |
|                           |       |       |       |       | ruary |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets or Exceeds       | 97%   | 91%   | 81%   | 87%   | 73%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 35%   | 22%   | 8%    | 9%    | 11%   |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 62%   | 69%   | 73%   | 78%   | 62%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 89    | 64    | 83    | 74    | 82    |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of total students | 100%  | 100%  | 98%   | 100%  | 98%   |
| tested                    |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students        | 0     | 0     | 2     | 0     | 2     |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Percent of students       | 0%    | 0%    | 2%    | 0%    | 2%    |
| excluded                  |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| # SUBGROUP SCORES         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| IEP students (students    |       |       |       |       |       |
| receiving special         |       |       |       |       |       |
| education services)       |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets and Exceeds      | \*\*  | \*\*  | 31%   | \*\*  | 33%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | \*\*  | \*\*  | 0%    | \*\*  | 0%    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | \*\*  | \*\*  | 31%   | \*\*  | 33%   |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 6     | 6     | 13    | 7     | 12    |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| **STATE SCORES**          |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets & Exceeds        | 72%   | 68%   | 63%   | 61%   | 57%   |
| Standards                 |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| \% Exceeds Standards      | 12%   | 10%   | 8%    | 6%    | 5%    |
+---------------------------+-------+-------+-------+-------+-------+
| \% Meets Standards        | 60%   | 59%   | 55%   | 55%   | 52%   |
+---------------------------+-------+-------+-------+-------+-------+

\*\* There are fewer than 10 students in this category, so no results
are reported by the state to protect their privacy.

##### Figure 4

## Nationally Norm-Referenced Test

**Grade:** 3 READING **Test**: Iowa Test of Basic Skills (ITBS)

**Edition/publication year:** 1996 **Publisher**: Riverside Publishing
Company

**What groups were excluded from testing? Why and how were they
assessed?** If students take the state tests, our practice has been to
have them participate in the ITBS testing. Due to language barriers,
students who are enrolled in an ELL or bilingual program for less than
three years do not participate in the ITBS. They are assessed every
spring using the LAS (Language Assessment Scale). Our students with IEPs
take the ITBS with any accommodations as listed on the IEP. Students
with severe disabilities are also excluded from this testing. Their
service providers use individually administered tests and/or
curriculum-based measures to assess progress. We have not disaggregated
our ITBS data so no data on subgroups is available.

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

Scores are reported as national percentile rank for schools.

  ---------------------------- --------- --------- --------- --------- ----------
                               2003-04   2002-03   2001-02   2000-01   1999-00

  Testing month                January   January   January   January   Not
                                                                       assessed

  **SCHOOL SCORES**                                                    

                                                                       

  National Percentile Rank     92        89        84        79        

                                                                       

  Number of students tested    85        80        87        63        

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

##### Figure 5

## Nationally Norm-Referenced Test

**Grade:** 3 MATHEMATICS **Test**: Iowa Test of Basic Skills (ITBS)

**Edition/publication year:** 1996 **Publisher**: Riverside Publishing
Company

**What groups were excluded from testing? Why and how were they
assessed?** If students take the state tests, our practice has been to
have them participate in the ITBS testing. Due to language barriers,
students who are enrolled in an ELL or bilingual program for less than
three years do not participate in the ITBS. They are assessed every
spring using the LAS (Language Assessment Scale). Our students with IEPs
take the ITBS with any accommodations as listed on the IEP. Students
with severe disabilities are also excluded from this testing. Their
service providers use individually administered tests and/or
curriculum-based measures to assess progress. We have not disaggregated
our ITBS data so no data on subgroups is available.

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

Scores are reported as national percentile rank for schools.

+---------------------------+-------+-------+-------+-------+-------+
|                           | 20    | 20    | 20    | 20    | 19    |
|                           | 03-04 | 02-03 | 01-02 | 00-01 | 99-00 |
+---------------------------+-------+-------+-------+-------+-------+
| Testing month             | Ja    | Ja    | Ja    | Ja    | Not   |
|                           | nuary | nuary | nuary | nuary | ass   |
|                           |       |       |       |       | essed |
+---------------------------+-------+-------+-------+-------+-------+
| **SCHOOL SCORES**         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| National Percentile Rank  | 70    | 89    | 78    | 53    |       |
+---------------------------+-------+-------+-------+-------+-------+
|                           |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+
| Number of students tested | 85    | 52    | 87    | 63    |       |
+---------------------------+-------+-------+-------+-------+-------+
| #                         |       |       |       |       |       |
+---------------------------+-------+-------+-------+-------+-------+

##### Figure 6

## Nationally Norm-Referenced Test

**Grade:** 5 READING **Test**: Iowa Test of Basic Skills (ITBS)

**Edition/publication year:** 1996 **Publisher**: Riverside Publishing
Company

**What groups were excluded from testing? Why and how were they
assessed?** If students take the state tests, our practice has been to
have them participate in the ITBS testing. Due to language barriers,
students who are enrolled in an ELL or bilingual program for less than
three years do not participate in the ITBS. They are assessed every
spring using the LAS (Language Assessment Scale). Our students with IEPs
take the ITBS with any accommodations as listed on the IEP. Students
with severe disabilities are also excluded from this testing. Their
service providers use individually administered tests and/or
curriculum-based measures to assess progress. We have not disaggregated
our ITBS data so no data on subgroups is available.

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

Scores are reported as national percentile rank for schools.

  ---------------------------- --------- --------- --------- --------- ---------
                               2003-04   2002-03   2001-02   2000-01   1999-00

  Testing month                January   January   January   January   April

  **SCHOOL SCORES**                                                    

                                                                       

  National Percentile Rank     97        92        82        82        76

                                                                       

  Number of students tested    90        65        80        75        84

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

##### Figure 7

## Nationally Norm-Referenced Test

**Grade:** 5 MATHEMATICS **Test**: Iowa Test of Basic Skills (ITBS)

**Edition/publication year:** 1996 **Publisher**: Riverside Publishing
Company

**What groups were excluded from testing? Why and how were they
assessed?** If students take the state tests, our practice has been to
have them participate in the ITBS testing. Due to language barriers,
students who are enrolled in an ELL or bilingual program for less than
three years do not participate in the ITBS. They are assessed every
spring using the LAS (Language Assessment Scale). Our students with IEPs
take the ITBS with any accommodations as listed on the IEP. Students
with severe disabilities are also excluded from this testing. Their
service providers use individually administered tests and/or
curriculum-based measures to assess progress. We have not disaggregated
our ITBS data so no data on subgroups is available.

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

Scores are reported as national percentile rank for schools.

  ---------------------------- --------- --------- --------- --------- ---------
                               2003-04   2002-03   2001-02   2000-01   1999-00

  Testing month                January   January   January   January   April

  **SCHOOL SCORES**                                                    

                                                                       

  National Percentile Rank     95        93        87        79        82

                                                                       

  Number of students tested    90        65        80        75        84

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

##### Figure 8