##### U.S. Department of Education November 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal: **[Mr. Timothy Foley]{.underline}**

Official School Name: **[Marengo Valley Elementary School]{.underline}**

School Mailing Address: **[62408 State Highway 112]{.underline}**

City: **[Ashland]{.underline}** State: [**WI**]{.underline} Zip Code:
**[54806-4128]{.underline}**

Tel. **[(715)278-3286]{.underline}** Fax **[(
715)278-3586]{.underline}**

Website/URL[:]{.underline}
[www.ashland.k12.wi.us](http://www.ashland.k12.wi.us/) E-mail:
<tfoley@ashland.k12.wi.us>

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. Ken Kasinski**]{.underline}

District Name: **[Ashland]{.underline}** Tel. [**(715
)682-7080**]{.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. Carl
Smith]{.underline}**

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**

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 2003-2004 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 1998.

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**

    **DISTRICT**

1\. Number of schools in the district: [3]{.underline} Elementary
Schools

[1]{.underline} Middle Schools

[0]{.underline} Junior High Schools

[1]{.underline} High Schools

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$10,133]{.underline}

Average State Per Pupil Expenditure: [\$10,006]{.underline}

**SCHOOL**

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
>
> \[ \] Small city or town in a rural area
>
> \[X \] Rural

4\. [14]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       12        15                     **27**       **7**                             

  **1**       18        13                     **31**       **8**                             

  **2**       10        14                     **24**       **9**                             

  **3**       13        14                     **27**       **10**                            

  **4**       8         13                     **21**       **11**                            

  **5**       9         8                      **17**       **12**                            

  **6**       12        10                     **22**       Other                             

                                    **TOTAL                                                   
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL                                                    
                                    169**                                                     
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [99.4]{.underline} % White

the students in the school: % Black or African American

\% Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [3.7
%]{.underline}

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 4
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        6
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    162
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0370
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    3.7
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0%]{.underline}

[0%]{.underline}Total Number Limited English Proficient

Number of languages represented: [0]{.underline}

Specify languages:

9\. Students eligible for free/reduced-priced meals: [67%]{.underline}

[113]{.underline} Total Number Students Who Qualify

> If this method does not produce a reasonably 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: [2.4%]{.underline}

[4]{.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.

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

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

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

\_\_\_\_Hearing Impairment [2]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

[1]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

*ED/OT (consult only) [1 ]{.underline}*

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

    **Number of Staff**

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

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

Classroom teachers [10]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [1]{.underline} [7]{.underline}

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [3]{.underline} [1]{.underline}
>
> Total number [16]{.underline} [10]{.underline}

12\. Average school student-"classroom teacher" ratio: [16.9 to
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.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 95.52       95.92       96.13       95.72       95.58

  Daily teacher attendance 95.6        97.0        98.0        94.0        94.6

  Teacher turnover rate    0.00        1.0         2.0         1.0         0.00

  Student dropout rate     *NA*        *NA*        *NA*        *NA*        *NA*

  Student drop-off rate    *NA*        *NA*        *NA*        *NA*        *NA*
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Marengo Valley Elementary School, Ashland, Wisconsin, is a rural K-6
school serving 169 children. In addition to academics, our school also
has a focus on environmental activities.

Curriculum and Programs: Everyday Math, Connected Math (sixth grade),
F.O.S.S. Science, Houghton Mifflin Reading, Guided Reading, Writer's
Workshop, a computerized reading program called Accelerated Reader,
D.A.R.E. (Drug Abuse Resistance Education), keyboarding, Art, Music,
Gifted and Talented, Physical Education, Guidance, Library, and Title I.
Kindergarten through third grade classrooms are a part of the Student
Achievement Guarantee in Education Program which guarantees a small
(15:1) pupil/teacher ratio.

Marengo Valley School places students at its center, providing them with
a challenging, diverse, and progressive curriculum adjusted to the pace
and abilities of each student. We believe that:

-   Students come first.

-   All students will be given the opportunity to learn.

-   Students who need to accelerate will have the opportunity to
    accelerate.

-   A rich, diverse, and progressive curriculum that meets the needs of
    our students (which includes a continuous cycle of evaluation) is a
    necessity.

-   Evaluation of student growth is important and is accomplished by
    testing and reflected in other non-traditional methods (i.e.
    Portrait of a Graduate).

-   Our students deserve excellent teachers, and this will be
    accomplished through the following process: hiring, training,
    evaluation and retention.

-   Co-curricular activities need to center on positive, personal growth
    experiences for all participants.

-   Family involvement is a key element in student success.

-   A safe learning environment is essential for our students and staff.

-   All staff plays an important role in student education and school
    environment.

-   The people impacted by decisions need to be involved in the
    decision-making process.

-   The District must be fiscally responsible.

-   Maintaining our buildings is a fiscal responsibility.

-   It is essential to keep our community informed as to what is going
    on in our school system.

-   Information given to the media should be positive and accurate and
    highlight the broad spectrum of activities and students in the
    Ashland School District.

-   A strong communication system is needed between school
    administrators and members of the Board.

In addition to the information provided in the preceding paragraphs
reviewers need to know of the commitment made by staff at Marengo Valley
School to research proven instructional strategies. Lessons are
developed, inclusive of the principles of clinical supervision as
outlined by Dr. Madeline Hunter twenty years ago. We still find that
there is no better outline for instruction to follow than the clinical
supervision model.

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

# 

The achievement test used in Wisconsin is called the Wisconsin Knowledge
and Concepts Exam (WKCE) and is administered each year to 4^th^, 8^th^
and 10^th^ graders. Student achievement on that test are reported as the
percent of students who are determined to be Advanced, Proficient,
Minimal or Basic in their proficiency in core subject matter areas. The
charts above illustrate the percent of 4^th^ grade students at Marengo
Valley Elementary School in the Ashland School District who are either
proficient or advanced in reading, language and math. The federal No
Child Left Behind Act requires that all children be proficient or
advanced in reading and math by 2014.

The first chart shows a three-year trend of academic achievement at
Marengo Valley. All 4^th^ grade children at Marengo Valley have
consistently been either proficient or advanced in reading over the past
three years. In language, all 4^th^ graders at Marengo Valley were
proficient or advanced in 2002-03. In 2001-02 and 2000-01, 92% and 96%
respectively were proficient or advanced. In math, 95%, 96%, and 92% of
Marengo Valley's 4^th^ graders were proficient or advanced over the past
three years. These are extremely high schools, and show a strength of
consistency and stability of high academic achievement. Given the
national goal for student success, Marengo Valley has consistently
demonstrated the level of achievement expected of all schools 10 years
in the future.

Not only does Marengo Valley demonstrate high achievement over the
years, but it also demonstrates a much higher level of achievement than
other 4^th^ grade students across the state of Wisconsin. The second
chart above illustrates the achievement levels in reading, language and
math at Marengo Valley compared to the state average in 2002-03. The
achievement gap between Marengo Valley and the state in reading is 20
percentage points, 22 percentage points in language and 24 percentage
points in math. This achievement gap is large and consistent across the
three subject areas. This data indicates that clearly something is going
on with instruction at Marengo Valley that results in learning at high
levels that is more effective than what is going on across the state.

The federal No Child Left Behind Act requires that all children in
various disaggregated subgroup populations in schools also reach the
proficient and advanced achievement goals. These disaggregated
populations are special education, limited English speaking,
economically disadvantaged, ethnic background, and migrant students. Out
of the 18 4^th^ grade students at Marengo Valley in 2002-03, 12 were
determined to be economically disadvantaged, which was based on the
number of students whose parents qualify for free or reduced school
lunches. This criteria for determining economic disadvantaged students
is consistent with federal regulations in determining economic status or
poverty levels of children.

The third chart indicates the academic achievement of Marengo Valley's
4^th^ grade students who are economically disadvantaged compared to
economically disadvantaged 4^th^ graders across the state. The
achievement gap, or discrepancy, between Marengo Valley and the state
average is even larger for poverty level students than for all students.
The achievement gap between Marengo Valley and the state for
disadvantaged students is 33 percentage points in reading, 38 percentage
points in language and 40 percentage points math. The conclusion that
can be drawn from this data is that instruction at Marengo Valley is far
more effective for children from low income families than the
instruction provided to children from low income families across the
state.

Marengo Valley Elementary School regularly updates and reviews
achievement data to continually strive to improve curriculum and
instruction, and to maintain academic excellence. Marengo Valley
participates with other schools in the Ashland School District in "data
retreats", in which achievement data from all sources; state level
tests, local standardized tests and classroom assessments and grades;
are examined and discussed amongst teachers and administrators. These
data retreats are flexible depending on the needs of the schools. Some
are three days in duration, the third day dedicated to creating a data
based school improvement plan including specific action steps needed to
be taken in order to improve student achievement. Other forms of data
retreats may take the form of a one day update of data from the state
tests with a particular focus on the achievement of students from low
performing groups. Regardless, the discussions about student achievement
that evolve from a data retreat result in development of or updates to
existing school improvement plans. These school improvement plans are
made part of the district Strategic Plans for each school, which is also
updated on a regular basis.

The Marengo Valley Elementary School communicates student performance to
parents, students, and the community in a variety of ways. Academic
success in the classroom is regularly reported to students and parents
through quarterly report cards. Also, parents and community members
receive regular newsletters from the school about student achievement as
well as the type of curriculum and instruction being used and why. For
example, a parent brochure was created last year, which provided a
comprehensive analysis of achievement scores on the state test,
Wisconsin Knowledge and Concepts Exam, and suggested ways parents can
help their child improve in their academic success. In addition, the
local newspaper, the Daily Press, provides a thorough comparative report
of state test results for all schools in the area for each grade level
and subject area tested.

There are many opportunities for sharing the success achieved at Marengo
Valley Elementary School with other schools in the area and around the
state. The most obvious way to share success in the area is through the
local newspaper, the Daily Press. The Daily Press has a wide
circulation, not only in the city of Ashland, but also in Ashland and
Bayfield counties. There are seven school districts within these two
counties. Articles in the CESA 12 newsletter, The Courier, would also be
written to highlight and explain how Marengo Valley has achieved its
success. CESA 12 is a Cooperative Educational Service Agency service
agency, which exists to meet the educational needs of 18 school
districts, including Ashland, in northern Wisconsin. In addition,
information about Marengo Valley's success would be shared with all 18
CESA 12 superintendents at regularly held district administrator's
meetings at CESA 12. These meetings would allow personal exchanges and
questions about how success was attained, rather than just one-way
communication via the newspaper and newsletters. Another way success can
be shared across the area is through data retreats when multiple schools
and school districts participate. Marengo Valley's programs and
approaches to curriculum and instruction would be highlighted during the
school improvement phases of data retreats. Statewide, articles and news
releases would be sent to the Department of Public Instruction for
explanation and promotion in DPI written and web based publications.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Describe in one page the school's curriculum.**

The Marengo Valley School curriculum is focused on and evaluated
continuously based on the objectives and learner outcomes stated in the
Model Academic Standards of the State of Wisconsin. Each core subject;
mathematics, reading, English/Language arts, science and social studies
has had its curriculum reviewed during the past five years and rewritten
to reflect state standards. In addition new materials have been
purchased to facilitate the appropriate instruction.

The core and centerpiece of our reading curriculum is Early Reading
Empowerment. Everyday Mathematics, a U.S. Department of Education
recognized program is our flagship program for mathematics. Elementary
science uses a hands-on investigative approach. F.O.S.S. kits and
materials are provided for each teacher and student for science
instruction. Our English/Language Arts program uses the "writer's
workshop" approach as practiced by Dr. Mary Meisen from the University
of Wisconsin Eau Claire to teach writing skills and critical thinking.
Social Studies instruction follows the Wisconsin Model Academic
Standards and uses the Nystrom materials for student instruction. Art is
offered to students weekly using a blended curriculum which teaches
traditional objectives infused with the use of modern technology and
computer graphics.

All learners experience the same high quality curriculum. There are no
segregated classrooms at Marengo Valley School. Pull out for regular
instruction is not included as part of building practices. Inclusion is
mandated for 100% of the children who attend Marengo Valley School.

**2. Describe in one-half page the school's reading curriculum,
including a description of why the school chose this particular approach
to reading.**

The School District of Ashland initiated Guided Reading and Early
Reading Empowerment as the core of the primary level reading curriculum
since 1996. The rationale for selecting these reading programs is that
for years the Title I Department observed that once a child began first
grade in Title I, there was a very good chance that he/she would
continue in Title I through the middle school years. As a department, we
knew that we wanted to make a difference in the students' lives. After
researching Reading Recovery, Ohio State based program, we found that
the exorbitant cost made it prohibitive for our school district. During
that same year, our District Reading Specialist attended the WI State
Reading Association Convention in 1995 and learned about Early Reading
Empowerment (ERE). ERE and Reading Recovery are almost identical
programs. We, as a district, knew that this was financially possible and
through the purchase of a compressed video system, PictureTel, we were
able to acquire the long distance learning of this valuable and
successful program.

Within our district, we currently have our entire Title I Department
trained in ERE as well as 18 classroom teachers and two of our Special
Education staff. ERE teachers teach children at risk of reading failure
in the beginning stages of reading so they develop enough ability to
operate successfully in at least the average range in their classrooms.
ERE also develops teachers who are able to apply the key concepts of
Early Reading Empowerment across the primary reading curriculum. Our
Title I as well as Special Education numbers have dramatically declined
since 1997. Guided Reading is working in the classrooms because
classroom teachers, reading teachers, and learning disabilities teachers
are working toward continuity and consistency in the reading curriculum.
Such consistency reduces the confusion for the students and is the basis
for a strong primary reading program. ERE teachers are empowered to be
self-evaluative and flexible in applying key teaching concepts of ERE to
their reading group settings.

All teachers use Reading Recovery leveled books from our ERE library
and, therefore, all teachers are speaking the same language. It works
very well in our district and that is evident from the scores of the WI
Comprehension Reading Test at Grade 3 as well as the results on the WSAS
tests. The development of peer coaching is a central component of this
program. Like students, teachers are expected to develop an independent
self-monitoring, self-extending learning system.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Everyday Mathematics is included on the U.S. Department of Education's
list of "Promising and Exemplary Programs." It also follows the National
Council of Teacher's of Mathematics standards for mathematics
instruction for elementary students. The State of Wisconsin model
academic standards are also based on these as well. Everyday Math is a
standards based, process approach to math instruction that stresses
process, practical application of math skills to every day situations
and cooperative learning. We get an excellent result using Everyday
Mathematics. At Marengo Valley School we believe that math literacy is
essential in helping students succeed in their future endeavors.
Everyday Mathematics poses real-life problems for students to solve and
allows them to experience mathematics at the application level. As early
as kindergarten students are given word problems and real situations to
apply their mathematical skills to solving. Another significant feature
of the Everyday Mathematics curriculum is that it requires a high level
of reading skill before students can be successful. Therefore, as we go
forward with the school's primary mission which is to develop fluent and
able readers by grade 3, we use our mathematics curriculum as part of a
total process to ensure that students can read and apply what they read
to everyday real-life situations.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

The primary instructional method used at Marengo Valley School is
**cooperative learning.** We feel that citizenship is essential to
success in our free society. Cooperative group work allows students to
work together to achieve learning goals. It works well for us. When
teacher-centered instruction is used we follow the model of lesson
design that introduces the lesson with an anticipatory set followed by a
statement of objective. Key components of the lesson are modeling,
input, checking for understanding, guided and independent practice
followed by a closure. This traditional pattern yields a wonderful
result for our students. The other instructional method that is
extensively used at Marengo Valley School both for re-mediation and the
implementation of our early reading empowerment program is one-on-one
tutoring. Educational research shows that especially for disadvantaged
learners, students with disabilities, or minor students one-one-one
tutoring is the most successful methodology that can be used to
re-mediate deficiencies in learning core subjects. We are fortunate at
Marengo Valley School to have the luxury of several staff who have been
trained in the early reading empowerment process which utilizes a
tutorial one-one-one or two-on-one format to re-mediate reading
deficiencies. Our parent community has stepped up when we have asked for
parents to participate in the learning process as well in that we have
strong support from volunteer parent tutors who will assist classroom
teachers in re-mediating difficulties or helping with children who lag
behind in a certain key area. Lastly, in response to the No Child Left
Behind legislation we have excellent trained and fully-qualified support
staff available on-site to work as instructional partners with classroom
teachers to provide one-on-one remedial instruction or enrichment for
students who require it.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Each core curriculum area has a staff development component built in to
it. The staff at Marengo Valley School are given direct access to the
district's staff development budget through Mr. Foley, the building
principal and Director of Curriculum. Teachers are expected to
participate in at least one professional development activity per year
at district expense and during school time. Each summer the Ashland
School District is a co-sponsor of a region-wide staff development
academy in cooperation with CESA 12. Marengo Valley staff are encouraged
to attend this in-service event. All expenses are paid by the district.
Reviewers are invited to consider the test data provided for **all**
core subjects as part of this application. The pattern of excellence is
directly linked to the quality work done by the professional staff.
Staff development is essential as it allows staff a chance to improve
skills and learn curriculum. The major staff development initiative
which has been and will occur at Marengo Valley School for the 2004-2005
school year is related to technology and computerized enhancements for
instruction. Through a Title I grant we have purchased a mobile computer
lab that will provide rural, disadvantaged students with an equitable
technology opportunity equal to or better than that experience by their
cohort peers at Lake Superior Primary and Lake Superior Intermediate
School. This wireless computer lab will allow teachers to not only teach
the district's technology curriculum but will provide students with an
opportunity to experience first-hand internet research, learning
programs such as the Accelerated Reader, and provide rural children with
a general access to outside world information that prior to the
implementation of this lab they did not have. Marengo Valley staff will
begin in-servicing on this new equipment beginning the week of March 29,
2004, on through the remainder of this school year and into the next.
This training will be provided by Mr. Brad Bergman, our district's
technologist. However, to re-state the most important staff development
initiatives that we offer to staff training on core-subject material is
the most and the best of what we do here and the staff development
budget that the district controls is primarily devoted to providing
high-quality research-based training in the areas of Everyday
Mathematics, Writer's Workshop, Foss Science and Early Reading
Empowerment.

**PART VII - ASSESSMENT RESULTS**

**Mathematics Achievement Table I Marengo Valley School**

**Wisconsin State Assessment System CTB McGraw Hill**

**Grade 4 Math**

  ---------------------------- ----------- ----------- ----------- ----------- -----------
  Testing Month -- Oct./Nov.   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **SCHOOL SCORES**                                                            

  Total -- Percent of                                                          
  students....                                                                 

  Basic                        0           6           4           8           4

  Minimal                      10          0           0           0           0

  Proficient                   48          56          58          67          52

  Advanced                     43          39          38          25          43

  Number of students tested    21          19          24          24          23

  Percent of total students    100         100         100         100         100
  tested                                                                       

  Number of students excluded  0           0           0           0           0

  Percent of students excluded 0           0           0           0           0

                                                                               

  **Subgroup Scores**                                                          

  **1. Low Income**            11          12          \*          \*          \*

  Basic                        0           8                                   

  Minimal                      9           0                                   

  Proficient                   45          42                                  

  Advanced                     45          50                                  

  **2. Special Education**     0           0           0           0           0

  Basic                                                                        

  Minimal                                                                      

  Proficient                                                                   

  Advanced                                                                     

  **3. Asian/Pacific           1           0           0           0           0
  Islander**                                                                   

  Basic                                                                        

  Minimal                                                                      

  Proficient                                                                   

  Advanced                     100                                             

                                                                               

  State Scores                                                                 

  Total -- Percent of                                                          
  students...                                                                  

  Basic                                    82          92          91          94

  Minimal                                                                      

  Proficient                               71          69          65          75

  Advanced                                 30          25          21          31
  ---------------------------- ----------- ----------- ----------- ----------- -----------

\* Suppressed for privacy reasons.

**Reading Achievement Table II Marengo Valley School**

**Wisconsin State Assessment System**

  ---------------------------- ----------- ----------- ----------- ----------- -----------
  Testing Month -- Oct./Nov.   2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **SCHOOL SCORES**                                                            

  Total -- Percent of                                                          
  students....                                                                 

  Basic                        5           0           0           17          0

  Minimal                      0           0           0           20          0

  Proficient                   33          39          88          50          78

  Advanced                     62          61          13          13          22

  Number of students tested    21          18          24          24          23

  Percent of total students    100         100         100         100         100
  tested                                                                       

  Number of students excluded  0           0           0           0           0

  Percent of students excluded 0           0           0           0           0

                                                                               

  **Subgroup Scores**                                                          

  **1. Low Income**            11          12          \*          \*          \*

  Basic                        9                                               

  Minimal                                                                      

  Proficient                   18          33                                  

  Advanced                     73          67                                  

  **2. Special Education**     1           0           0           0           0

  Basic                                                                        

  Minimal                                                                      

  Proficient                   100                                             

  Advanced                                                                     

  **3. Asian/Pacific           1                                               
  Islander**                                                                   

  Basic                                                                        

  Minimal                                                                      

  Proficient                                                                   

  Advanced                     100                                             

                                                                               

  State Scores                                                                 

  Total -- Percent of                                                          
  students...                                                                  

  Basic                                    92          90          89          89

  Minimal                                                                      

  Proficient                               80          79          77          77

  Advanced                                 40          18          17          15
  ---------------------------- ----------- ----------- ----------- ----------- -----------

\* Suppressed for privacy reasons.