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

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

**Cover Sheet**

Name of Principal: [Mr. Duane Motzko]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address: [106 Frank Street South]{.underline}

[Clarissa]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
[Minnesota]{.underline} [56440-0468]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(218) 756-3631]{.underline} Fax [(218) 756-2560]{.underline}

Website/URL: [www. evps.k12.mn.us]{.underline} E-mail:
[dmotzko@evps.k12.mn.us]{.underline}

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

[Duane Motzko]{.underline} Date [February 9, 2004]{.underline}\_\_\_
\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Mr. Dale Svaren]{.underline}

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

District Name [Eagle Valley Public Schools]{.underline} Tel. [(218)
738-6442]{.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.

[Dale Svaren]{.underline} Date\_\_\_\_\_ [February 9,
2004]{.underline}\_\_\_\_\_\_\_\_\_

(Superintendent's Signature)

Name of School Board Mr. Robert Winkler

President/Chairperson

(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.

[Robert Winkler]{.underline} Date\_\_\_\_\_[February 9,
2004]{.underline}\_ \_\_\_\_\_\_\_

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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**

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

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

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

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_[2]{.underline}\_\_\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_\_[\$8079]{.underline}\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
\_\_\_\_\_[\$7745]{.underline}\_\_\_\_\_\_\_\_

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

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

4\. [6]{.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**       7         8                      **15**       **7**                             

  **1**       19        13                     **32**       **8**                             

  **2**       10        10                     **20**       **9**                             

  **3**       7         6                      **13**       **10**                            

  **4**       19        18                     **37**       **11**                            

  **5**       11        15                     **26**       **12**                            

  **6**       24        10                     34           Other                             

                                    **TOTAL                                                   177
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [99]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year: 4.5%

> (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 7
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        8
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    178
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .0449438
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4.49
              100                                
  ----------- ---------------------------------- ------------------------

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

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

Number of languages represented: Not Applicable

Specify languages:

9\. Students eligible for free/reduced-priced meals: [62]{.underline} %

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

10\. Students receiving special education services: [14]{.underline} %

[25]{.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.

[1]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [3]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [2]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

[4]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [0]{.underline}

Classroom teachers [10]{.underline} [0\_\_\_\_]{.underline}

Special resource teachers/specialists [4]{.underline} [1]{.underline}

Paraprofessionals [10]{.underline} [0]{.underline}

> Support staff [6]{.underline} [0]{.underline}
>
> Total number [31]{.underline} [0]{.underline}

12\. Average school student-"classroom teacher" ratio: 17.7/1

13\.

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

  Daily student attendance 97%         96%         95%         96%         95%

  Daily teacher attendance 96%         96%         97%         96%         98%

  Teacher turnover rate    0%          0%          6%          0%          11%

  Student dropout rate     NA          NA          NA          NA          NA

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

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003. **Not Applicable**

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Eagle Valley Elementary is a K-6 school with 180 students located in
Clarissa, a small rural community in Todd County, Minnesota. Sixty-one
percent of the students come from families that qualify for free and
reduced lunches. Forty-five percent of the student body is female, and
fifty-five percent is male. Seven and three tenths percent of the
students are in Special Education Programs. There is no appreciable
number of students in the other demographics. Many residents do not have
a higher education and do not value or feel a quality education is
important for their children.

Our goal is to provide a caring and educational environment where staff,
parents, and community members work together to show the importance of a
good education. We have implemented many educational experiences for our
students that involve individuals from outside the school. We strive to
use scientifically based programs that utilize technology to provide
students the tools and knowledge they require to meet their individual
needs and to be successful and useful members in society.

The teaching staff has between 17 and 30 years of experience and is very
knowledgeable and caring. We continually hear parents, community
members, and others from outside our community remark how caring and
friendly the staff is and how they can feel this as they walk down the
halls of the school building. This is important, as a major role of our
school is to make parents and community members feel welcome in our
school and to get them involved with the students' education. A child's
education needs to begin at an early age, and the parents are the
primary people responsible for this. Parents get involved early in their
child's education by enrolling their child in our Early Childhood
Collaborative Program (ECSE, ECFE, Preschool, and Headstart). In
Kindergarten and the primary grades, parents are guest readers in their
child's classroom, are invited to take part in special events in the
classroom, and are encouraged to present topics of interest to them. An
effort is made to visit places in the business district so community
members become active members in each child's education. As students
enter the intermediate grades, they are involved with many opportunities
including Jr. Great Books, chess, science trunk presentations, Science
Fair competitions, Math Master's competitions, and many other gifted
programs. Many of these are taught or assisted by parents and members of
the community. Every student in the school is required to read for 20
minutes a night with their parents. Each student is also required to do
Star Testing in both Math and Reading at least twice a year. This is a
computerized program that determines an individual's reading or math
level. Once tested, students are then placed in the Accelerated Reading
and Accelerated Math programs where they are assigned work at their
ability level and then tested. These programs, along with the 20 minutes
of at home reading a night, have been very instrumental in out school's
success. Children enjoy the feeling of success when doing assignments
according to their ability level, and of being able to meet the goals
that they set for themselves. The school provides an Accelerated Reader
Store twice a year for the students. They earn points by passing the
Accelerated Reader quizzes which can then be used to purchase items at
the store.

Over the past decade our school has strived to stay abreast of
technology. We have a computer on every teacher's desk for their use, at
least one computer in each classroom for student use, a computer lab
with 25 computers, access to the internet on almost every computer in
the building and PDAs for each student in our sixth grade class. The
PDAs have a wireless Internet connection and are used in the Spelling,
Social Studies, and Math curriculum areas. Students are allowed to take
them home in the evenings.

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

**1.**

Grade 3 Students had the Following Results

**Reading: Level I Level IIa Level IIb Level III Level IV**

\% of students 0% 3% 22% 57% 19%

**Math: Level I Level IIa Level IIb Level III Level IV**

\% of students 0% 3% 16% 59% 22%

These scores indicate that no students were in level I, or at risk of
not being able to pass the Basic Skills Tests in 8^th^ grade. Students
in this group need supplemental help early to have a good chance of
passing the Basic Standards Test the first time. 3% of the third grade
students were in level IIa for both reading and math. These students
have partial knowledge and some skills necessary to pass the Basic
Standards Test. These students may benefit from some supplemental
instruction to increase their chances of passing the Basic Skills Tests
on their first try. Students in Level IIb are successfully working on
grade level and have a good chance of passing the Basic Standards Test
on their first try. Students in level III demonstrate competence in
knowledge and skill and have a high probability of passing the Basic
Skills Tests on their first try. The students in level IV demonstrate
advanced performance, knowledge, and skills and have a very high
probability of passing the 8^th^ grade Basic Skills Tests the first
time. Therefore, 97% of our students in third grade have a good to very
good chance of passing the Basic Skills Tests the first time. The
remaining 3% may pass the tests without any additional help, or may
require some supplemental help to pass the tests the first time.

Grade 5 students had the following test results.

**Reading: Level I Level IIa Level IIb Level III Level IV**

\% of students 3% 18% 9% 44% 26%

**Math: Level I Level IIa Level IIb Level III Level IV**

\% of students 3% 12% 24% 44% 18%

3% of our fifth grade students in both reading and math fell into level
I. These students will require supplemental learning opportunities to
get them to a level where they will be able to pass the Basic Standards
Test the first time. Students in Level IIa have partial knowledge and
some skills necessary to pass the Basic Standards Test. These students
may benefit from some supplemental instruction to increase their chances
of passing the Basic Skills Tests on their first try. Students in Level
IIb are successfully working on grade level and have a good chance of
passing the Basic Standards Test on their first try. Students in level
III demonstrate competence in knowledge and skill and have a high
probability of passing the Basic Skills Tests on their first try. The
students in level IV demonstrate advanced performance, knowledge, and
skills and have a very high probability of passing the 8^th^ grade Basic
Skills Tests the first time. In summary, 3% of our students (level I)
will likely require supplemental instruction if they are to pass the
Basic Skills the first time. Anywhere from 79% to 97 % of the students
in Reading and 85% to 97% of the students could likely pass the Basic
Skills Tests on the first try without any additional help.

**2**. School wide test results are carefully gone over to determine
what aspects of the Reading and Math curriculum can/need to be improved.
This information is used when looking at new textbooks, programs, and
educational resources. It helps us to determine which academic areas
need attention, and what parts of the Reading and/or Math curriculum
needs to be addressed. As a result of this information, our school has
implemented several new programs, and has made a concerted effort to
improve and update these programs.

Along with the school wide test results, we look at the results for each
individual student. We check to see if they are proficient, making the
grade, or if they need to have additional learning opportunities in
Reading and Math. We provide extra learning opportunities starting with
those who have the greatest need and working toward the more proficient
students as funds allow. Our extra learning opportunities are based on
individualized instruction, scientific research, and technology when
possible. The use of technology has enabled us to consistently meet the
individualized needs of students by leaving the machines do much of the
busy work of correcting and assigning, thus allowing the teacher more
freedom to address individual problem areas with students.

**3**. We provide our parents with information regarding their child's
progress and performance at school in a wide variety of ways. Copies of
their child's Minnesota Comprehensive Testing Results along with letters
explaining how to read the reports are mailed to the parents. Report
cards, mid-term reports, monthly newsletters, Accelerated Reading and
Math, and Star Reading and Math reports are given to parents at various
times throughout the year. These reports are shared with the student at
school and then sent home for the parents to view. Parent Teacher
Conferences are held twice a year (92% of our students had parents in
attendance this fall), and parents know that they are always welcome to
set up additional conferences whenever they feel the need. Parent,
teacher, and/or student meetings, telephone calls, letters, and daily
assignment notebooks (which are signed nightly by parents) are also used
to keep parents, students, and the school informed about individual
student need and progress. Weekly reading charts are sent home (each
student is required to read or to have someone read to them 20 minutes
each night), signed, and returned by the parents each week.

Other members of the community are kept informed of school performance
through state reporting procedures such as the Student Accountability
Report (SAR), publishing of the school's Minnesota Comprehensive Test
results, quarterly newsletters mailed to all residents in the school
district, newspaper articles, special meetings and presentations for the
public, and announcements over the area's radio stations.

Parent and community volunteers are in our school on a regular basis.
They are vital in maintaining many of the educational activities that
occur at our school as well as allowing the volunteers a chance to see
first hand what is happening in the school.

**4**. Our school belongs to the Freshwater Education District (FED).
This is a cooperative consisting of twelve school districts. We have
regularly scheduled principals' and superintendents' meetings during the
school year to discuss topics of interest such as federal and state laws
affecting schools, trends in education, FED workshops and in-service
programs, successful programs in member schools, etc. At these meetings
our school has and will continue to share programs and curriculums that
have helped our students to be successful on the MCA, the Basic
Standards Tests, and other areas of student involvement.

Our school has always opened its doors to personnel from other schools
to allow them to observe our programs during the regular school day. We
allow the visiting staff members time to ask questions and for hands on
experience with hardware, software, etc. When applicable, programs,
techniques, curriculum, etc. will be presented at workshops and meetings
to colleagues and others who have an interest in the programs and
techniques used by our school.

Good news at our school is always publicized in the local newspaper.
Successful programs and student successes are published to let the
community and others know what is working at Eagle Valley Elementary.
These articles sometimes peak the interest of others outside of our
community who then call to arrange for the sharing of additional
information.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Our school's curriculum consists of the following core subject
    areas: Reading,

Math, Spelling, Science, Social Studies (Geography), Music, Art and
Physical Education. In addition, Spanish is offered to students who wish
to learn the language. Although it is not required for a K-6 school
system, we feel it is important because Spanish is being spoken much
more commonly in our country, and because we have seen a large increase
in the number of Spanish speaking people in our community and the
surrounding communities.

Our reading curriculum consists of the Scott-Foresman Series in Grades
K-6. It is a phonics based curriculum that incorporates a whole language
approach. Therefore, along with reading, spelling and writing are also
taught. The continuity of using the same series in all grades in the
school helps us to make sure that all students are taught the various
aspects of reading, spelling and writing throughout their elementary
years. It also ensures that all grades are using the same format,
vocabulary, and approach when teaching Reading. The textbook is designed
around the graduation standards set by the federal government and is
therefore based on high standards.

The Math curriculum uses the Heath Math series as its textbook. It
offers challenging work that is based on mental math, basic math, number
sense, word problems, higher order thinking skills, etc. Along with the
Math series, all students use the Accelerated Math program. The program
is a computerized program from Advantage Learning Systems. It tailors
the student's worksheets to their individual math abilities. This way we
are able to provide all students with the grade level curriculum from
the textbook while also providing each student with practice and
learning opportunities at their own ability level.

Spelling is taught through the McDougal Lintell series. It stresses the
phonetic approach to spelling and matches our approach to teaching
reading.

Our Science curriculum centers on the Holt textbook and the use of Foss
Kits. Foss kits are compiled and our science curriculum has been
realigned to match the graduation standards.

The Social Studies curriculum is based on the McGraw Hill series.

Music books are from the Silver Burdett and Ginn Company.

The Health/Physical Education curriculum uses the Laidlaw series and the
Skills for Growing Program.

Art uses the Hubbard series for their textbooks. Like all of the above
subject areas, the teachers have gone through and realigned the
curriculum to closely correlate with the graduation standards. The
textbook is used to help present the major ideas in the curriculum and
to help us maintain a consistent scope and sequence. Many other programs
and informational sources are also used to help supplement the course
work and to allow for hands on experiences.

In addition to the above mentioned information, each teacher designates
a small portion of the day for Daily activities in Language, Math,
Science and Reading.

**2**. Eagle Valley Elementary believes that all students can learn to
read, and that in order for this to happen, it takes involvement and
encouragement from many sources. The four main sources are the student,
their parent/s, the school system, and the rest of the community.

Our school uses the Scott Foresman Reading Series. This series
incorporates phonics, writing, and spelling into the scope and sequence
at each grade level. We believe that students need to learn their
letters, sounds, and combined letter sounds to be able to decipher
words. Without being able to decipher words, they will never be able to
fully comprehend what they are reading.

In addition to the reading textbook, we have used Star Reading and
Accelerated Reading at our school for a number of years. This allows us
to refine the students' reading materials to their ability level. This
prevents frustration from trying to read books that are too hard, but at
the same time allows for challenging reading by the students. Students
are tested on each book they complete and earn points for the number of
questions they answer correctly on the quiz. Teachers assign a certain
number of books for each student to read during the grading period, a
certain number of which have to be Accelerated Reading Books. Students
also set individual goals for themselves. Twice during the year,
students are allowed to spend the points they earn at the Accelerated
Reading Store. This incentive program helps motivate students and
participation in the program has increased by leaps and bounds with each
successive year.

Twenty minutes of at-home reading is required of each student, and
volunteer readers are brought in to the school on a regular basis to
read books to students. Parents are

encouraged to be role models for their children by serving as volunteer
readers. We have had extremely good participation from our parents with
this and many other volunteer programs at our school.

**3.** Our Math curriculum consists of the Heath textbook and two
software

programs. The textbook is used by all students at a given grade level.
This is done to ensure that all students are exposed to and attain the
necessary information they need to pass their grade level and to be
successful in the next grade level. Not all students successfully attain
that knowledge, but by being in class and listening to the presentation,
they are at least exposed to the information and have the opportunity to
do the practice exercises associated with it. This will make it easier
for them to grasp the knowledge when they are developmentally ready to
do so.

Star Math (a software program that tests a student's ability level) and
Accelerated Math (a software program that assigns and grades student
work based on their ability level) are used to provide each student with
work that is at their level of understanding. This ensures that the
student will always be working on objectives that are important for
their learning, and that the student will not become frustrated with
work that is above their ability level. It also ensures students are not
going through the motions with work that they have already mastered. The
program also continually assigns types of problems that the students
have successfully answered as a means of review. It eventually tests the
students for mastery of this material. There are three types of
assessments (practice, exercise, and test) the students work on with
this program.

Students are also assigned Daily Math problems each day. This takes only
a few minutes to complete, but students review work already mastered,
practice work they are currently doing, and experience new problems they
have not yet encountered in the math series. These programs teach,
review, and help students master the basics, as well as providing
enrichment and advanced math work for those who are able to handle it.

**4**. There are a large number of instructional methods used by the
staff at Eagle Valley Elementary. Staff members use a variety of large
and small group presentations, individual instruction, and technology
assisted methods along with techniques that are directed toward audio,
visual, and hands on learners. Some of the large and small group
presentations include classroom lectures, guest speakers and
demonstrations by parents/family/friends/community members, lyceums,
plays, role playing, peer instruction, presentations by older students,
note taking, games (designed around a particular concept being taught or
reviewed), and computer assisted instruction and review including
knowledge bowl.

Individual methods involve direct student instruction by teachers,
paraprofessionals, parents, and community members. Students teaching
their peers and younger students are also very effective methods. The
use of the internet and computer software allows students to proceed at
their own pace with work designed for their ability level. This has been
particularly effective in our reading and math curriculum. Mainstreaming
students when they are able to work with their regular education
classmates and using pull-out programs when they are not allows us to
individualize each student's program to meet particular needs and
learning style.

Technology has become increasingly more important during the school day.
Students receive instruction via the Internet, cable TV, overheads, DVD,
and videocassette. Computer based curriculums in reading and math are
used for all of our students. Students not working up to grade level are
assigned work on additional computer curriculums designed to
individualize the student's work to their ability level. This is
particularly helpful when trying to keep students in the regular
classroom while providing additional instruction to help them get caught
up.

Computer generated assignments, worksheets and tests are used in large
group, small group, and individual presentation and review methods.
Taking advantage of the school-wide Title I option, we have been very
pleased with the success our students have shown when they are able to
work in the regular classroom with their classmates as opposed to being
in pull-out programs. The effectiveness of this process in our school is
due largely to the use of technology.

**5**. Eagle Valley has a Staff Development Committee comprised of
teachers, parents, community members, certified staff, board members,
and administration. This committee decides what educational areas the
school district will concentrate on, sets goals for the district, and
reviews all staff development requests. This year, the district areas of
concentration are math and behavior. This team determines if the request
should be approved based on the following criteria: if it is appropriate
for the requesting person based on their area of concentration and job
assignment (highest priority is given to those who are requesting staff
development opportunities in math and behavior), how it will benefit the
school system and students, and how the information will be shared with
other staff members. Prior training by the staff member, their assigned
academic area, their area of licensure, and future assignments are
considered when granting or denying staff development requests.

All staff members are encouraged to take part in staff development
opportunities to increase their knowledge, methods, and presentation
techniques. It is the goal of the committee to keep each staff member up
to date on current theories, and best practices. Records are kept of who
has attended staff development sessions, what the sessions were, and
when they were attended. This information is used to help determine
which people and what staff development requests are granted.

When staff members keep updated on the latest information concerning
learning and methods, they become better teachers, are more willing to
share with their colleagues and are more understanding of differences in
students. All of these help staff members to respond to the students in
a more caring, nurturing, and personal way. Assignments, presentations,
consequences, etc. are all fitted to the individual needs of the
students.

**PART VII - ASSESSMENT RESULTS**

**Standards for Minnesota Comprehensive Assessments**

**Level I** -- Students have gaps in the knowledge and skills. Poor
reading skills may impact

math comprehension skills. Students need additional instruction because
they are

typically working below grade level in one or more content areas.

**Level IIa** -- Students have partial knowledge and skills. Working at
or slightly below grade-

level in one or more areas. Supplemental help may be necessary.

**Level IIb** -- Students are working and progressing successfully on
grade-level material.

**Level III** -- Students are working above grade level and are
proficient with challenging subject

matter. They are typically in the top 25% nationally.

**Level IV**- Students demonstrate advanced academic performance,
knowledge, and skills.

Performance is well above grade level. They can analyze and interpret
complex

problems and situations. Typically rank in the top 5%-10% on nationally

administered tests.

\* **-** Data Not Available

**NA** -- Data for 1998-1999, 1999-2000, and 2000-2001 was only
available as Level II (not

Level IIa and Level IIb as in later years) so the data for Level II was
put in the Level IIa

row. Consequently, there is no available data for the Level IIb row.

> **[GRADE 3 READING AND MATH ASSESSMENTS]{.underline}**

**GRADE:** Three

**TEST:** Minnesota Comprehensive Reading Assessment

**WHAT GROUPS WERE EXCLUDED FROM TESTING?** None

**NUMBER EXCLUDED:** 0

**PERCENT EXCLUDED:** 0

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | April  | March  | March  | March  | March  |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 91     | 97     | 75     | 79     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 70     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 76     | 57     | 67     | 54     | 34     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 19     | 17     | 17     | 8      | 4      |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 37     | 23     | 30     | 24     | 28     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 100    | 100    | 100    |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1.  FREE AND REDUCED    |        |        |        |        |        |
|     LUNCH               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 88     | 100    | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 95     | 75     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 79     | 56     | 59     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 11     | 25     | 18     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 19     | 16     | 17     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. NON-FREE AND        |        |        |        |        |        |
| REDUCED                 |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 100    | 93     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 71     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 72     | 57     | 77     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 28     | 0      | 16     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 18     | 7      | 13     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. SPECIAL EDUCATION   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 100    | 33     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 100    | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 100    | 0      | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | NA     | 0      | 0      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 1      | 2      | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. NON-SPECIAL         |        |        |        |        |        |
|                         |        |        |        |        |        |
| EDUCATION               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 91     | 100    | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 68     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 76     | 55     | 71     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 19     | 18     | 18     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 37     | 22     | 28     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **STATE MEAN SCORE**    | 1517.4 | 1486.2 | 1493.8 | 1461   | 1428   |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL MEAN SCORE**   | 1588.1 | 1      | 1556.3 | 1457   | 1414   |
|                         |        | 510.09 |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+

**GRADE:** Three

**TEST:** Minnesota Comprehensive Math Assessment

**WHAT GROUPS WERE EXCLUDED FROM TESTING?** None

**NUMBER EXCLUDED:** 0

**PERCENT EXCLUDED:** 0

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | April  | March  | March  | March  | March  |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 78     | 97     | 88     | 86     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 70     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 81     | 30     | 63     | 38     | 43     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 22     | 0      | 3      | 8      | 11     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 37     | 23     | 30     | 24     | 28     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 100    | 100    | 100    |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1.FREE AND REDUCED      |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 88     | 100    | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 95     | 56     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 84     | 31     | 59     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 21     | 0      | 0      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 19     | 16     | 17     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. NON-FREE AND        |        |        |        |        |        |
| REDUCED                 |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 100    | 92     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 100    | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 78     | 29     | 69     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 22     | 0      | 8      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 18     | 7      | 13     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. SPECIAL EDUCATION   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 100    | 100    | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 0      | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | NA     | 0      | 0      | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | NA     | 0      | 0      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 1      | 1      | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. NON-SPECIAL         |        |        |        |        |        |
|                         |        |        |        |        |        |
| EDUCATION               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 86     | 100    | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 73     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 81     | 27     | 68     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 22     | 0      | 4      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 37     | 22     | 28     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **STATE MEAN SCORE**    | 1541.3 | 1486.0 | 1503.0 | 1478   | 1460   |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL MEAN SCORE**   | 1604.6 | 1421.4 | 1493.0 | 1446   | 1451   |
+-------------------------+--------+--------+--------+--------+--------+

**[GRADE 5 READING AND MATH ASSESSMENTS]{.underline}**

**GRADE:** Five

**TEST:** Minnesota Comprehensive Reading Assessment

**WHAT GROUPS WERE EXCLUDED FROM TESTING?** None

**NUMBER EXCLUDED:** 0

**PERCENT EXCLUDED:** 0

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | April  | March  | March  | March  | March  |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 96     | 92     | 82     | 88     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 79     | 76     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 71     | 64     | 64     | 40     | 44     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 24     | 8      | 20     | 0      | 9      |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 34     | 25     | 25     | 33     | 32     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 100    | 100    | 100    |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1\. FREE AND REDUCED    |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 95     | 92     | 92     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 77     | 54     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 73     | 38     | 54     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 27     | 8      | 23     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 22     | 13     | 13     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. NON-FREE AND        |        |        |        |        |        |
| REDUCED                 |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 100    | 92     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 83     | 100    | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 67     | 83     | 75     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 25     | 8      | 16     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 12     | 12     | 12     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. SPECIAL EDUCATION   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 67     | 0      | 50     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 0      | 0      | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 0      | 0      | 0      | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 0      | 0      | 0      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 3      | 0      | 2      | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. NON-SPECIAL         |        |        |        |        |        |
|                         |        |        |        |        |        |
| EDUCATION               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 96     | 96     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 87     | 76     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 77     | 64     | 70     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 29     | 8      | 21     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 31     | 25     | 23     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **STATE MEAN SCORE**    | 1566.7 | 1552.4 | 1545.2 | 1493   | 1451   |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL MEAN SCORE**   | 1577.1 | 1539.2 | 1537.6 | 1409   | 1470   |
+-------------------------+--------+--------+--------+--------+--------+

**GRADE:** Five

**TEST:** Minnesota Comprehensive Math Assessment

**WHAT GROUPS WERE EXCLUDED FROM TESTING?** None

**NUMBER EXCLUDED:** 0

**PERCENT EXCLUDED:** 0

+-------------------------+--------+--------+--------+--------+--------+
|                         | 200    | 200    | 200    | 199    | 199    |
|                         | 2-2003 | 1-2002 | 0-2001 | 9-2000 | 8-1999 |
+-------------------------+--------+--------+--------+--------+--------+
| Testing Month           | April  | March  | March  | March  | March  |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL SCORES**       |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 96     | 88     | 82     | 84     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 85     | 52     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 62     | 44     | 56     | 21     | 31     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 18     | 12     | 16     | 3      | 6      |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 34     | 25     | 25     | 33     | 32     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of total        | 100    | 100    | 100    | 100    | 100    |
| students tested         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| Percent of students     | 0      | 0      | 0      | 0      | 0      |
| excluded                |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
|                         |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **SUBGROUP SCORES**     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 1\. FREE AND REDUCED    |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 95     | 92     | 77     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 77     | 31     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 59     | 15     | 54     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 23     | 8      | 23     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 22     | 13     | 13     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 2\. NON-FREE AND        |        |        |        |        |        |
| REDUCED                 |        |        |        |        |        |
|                         |        |        |        |        |        |
| LUNCH                   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 100    | 92     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 92     | 75     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 67     | 67     | 58     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 8      | 17     | 8      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 12     | 12     | 12     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 3\. SPECIAL EDUCATION   |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 100    | 50     | 0      | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 0      | 0      | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 0      | 0      | 0      | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 0      | 0      | 0      | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 1      | 2      | 1      | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| 4\. NON-SPECIAL         |        |        |        |        |        |
|                         |        |        |        |        |        |
| EDUCATION               |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 97     | 100    | 92     | \*     | \*     |
| IIa                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 88     | 57     | NA     | NA     | NA     |
| IIb                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At or Above Level    | 64     | 48     | 58     | \*     | \*     |
| III                     |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| \% At Level IV          | 18     | 13     | 17     | \*     | \*     |
+-------------------------+--------+--------+--------+--------+--------+
| Number of students      | 33     | 23     | 24     | \*     | \*     |
| tested                  |        |        |        |        |        |
+-------------------------+--------+--------+--------+--------+--------+
| **STATE MEAN SCORE**    | 1532.8 | 1502.6 | 1492.0 | 1470   | 1417   |
+-------------------------+--------+--------+--------+--------+--------+
| **SCHOOL MEAN SCORE**   | 1553.5 | 1464.0 | 1523.6 | 1395   | 1428   |
+-------------------------+--------+--------+--------+--------+--------+