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

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

**Cover Sheet**

Name of Principal: [Mrs. Rhonda
Kruse                                                                                                           ]{.underline}

Official School Name: [Westview Elementary
School                                                                                     ]{.underline}

School Mailing Address: [700 West Old Vine
Road                                                                                       ]{.underline}

[Canton Illinois 61520-1598                  ]{.underline}

City State Zip Code+4(9digits total)

Tel. [(309)
647-2111                                      ]{.underline}Fax [(309)
647-
2047                                                                  ]{.underline}

Website/URL
[www.cantonusd.org/westview](http://www.cantonusd.org/westview)[          ]{.underline}
E-mail
<rkruse@cantonusd.org>[                                   ]{.underline}

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

Date: \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\*: [Mr. Ralph
Grimm                                                                                               ]{.underline}

District Name [Canton Union School District
#66         ]{.underline}Tel. [(309) 647-
9411                                              ]{.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)

School Board President: [Mrs. Kathy
Phillips                                                                                                 ]{.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 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"]{.underline}
    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**

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

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

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

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

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

[5]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 6,562 ]{.underline}

Average State Per Pupil Expenditure: [\$ 8,181 ]{.underline}

**SCHOOL** (To be completed by all schools)

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

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

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

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students 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**       33        39                     **72**       **7**                             

  **1**       33        38                     **71**       **8**                             

  **2**       32        38                     **70**       **9**                             

  **3**       42        35                     **77**       **10**                            

  **4**       33        32                     **65**       **11**                            

  **5**                                                     **12**                            

  **6**                                                     Pre-K/ECE   62        51          **113**

                                    **TOTAL                                                   468
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [98.7]{.underline} % White

the students in the school: [.8]{.underline} % Black or African American

[.3]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100 % Total**

7\. Student turnover, or mobility rate, during the past year:
[14]{.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 25
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 23
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        48
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    342
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .14
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    14
              100                                
  ----------- ---------------------------------- ------------------------

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

[0]{.underline} Total Limited English Proficient

Number of languages represented: [1  ]{.underline}

Specify languages: [English]{.underline}

9\. Students eligible for free/reduced-priced meals: [49 %]{.underline}

[174]{.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: [18.8 ]{.underline}
%

[88   ]{.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 [7]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [20 ]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [61 ]{.underline} Speech or Language
Impairment

\_\_\_\_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 [19      ]{.underline}   [0   ]{.underline}

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

Paraprofessionals [8       ]{.underline} [8       ]{.underline}

> Support staff [9       ]{.underline} [2        ]{.underline}  

 

> Total number [42       ]{.underline} [15        ]{.underline}

12\. Average school student-"classroom teacher" ratio: [20.6:
l    ]{.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 95.3 %      95.8 %      95.3 %      95.1 %      95.4 %

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

  Teacher turnover rate    4 %         4 %         9 %         0 %         0 %

  Student dropout rate     NA          NA          NA          NA          NA

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

**[PART III ‑ SUMMARY]{.underline}**

Westview Elementary School was established in 1978 and presently serves
as an Early Childhood -- 4^th^ Grade building with 468 students in 19
homerooms. The school contains three homerooms of each grade K-4. The
school houses Canton's two Early Childhood Special Education and two
At-Risk Pre-Kindergarten classes. Currently, 50% of the student
population is low-income. The certified staff members work alongside
support staff members to create the best possible school environment for
learning. The activities of the school support the school's mission
statement: "The staff of Westview Elementary School believes education
is the foundation of life's successes and all children can learn and be
successful. To this end, we are dedicated to providing an atmosphere
that supports and encourages the individuality of students, as they
become lifelong learners. We believe the partnership of school, home,
and community is necessary for students to reach their highest
potential." A variety of character development and learning activities
have been implemented. The day starts with a morning assembly, which
includes the Pledge of Allegiance to honor our country, announcements,
and the Westview School pledge: "As a member of the Westview Elementary
School family, I will be caring, honest, responsible and respectful. I
will always do my best."

The Westview staff has implemented the Building Blocks/Four Blocks
framework of instruction for language arts in grades K-4. Research shows
that children of all ability levels profit from the multi-level
Four-Blocks instruction, therefore, children are heterogeneously
grouped. The Accelerated Reader program supports the self-selected
reading block. Title I and K-2 classroom teachers work closely to
provide reading support through the "Westview Helping Early Emergent
Learners Succeed" (WHEELS) program. Other factors impacting our academic
successes are: a part-time parent coordinator to encourage parent
involvement, a before school care program, and after school remediation
classes.

Five years ago, Westview became a "Title I School-wide" building. That
distinction brought opportunities to study other schools of similar
composition and to create an environment, which would fulfill the vision
that all students can learn. As part of our school-wide, Positive
Behavioral Interventions and Supports (PBIS) was implemented. Behavioral
expectations are taught and modeled daily.

Teachers participated in the shift from traditional classroom models to
Engaged Learning Models. Technology has continued to play an increasing
role in instruction. As an active partner with Western Illinois
University, Westview School has served as a site for Effective Literacy
Technology Curriculum (EliTeC II), Field Experience and Student
Teaching. The staff is currently participating in research through the
WIU grant on "Accessing Curriculum Through Technology Tools (ACTTT).

From a recent parent survey, parents reflect that Westview School
"nurtures its students by creating a calm, supportive atmosphere where
the personable staff is attentive to the students' needs beyond
learning." Westview Elementary School is proud to be nominated as a No
Child Left Behind - Blue Ribbon School of Excellence.

**[Part IV -- Indicators of Academic Success]{.underline}**

**1. ASSESSMENT DATA NARRATIVE**

Since 2002, kindergarten students at Westview Elementary School have
been given the Illinois Snapshot of Early Literacy Test (ISEL).
Administered in the fall and spring, this state-normed reading inventory
identifies students in need of reading intervention, furnishes
information for instructional planning, provides pre- and post
assessment data on student progress, and informs parents of student
strengths and weaknesses.

First graders are given the STAR Early Literacy Test three times a year.
This test demonstrates student growth, identifies strengths and
weaknesses in reading skills, and directs flexible grouping and
instruction. Parents are presented suggestions on how to support their
young readers.

Second, third, and fourth graders are given the STAR Literacy Test three
times a year. The STAR identifies a student's reading level, directs a
student in selecting literature of appropriate difficulty, tracks
student and classroom growth, and helps the teacher choose suitable
teaching strategies.

Third and fourth graders also take Illinois State Achievement Tests
(ISAT) each spring. These tests measure student achievement in the
Illinois State Learning Standards. Third graders are tested in the areas
of reading, math, and writing; fourth graders are tested in the areas of
social science and science. Administrators and teachers analyze ISAT
results to identify strengths and weaknesses in student performance.
Analysis of 1999 scores indicated a need to improve student achievement.
Scores that met and exceeded Illinois State Learning Standards in third
grade reading increased from 67% in 1999 to 88% in 2003. This 21%
increase in student achievement reflects the impact of the school's new
reading program. Scores were 6% below the state average in 1999, and
four years later, scores exceeded the state average by 26%.

The Meets and Exceeds Standards Performance Levels in third grade
writing increased from 50% in 1999 to 90% in 2003. This 40% increase in
student achievement is a result of professional development, the newly
adopted reading program, and teacher emphasis on process writing. Scores
were 6% below the state average in 1999, and four years later, scores
exceeded the state average by 14%.

In 1999, math scores analysis indicated a need for improvement. After
adopting the Cognitively Guided Instruction (CGI) approach to
mathematical thinking, math scores increased from 69% in 1999 to 97% in
2003. This 28% increase in student achievement reinforced the positive
impact of CGI on student learning. Scores were 1% above the state
average in 1999, and four years later, scores exceeded the state average
by 21%.

**2. USE OF ASSESSMENT DATA TO UNDERSTAND AND IMPROVE STUDENT AND SCHOOL
PERFORMANCE**

Westview Elementary School uses assessment data to understand and
improve student performance. Data is entered into a student EXCEL
database as soon as it is received. These assessment results are then
compared to previous entries in order to discover trends/patterns in
overall or subgroup performance that can impact learning. Once a
challenge area has been identified, the staff explores
scientifically-based research strategies that have the potential to
impact student learning. Staff development is then chosen to align with
teachers' needs and the challenge area. The information from the
assessments and from a partial Internal Review, along with the research
gathered by the school improvement committees is used to formulate the
basis for the School Improvement Plan each year. Once the plan is
approved at the district level, training for the staff, as well as the
paraprofessionals who work with the students in the areas identified for
improvement, is provided. Changes in instruction are then implemented
and student progress is closely monitored. A variety of informal
classroom assessments (daily assignments, classroom checklists, tests,
and teacher observations), along with the formal assessments previously
listed are used to monitor the student performance and program
effectiveness. Second and fourth grades are also assessed with the
Stanford 9 and the Otis Lennon Student Ability Test to compare student
ability with student performance. The triangulation of multiple sources
of data gives the staff greater confidence in supporting the decisions
for change. Grade level planning meetings are used to share
instructional strategies and provide additional support. It is the
adherence to the use of data derived from a continuous variety of
assessments that provides the basis for the process to improve the
teaching and learning that takes place at Westview Elementary School.

**3. COMMUNICATING STUDENT PERFORMANCE**

The Westview Elementary School staff believes communication is key to a
successful home-school relationship. Student performance is communicated
to parents through daily assignment records, quarterly report cards,
mid-term reports, phone calls, e-mail communications, personal notes,
homework hotline, weekly teacher and monthly office newsletters.
Computer generated Accelerated Reader reports are regularly sent home.
The entire student body starts each day with a morning assembly which
recognizes individual and classroom accomplishments.

The year begins with Meet the Parent nights to inform parents of
expectations for academic and behavioral success. Parent conferences are
held every October and individual assessment scores are shared. The
public is invited to attend our spring Open House and Art and Technology
Show to view student work.

Student performance is reported to the public in the form of a yearly
state School Report Card. This report card provides budget, teacher,
attendance, student demographic, class size and ISAT achievement
information. Parents receive an individual ISAT results report. Students
who exceeded state standards are recognized in the district's
newsletter, "Classroom Heroes". This newsletter is distributed to every
household in the community. ISAT results are reported using the School
Report Card displayed on the district's web site and through a flyer
sent to the community. The report card gives parents an opportunity to
understand how Westview is meeting the state standards. The local media
communicates students' successes to the public.

**4. SHARING SCHOOL SUCCESS WITH OTHER SCHOOLS**

Successes are shared at monthly grade-level meetings, staff meetings,
and district institute days. This vertical and horizontal articulation
improves district communication and consistency. Western Illinois
University (WIU) and other local colleges place student teachers and
cohort students at Westview for observation and practical experiences.
Teachers have worked with WIU to create engaged learning videos that are
shared with schools throughout the state. Staff members provide
presentations and in-service opportunities locally and statewide. For
example, many attend the state's annual Title I "No Child Left Behind"
Conference, presenting successful programs to teachers and
administrators. Some programs include: Reading Buddies, Westview Helping
Early Emergent Learners Succeed (WHEELS), and Cognitively Guided
Instruction (CGI). A newspaper, "Classroom Heroes" depicts successes
throughout the district and is mailed to community members. Westview's
website is also accessible for the public to view with the latest
programs and activities. Westview has and will continue to have an open
door policy to share successes.

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

**1. SCHOOL'S CURRICULUM**

Westview Elementary School's curriculum was developed by grade level
teams and aligned with the Illinois State Standards. Topics outlined
were covered in each of the curriculum areas, creating district-wide
maps to insure every child will meet the state's high standards.
Teachers continuously examine the maps for vertical and horizontal gaps
and place topics where they are content appropriate. Each grade level
established exit outcomes, which clearly define the expectations for
students and parents. Maps and exit outcomes will evolve over time,
reflecting constant efforts to refine and improve instruction throughout
the district. Parents and community members may view these documents on
the district's website.

Teachers multi-level and multi-approach their language arts instruction
to support and nurture the individual and diverse needs of students. By
following the Building Blocks and Four-Blocks Literacy Models,
research-based classroom-tested methods of instruction, teachers give
explicit instruction in reading skills and strategies, allow
self-selected reading of literature, empower students by exploring word
patterns, and provide models of writing elements for students to apply
their own narrative, persuasive, and expository writings.

The mathematical program provides opportunities for students to
demonstrate and apply their understanding of basic number concepts,
computational processes, and problem solving skills. In 1999, teachers
began to apply Cognitively Guided Instruction (CGI) in their classrooms.
CGI assists teachers in organizing classroom environments, which allows
students to make sense of mathematics by discussing how they think
through real world problems.

The social studies curriculum includes a study of geography, history,
economics, governments, and social systems. Weekly newspapers, hands-on
projects, audio-visual resources, computer-generated research, and guest
speakers enrich students' study. Science classes emphasize the process
of hands-on scientific inquiry and make connections with literature and
math.

All students receive instruction in visual arts, music, physical
education, and health. The music curriculum enriches students with vocal
and instrumental music, particularly with an outstanding Orff
Instrumentarium, a hands-on method of teaching music production. Art
history, culture, aesthetics, art criticism, and the production of art
are the key elements of visual arts. Community members are given
opportunities to view student's works of art and musical performances.

Early Childhood and Pre-K At-Risk programs provide a developmentally
appropriate, child-initiated, and center-based approach. Work Sampling
Illinois is used to assess individual growth. A strong parent education
and involvement component supports home-school connections. The older
at-risk students' needs are met through Special Education or Title I by
providing after-school tutoring support. Speech/Language therapy and
OT/PT provide services to students who are identified as having special
needs in their Individual Education Plan.

Positive Behavioral Intervention and Supports and Character Counts
programs set expectations for performance in all areas. A Behavior
Intervention Consultant conducts Brain Gym, a research-based exercise
program that promotes reestablishment of neural-muscular pathways.

Technology is a transparent component embedded throughout all curricular
areas. A technology fair provides an opportunity for Westview to share
student-generated projects with the community.

**2. SCHOOL'S READING CURRICULUM**

Westview's reading curriculum is the outcome of a study by the
District's Reading Task Force composed of teachers, administrators,
parents, and community members representing a cross section of the
district. The task force reviewed current research, the state learning
standards, and the Best Practices. Westview further looked at these
areas in relation to the school mission statement which includes the
beliefs all children can learn and the individuality of all students
will be recognized. Teachers searched for a program to meet the needs of
a diverse group of students with different learning styles. The
Four-Blocks method of teaching reading was developed to teach all
children to read and write using the areas of guided reading, writing,
working with words, and self-selected reading. This approach was chosen
because it included the four methods most successful in reading
instruction: direct instruction, language experience, phonics, and
writing. In order to make the transition from our current program to the
Four-Blocks method as smooth as possible, Westview adopted a reading
series that was developed to use with the Four-Blocks method. The
Four-Blocks method was implemented one grade level each year along with
professional development for staff. Kindergarten has implemented the
Building Blocks method which prepares the students for Four-Blocks. In
addition, our school has a supplemental reading program, Westview
Helping Early Emergent Learners Succeed (WHEELS), that works with
kindergarten through second grade classes in small groups, and an after
school tutorial program that works with third and fourth grade students.

**3. SCHOOL'S MATH CURRICULUM**

The staff at Westview Elementary School believes that education is the
foundation of life's successes and that all children can learn to be
successful. Staff members provide an atmosphere that recognizes the
individuality of students as they become lifelong learners. In 1999, the
Illinois State Achievement Test indicated that 69% of Westview's
students met or exceeded the Math State Standards. This area needed to
be addressed. Cognitively Guided Instruction (CGI) was the
research-based program selected.

CGI is a way of teaching math that allows students to develop varied
strategies for solving all types of problems. CGI teachers base their
instruction on student thinking. Teachers pose problems, each student
chooses how to solve the problem, and solutions are shared with
classmates. Through CGI children's intuitive knowledge of mathematics is
developed and extended.

K-4 staff members have attended classes and workshops at Illinois State
University to learn this teaching method. K-2 teachers base their math
instruction on CGI and grades three and four use a combination of CGI
and a traditional math series. As this program has been implemented,
ISAT scores continue to rise. In 2003, 97% of our students met or
exceeded State Math Standards. Students have become much better problem
solvers and do not hesitate to use their strategies to solve problems
that used to baffle them.

**4. METHODS OF INSTRUCTION**

Westview School utilizes a variety of instructional methods to endeavor
to meet the learning needs of its students. Choosing the best method of
instruction is based on assessment data, target objectives to be
mastered, student learning styles, and subject content aligned to the
Illinois Learning Standards and district curriculum maps. Grouping
methods are chosen based on the task required. Parent volunteers, Title
I teachers, high school student tutors, and reading aides assist with
small group or individualized instruction. This type of assistance is
utilized primarily in our Building Blocks/Four Blocks approach to
reading. For those students needing additional reading support at third
and fourth grade levels, Westview provides an after school program of
tutoring. Flexible grouping permits the school to match students and
abilities as needed. Heterogeneous grouping for the majority of the day
encourages high expectations for all students and assists with peer
tutoring. The delivery of instruction varies as depending on the content
taught and the outcome desired. Hands-on instruction is emphasized in
the CGI approach in mathematics and the inquiry-based approach in
science. Whenever possible, teachers are encouraged to use an
integrated, cross-curricular approach supported by technology. The use
of Accelerated Reader has combined technology and reading to create a
school of highly-motivated readers. It is the belief of the Westview
staff that student-involved authentic learning situations produce higher
retention rates of knowledge and skills taught. To help students focus,
Brain Gym and Positive Behavioral Interventions and Supports are
incorporated school-wide. These two programs help maintain maximum time
on task and provide for a positive learning environment.

**5. PROFESSIONAL DEVELOPMENT**

Professional development is driven by Westview's School Improvement Plan
which, in turn, is guided by state standards, curriculum needs resulting
from staff reflections on current programs, and data analysis using the
Illinois Standards Achievement Test (ISAT). Once needs are identified,
they are met in a variety of ways. The district provides monthly
training sessions based on district goals and monthly grade level
meetings to encourage articulation and collaboration among staff. A
daily, common planning time provides grade level teachers the
opportunity to share ideas and discuss student achievement and needs.
Staff members make presentations in district, as well as at conferences.
Conferences and workshops are attended to strengthen staff knowledge and
expertise. Classroom visits to schools which model effective programs
give teachers a realistic look at successful programs. Staff
development, extended to include our paraprofessional staff, has had a
positive impact on the paraprofessionals' effectiveness and student
achievement. Professional development has focused on the areas of
reading, Cognitively Guided Instruction and writing. Over the past five
years, our ISAT scores have continually risen in these areas indicating
effectiveness of our staff development and its impact on improving
student achievement.

Data Display Table for ISAT Mathematics

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

  Testing Month - March/April                                             

  **SCHOOL SCORES**                                                       

  **Total - percent of students**                                         

  At or above Academic Warning        100         100         100         100

  At or above Below Standards         100         100         98          97

  At or above Meeting Standards       97          96          82          87

  At or above Exceeds Standards       48          46          30          35

  Number of students tested           59          55          66          64

  Percent of total students tested    100         100         100         98

  Number of students excluded         0           0           0           1

  Percent of students excluded        0           0           0           2

                                                                          

  **Subgroup Scores**                                                     

  **1. Economically Disadvantaged**                                       

  Number of students tested           31          27          32          28

  At or above Academic Warning        100         100         100         N/A

  At or above Below Standards         100         100         97          N/A

  At or above Meeting Standards       96          92          86          N/A

  At or above Exceeds Standards       44          50          30          N/A

  **2. Not Economically                                                   
  Disadvantaged**                                                         

  Number of students tested           28          28          34          36

  At or above Academic Warning        100         100         100         N/A

  At or above Below Standards         100         100         100         N/A

  At or above Meeting Standards       97          100         80          N/A

  At or above Exceeds Standards       50          43          31          N/A

                                                                          

                                                                          

                                                                          

                                                                          

  **State Scores**                                                        

  **Total**                                                               

  At or above Academic Warning        100         100         100         100

  At or above Below Standards         93          93          92          90

  At or above Meeting Standards       76          74          74          69

  At or above Exceeds Standards       31          30          28          23

                                                                          

                                                                          

                                                                          

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

Data Display Table for ISAT Reading

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

  Testing month - March/April                                           

  **SCHOOL SCORES**                                                     

  **Total percent of students**                                         

  At or above Academic Warning      100         100         100         100

  At or above Below Standards       98          100         99          100

  At or above Meeting Standards     88          81          72          68

  At or above Exceeds Standards     44          36          14          27

  Number of students tested         59          55          66          64

  Percent of total students tested  100         100         100         98

  Number of students excluded       0           0           0           0

  Percent of students excluded      0           0           0           0

                                                                        

  **Subgroup Scores**                                                   

  **1. Economically Disadvantaged**                                     

  Number of students tested         31          27          32          28

  At or above Academic Warning      100         100         100         N/A

  At or above Below Standards       96          100         100         N/A

  At or above Meeting Standards     80          81          66          N/A

  At or above Exceeds Standards     32          23          7           N/A

  **2. Not Economically                                                 
  Disadvantaged**                                                       

  Number of students tested         28          28          34          36

  At or above Academic Warning      100         100         100         N/A

  At or above Below Standards       100         100         97          N/A

  At or above Meeting Standards     94          80          74          N/A

  At or above Exceeds Standards     53          47          18          N/A

                                                                        

                                                                        

                                                                        

                                                                        

  **State Scores**                                                      

  **Total**                                                             

  At or above Academic Warning      100         100         100         100

  At or above Below Standards       92          94          93          94

  At or above Meeting Standards     62          63          62          62

  At or above Exceeds Standards     22          19          19          21

                                                                        

                                                                        

                                                                        

                                                                        
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