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

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

**Cover Sheet**

Name of Principal [Mr. David Lockett]{.underline}

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

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

(As it should appear in the official records)

School Mailing Address [1800 East Ave. \_\_\_]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[Stevens Point, WI 54481-3709]{.underline} \_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [( 715 ) 345-5418]{.underline} Fax [( 715 ) 345-7352]{.underline}

Website/URL [http://www.wisp.k12.wi.us]{.underline} E-mail
[dlockett@wisp.k12.wi.us]{.underline}

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

Date\_\_[02/05/04]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. David Schuler]{.underline}

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

District Name [Stevens Point Area Public School District]{.underline}
Tel. [( 715 ) 345-5444]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Michael O'Meara .]{.underline}

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**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**

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

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

1\. Number of schools in the district: [10]{.underline} Elementary
schools

[N/A]{.underline} \_ Middle schools

[2]{.underline}\_\_\_ Junior high schools

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

[1]{.underline}\_\_\_\_\_ Other (Briefly explain) (Alternative High
School)

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

2\. District Per Pupil Expenditure:
\_\_[7,689.00]{.underline}\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_[10,148
.00]{.underline}\_\_\_\_\_\_\_\_\_\_

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

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

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

4\. [0]{.underline} Number of years the principal has been in her/his
position at this school.

[3]{.underline} 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**       18        24                     **42**       **7**                             

  **1**       18        34                     **52**       **8**                             

  **2**       23        17                     **40**       **9**                             

  **3**       24        15                     **39**       **10**                            

  **4**       19        22                     **41**       **11**                            

  **5**       11        16                     **27**       **12**                            

  **6**       19        19                     38           Other                             

                                    **TOTAL                                                   279
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [72.8]{.underline} % White

the students in the school: [2.9]{.underline} % Black or African
American

[4.3]{.underline} % Hispanic or Latino

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

[1.4]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[55.5]{.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 75
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 75
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        150
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    270
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .56
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    56%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school:
\_\_[20]{.underline}\_\_\_\_\_%

\_\_[55]{.underline}\_\_\_Total Number Limited English Proficient

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

Specify languages: Russian, Spanish, Hmong

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[52]{.underline}\_\_\_\_%

\_\_[140]{.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:
\_\_[22]{.underline}\_\_\_\_\_\_%

\_\_[59]{.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 \_[1]{.underline} \_Orthopedic Impairment

\_[0]{.underline}\_\_Deafness \_[3]{.underline}\_ Other Health Impaired

\_[0]{.underline}\_\_Deaf-Blindness \_[18]{.underline}\_Specific
Learning Disability

\_[0]{.underline}\_\_Hearing Impairment \_[26]{.underline}\_Speech or
Language Impairment

\_[0]{.underline}\_\_Mental Retardation \_[0]{.underline}\_\_Traumatic
Brain Injury

\_[0]{.underline}\_\_Multiple Disabilities \_[0]{.underline}\_\_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}\_\_\_\_ \_\_\_\_\_\_\_\_

Classroom teachers \_[18]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_[16]{.underline}\_\_\_\_
\_\_\_\_\_\_\_\_

Paraprofessionals \_\_[1]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_[16]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_[52]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_[15]{.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 [97]{.underline}    [96]{.underline}    [97]{.underline}    [97]{.underline}    [96]{.underline}

  Daily teacher attendance [95]{.underline}    [94]{.underline}    [96]{.underline}    [95]{.underline}    [95]{.underline}

  Teacher turnover rate    [3]{.underline}     [1]{.underline}     [2]{.underline}     [1]{.underline}     [2]{.underline}

  Student dropout rate     [n/a]{.underline}   [n/a]{.underline}   [n/a]{.underline}   [n/a]{.underline}   [n/a]{.underline}

  Student drop-off rate    n/a                 n/a                 n/a                 n/a                 n/a
  ------------------------ ------------------- ------------------- ------------------- ------------------- -------------------

**PART III ‑ SUMMARY**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.

> Jefferson Elementary School located in Stevens Point, WI. Jefferson is
> a neighborhood elementary school located in the heart of Stevens Point
> and all students are within walking distance. Of the 8000 students
> district wide, 285 currently attend Jefferson School. Currently
> Jefferson School offers: Title I, Speech and Language, Reading
> Recovery, English as a Second Language, Emotionally/Behaviorally
> Disturbed, and Learning Disabilities programming & services for the
> student population.
>
> Seventeen percent (17%) of the school population is from minority
> households, mainly Hmong & Hispanic. Fifty one percent (51%) of
> Jefferson students are eligible for free and reduced lunch. School
> family data show Jefferson households have median family incomes of
> \$20,000 creating the need for lunch aid. This is nearly triple the
> state average of 18% needing to be in free lunch programs. The schools
> population is semi-transient having 25% mobility which when translated
> means specifically, 71 student entries and 76 student withdrawals
> during school year 2002-2003. Jefferson school has performed well on
> the 4th grade WKCE Reading test having 88% of our students performing
> in the advanced/proficient range compared to the district average of
> 84% and the state average of 74%. The mission of Jefferson School is
> to offer a multi-disciplinary and integrated curriculum where arts
> education enhances the academic content areas.
>
> Recently Jefferson Elementary School received funding to become a
> charter school for the arts. The mission of Jefferson School for the
> Arts is to immerse students in an integrated arts experience to enrich
> their developmental experiences and provide arts experiences and
> provide arts experiences to promote school success and exposure that
> may otherwise be limited by low socioeconomic stats or other minority
> issues. Our school seeks to create experiences in theater, drama,
> visual & musical arts, adventure education, & community performances
> to allow children divergent exposure to the arts, full of
> possibilities. The GOAL of Jefferson School for the Arts will be to
> integrate arts concepts and enrichment activities to enhance, expand,
> and modernize the academic delivery model.
>
> Our new mission statement is currently under review and has the
> following components in its philosophy and intent:
>
> *Jefferson School of the Arts fosters a nurturing, risk free, and
> stimulating environment for all learners through arts integration. At
> Jefferson School of the Arts students\' academic achievement will be
> enhanced by:*
>
> *• Exploring learning in creative ways • Integrating arts into the
> curriculum*
>
> *• Celebrating diversity • Broadening life experiences.*

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

1\. Describe in one page the meaning of the schools assessment results
in reading and mathematics in such a way that someone not intimately
familiar with the tests can easily understand them.

> All students in Wisconsin schools are tested annually at the fourth
> grade level on the Wisconsin Knowledge and Concepts Exam. The students
> are tested on their acquired knowledge in the areas of Math, Science,
> Social Studies, Reading and Language Arts. Provided in this
> application are the Jefferson School results for the WKCE examination
> for the years beginning with the 1998-99 school year and extending to
> the 2002-03 school year. The Jefferson School results include two
> subgroups within our building. The results are additionally compared
> against state results. The students at Jefferson School did an
> outstanding job on the most recent 2002/03 WKCE Exam. There were
> 63,390 fourth grade students tested statewide last year. In the
> Stevens Point Schools, 449 full academic year students took this test
> and of those, 27 students were from Jefferson Elementary School. The
> goal of the testing program is to eventually have all students in the
> state reach a 100% proficient rating on this test. Enclosed is the
> hard copy of this application in a chart including the results from
> the WKCE state report. Additionally the raw data reported by the state
> in all categories and a sub groups are provided in the hard copy of
> this application. The following paragraphs summarize the highlights of
> that data.
>
> Specific Jefferson Highlights demonstrate a trend in improvement
> beginning in 1998-99 in every identified area. Additionally Jefferson
> School has excluded a very low percentage of students from this test
> in an environment with a high percentage of students demonstrating
> socio-economic challenges and special needs. In fact, 100% of the
> students at Jefferson school were at or above the advanced/proficient
> level and no students were excluded from this test in the 2002-03
> school year. In specifically identified subgroups ranging from
> economically disadvantaged to specific disabilities Jefferson School
> has shown improvement in all areas of the WKCE test. Our largest
> subgroup of Socio-economically disadvantaged students making up 45% of
> our population, 100% of the students were above proficient and 42% at
> or above advanced. When specifically compared to the WKCE results for
> the entire state, Jefferson School began in 1998-99 in some categories
> at or below the state average but 5 years later are above the state
> average in every category. For instance, in 1998-99 47% of students in
> the economically disadvantaged subgroup at Jefferson School scored at
> or above proficient compared to 60 % at the state average. In 2002-03
> 100% of the students at Jefferson school in the economically
> disadvantaged category outperformed the state average of 67%.
> Beginning in 1999-2000 Jefferson school scored above the national
> average at or above the proficient level.
>
> As the results show, students at Jefferson School scored, on average,
> significantly higher than all state fourth graders taking this test
> and well above the district average of fourth graders taking the WKCE.
> Jefferson led the district with the top percentage of students scoring
> proficient and/or advanced in Reading and Math on last years test.
> These test score percentages certainly represent a high level of
> excellence on the part of students, staff and parents at Jefferson
> School.

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

2\. Show in one-half page how the school uses assessment data to
understand and improve student and school performance.

> The district process utilized to incorporate test score data into
> student improvement begins with school data retreats. Here, each
> school is involved in a process driven by central office and the
> curriculum and instruction department. Each year data from the state
> 4^th^, 8^th^, and 10^th^ grade testing is blended into a school
> improvement process that additionally takes into account forms of
> student assessment like in-district tests, teacher evaluation, norm
> referenced tests, school wide needs, and other day to day school
> functions. The school improvement plan is submitted to the district
> office and is used to prioritize budget decision- making processes.
>
> Within the data, gaps and subgroups are identified and needs
> assessments are identified as part of this process. For instance
> 45-50% of our students are eligible for free and reduced lunch which
> drove the decision to sponsor lighted schoolhouse programs like
> Latchkey, Great Escape, Girls night Out, Adventure Education, Home
> Work Assistance Centers, & Morning Breakfast programs to identify a
> few. Student Achievement Guarantee in Education (SAGE) has been an
> integral part of the long term needs assessment driven by the data
> collected and the identified objectives of this program.

3\. Describe in one-half page how the school communicates student
performance, including assessment data, to parents, students, and the
community.

> Our formula to communicate to parents and the community at large in
> our attendance area takes various forms. Due to the diverse nature of
> our clientele and state/local regulations, the Wisconsin Knowledge &
> Concepts Examination (WKCE) is reported on the district web site as
> well as in the local media annually. The school district also produces
> a quarterly news report that highlights the results of the WKCE for
> this school and other schools in the district during the 3^rd^ quarter
> of the year. Internal to our school, multiple methods are used to
> communicate student progress. Traditional and portfolio conferences,
> report cards, bi-monthly newsletters, the school web page, and ongoing
> teacher to parent dialogue are utilized to inform parents as to the
> progress of their children. Once a week our Student Services Team
> (SST) meets to discuss specific students experiencing academic,
> social, or emotional challenges and conversely those in need of
> academic acceleration. As a result of this meeting plans or
> interventions are developed and then discussed with parents and
> implemented.

4\. Describe in one-half page how the school will share its successes
with other schools.

> The staff at our school attributes much of our student's academic
> success to low student to teacher ratios, which has been supported by
> the school district leadership. Part of the requirement for this
> funding of our new charter school is to disseminate successful aspects
> of the program to other district schools as well as schools in the
> state of WI and around the country. An additional requirement of our
> recently approved charter school grant is developing a brochure that
> not only highlights future direction but past success and excellence.

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

4\. Describe in one-half page how the school will share its successes
with other schools. - continued

> Staff is committed to excellence, and will continue to attend and
> present our success at conventions, in-services, and workshops at the
> local, regional, state, and national level. Our web page is
> representative of our commitment to inform our local stakeholders as
> well as individuals or programs interested in modeling our school. For
> instance, schools around the state come to Stevens Point Schools, and
> in particular Jefferson School, to model the after school adventure
> program we have developed to meet the social emotional needs of our
> students. This program was highlighted in a book chapter published in
> the fall of 2003 and has already received national and international
> recognition. Our local media has been zealous in their support of our
> school when reporting our activities and successes to the community.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.

> Jefferson School strives to provide the best possible education for
> all students. Our vision is to provide a nurturing, risk free and
> stimulating environment for all learners focused on arts integration.
> We enhance students' academic achievement by exploring learning in
> creative ways, integrating arts into the curriculum, celebrating
> diversity and broadening life experiences.
>
> Our curriculum is aligned with the state standards and meets or
> exceeds these requirements. The curriculum has been developed with the
> flexibility necessary for all students to function in a rapidly
> evolving educational system. With the diverse student population at
> Jefferson School this flexibility is demonstrated through the talents
> of its highly trained staff.
>
> Our students are active learners. They are given every opportunity to
> gain information through their individual learning styles. Hands-on
> and multi-sensory approaches to learning are common at Jefferson
> School. Examples include bringing in a guest speaker, a World War I
> veteran, to solidify important points about the war. In science, using
> deer hearts to allow students to fully understand the working of the
> circulatory system have had a powerful effect on student learning.
> Staff at Jefferson school work diligently to provide the background
> knowledge to our students that is so important to close the experience
> gap and foster future learning. Jefferson School has an increasingly
> diverse population and the staff must not only meet the socioeconomic
> and language needs of its students but also come to terms with the
> cultural backgrounds of each child. Links are made with families to
> establish a social network of support. This support builds readiness
> skills, homework assistance, social service referrals, and parenting
> skills. Each staff member has high expectations for his/her students.
> This is demonstrated in the adaptations and modifications that are
> made to increase school performance.
>
> The curriculum has been developed as a living document that evolves
> with the changes in the global society. It is an ongoing spiral where
> each year student's knowledge is expanded and previous knowledge is
> linked to new learning. It is a blueprint for educational concepts
> that are delivered in a culturally sensitive environment. With high
> expectations our students become problem solvers and independent
> learners.

**PART V -- CURRICULUM AND INSTRUCTION - CONTINUED**

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

> Jefferson School's Reading program has focused on Balanced Literacy
> with an underlying "to", "with" and "by" framework -- reading and
> writing *to* the students, reading and writing *with* the students,
> and reading and writing *by* the students.
>
> The major components of a Balanced Literacy framework include:
>
> Interactive read alouds Write alouds
>
> Shared reading Shared writing
>
> Guided reading Guided writing
>
> Independent reading Independent Writing
>
> Word Work
>
> The "balance" in Balanced Literacy goes beyond these components and
> exists in teaching decisions, material choice, and grouping
> structures. Teaching strategies and learning activities are designed
> to meet the needs of all students. Choice of materials is balanced
> using basal readers, leveled books, picture books, novels, and
> informational texts. Staff has worked on building excellent classroom
> libraries to offer choice and opportunity for students to spend the
> majority of their time reading "just right" materials. Grouping
> structures are balanced and flexible ranging from individual to small
> group to whole group.
>
> Staff Development has a major impact on the success of Jefferson's
> language arts program. Staff members attend workshops, read
> professionally, and discuss and share information to improve
> practices.
>
> Jefferson School has excellent literacy support. Reading Recovery is a
> successful early intervention program for the most struggling first
> grade readers. Title 1 and Learning Disabilities classes are an
> integral part of support for students and are balanced with pullout
> and inclusion models.
>
> The heart of the literacy program is not a program or a curriculum
> guide, but in the teacher's knowledge of the reader and writer, the
> reading and writing process and decision-making which reflects the art
> of teaching. The Jefferson staff demonstrates this expertise daily,
> providing a balanced learning experience for its students.

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

> Our school has recently started a formal process to integrate the
> research base surrounding Developmental Assets (Search Institute) into
> the mainstream fabric of our schools character development program. At
> the core of this initiative is the notion that school needs to be a
> safe learning environment and this begins with the students. According
> to the Champions of Change research students from low socioeconomic
> status benefit greatly from a curriculum laced with movement, drama,
> theater, visual art, musical arts, and arts education. Our movement
> education program is multi-modal, involving students in school day as
> well as after school programs. An example of this integration involves
> our physical education program that utilizes adventure teambuilding
> programs to provide opportunities for students to rehearse
> responsibility, trust,

**PART V -- CURRICULUM AND INSTRUCTION - CONTINUED**

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

> teamwork, and problem solving skills. In concert with our mission
> statement it would common for the Physical Education instructor to
> utilize mats in the gym to create flat representation of the world in
> order for students to combine fitness and geography by playing tag
> around the world. Brain based research states that this type of
> procedural memory is very robust and students readily retain the
> information presented. Physical education programs then reinforce
> 4^th^ grade social studies curriculum.

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

> Our teaching staff utilizes a variety of teaching methods to meet the
> needs of our very diverse student population. Lower primary teachers
> employ writing techniques outlined by Lucy Calkins and this effort
> extends into the middle and upper primary. Our assessment program
> combines traditional methods as well as portfolio development for
> students. A typical scene in the first grade would be characterized by
> a teacher blending math computation, poetry, prediction, weather, and
> social skill into the morning calendar event. The research surrounding
> peripheral wall props is very compelling and this method is not only
> effective by engaging for the children. Our 5 & 6^th^ grade social
> program uses guest speakers from the WWII time frame to bring life to
> the content. 4^th^ graders travel to the state capitol and other
> historical sites to reinforce WI history and government. Beginning in
> the 4^th^ grade with strings and extending into 5/6^th^ grade band,
> orchestra, and chorus students are exposed to the teamwork and
> dedication necessary to be involved in musical productions. Our visual
> arts program highlights student's work in our school as well locally
> in the public library and art gallery.

5\. Describe in one half page the school's professional development
program and it's impact on improving student improvement.

> Beginning with the district staff development program, staff has
> multiple opportunities to train in new areas. This year the AIMS math
> program, Lucy Calkins Writing program, Brain based research, and
> technology (video editing, desk top publishing, web page development,
> etc) has been highlighted as internally sponsored programs. The
> district additionally has made a strong commitment to fund travel to
> state and national workshops and conventions. For example this year a
> significant team is attending the effective schools conference in
> Arizona this year. With our charter school planning grant our school
> has teams attending training in music in the classroom, character
> development, visual arts, integrated curriculum, technology, brain
> based learning, multiple intelligences, and specific subject areas
> development initiatives. In our effort to improve our instructional
> practice we have funded various consultants this year beginning with
> Harry Wong as our Keynote address for the opening in-service.

**[Jefferson School Reading Proficiency]{.smallcaps}**

+------------------------------------+-----+-----+-----+-----+-----+
| **[4 ^th^ Grade                    | 20  | 20  | 20  | 19  | 19  |
| Reading]{.smallcaps}**             | 02- | 01- | 00- | 99- | 98- |
|                                    | **0 | **0 | **0 | **0 | **9 |
|                                    | 3** | 2** | 1** | 0** | 9** |
+====================================+=====+=====+=====+=====+=====+
| *Testing month*                    | No  | Fe  | Fe  | Fe  | Fe  |
|                                    | vem | bru | bru | bru | bru |
|                                    | ber | ary | ary | ary | ary |
+------------------------------------+-----+-----+-----+-----+-----+
| [Jefferson Elementary              |     |     |     |     |     |
| School]{.underline}                |     |     |     |     |     |
| **[Results]{.smallcaps}**          |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | 100 | 92  | 92  | 91  | 83  |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above* Proficient**     | *   | **8 | **8 | **8 | **6 |
|                                    | *10 | 0** | 0** | 2** | 7** |
|                                    | 0** |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 46  | 15  | 24  | 29  | 23  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 26  | 34  | 34  | 34  | 43  |
+------------------------------------+-----+-----+-----+-----+-----+
| *Percent of total students tested* | 100 | 94  | 85  | 91  | 83  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | 0   | 2   | 5   | 3   | 7   |
+------------------------------------+-----+-----+-----+-----+-----+
| *Percent of students excluded*     | 0   | 6   | 15  | 9   | 17  |
+------------------------------------+-----+-----+-----+-----+-----+
|                                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [Subgroup Results]{.smallcaps}     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 1.\_[Economically                  |     |     |     |     |     |
| Disadvantaged]{.underline}         |     |     |     |     |     |
| (specify subgroup)                 |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | 100 | 82  | 85  | 100 | 65  |
+------------------------------------+-----+-----+-----+-----+-----+
| ***% At or* Above Proficient**     | 100 | 69  | 71  | 100 | 47  |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 42  | 0   | 14  | 8   | 12  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 12  | 16  | 7   |     | 17  |
+------------------------------------+-----+-----+-----+-----+-----+
| 2.\_[Disabilities]{.underline}\_   |     |     |     |     |     |
| \_\_\_\_\_\_\_\_\_\_\_\_\_(specify |     |     |     |     |     |
| subgroup)                          |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | 100 | 82  | 85  | 100 | 65  |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above* Proficient**     | 100 | 69  | 71  | 100 | 47  |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 42  | 0   | 14  | 8   | 12  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 12  | 16  | 7   |     | 17  |
+------------------------------------+-----+-----+-----+-----+-----+
|                                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[Wisconsin Results 4^th^ Grade   |     |     |     |     |     |
| Reading:]{.smallcaps}**            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 92% | 90% | 89% | 89% | 90% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
|                                    | *80 | *79 | *77 | *77 | *78 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 40% | >   | >   | >   | >   |
|                                    |     | 18% | 17% | 15% | 16% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 67% | 63% | 60% | 60% | 60% |
| Sub-group\                         |     |     |     |     |     |
| **% At or Above Proficient**       |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 64  | 65  | 65  | 65  | 65  |
| Score*                             | 6.0 | 4.7 | 4.0 | 2.8 | 3.7 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 3 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 7.1 | 5.9 | 6.9 | 4.4 | 5.1 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 64  | 65  | 65  | 65  | 65  |
| Score* at 50^th^ Percentile Rank   | 6.1 | 6.0 | 3.8 | 4.0 | 4.3 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent at      | 5   | 5   | 5   | 5   | 5   |
| Median Scale Score                 | 9.1 | 9.7 | 7.5 | 7.7 | 7.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % At or Above Proficient  | N/A | 65% | 63% | 63% | 63% |
+------------------------------------+-----+-----+-----+-----+-----+

Schools could also include their local Mean or Median Scale from the
*Evaluation* or *Scale Score Summary* (name changed in 2002-03).

Proficiency rates should report Full Academic Year (FAY) students in the
proficiency rates above since FAY is disaggregated in reports.

Show only largest subgroup(s) at the grades tested (if any; at least 10
students per subgroup), some *examples*:

(a) Economically Disadvantaged (e.g., eligible for free and reduced
    meals, not eligible for free and reduced meals),

(b) Ethnicity (*e.g.,* White, Black or African American, Hispanic,
    Asian/Pacific Islander, or American Indian/ Alaskan Native), *or*
    Students of Color (combined small groups),

(c) Students with Disabilities, or

(d) Limited English Proficient (*English Language Learner*

**[Jefferson School Math Proficiency]{.smallcaps}**

+------------------------------------+-----+-----+-----+-----+-----+
| **[4^th^ Grade Math]{.smallcaps}** | 20  | 20  | 20  | 19  | 19  |
|                                    | 02- | 01- | 00- | 99- | 98- |
|                                    | **0 | **0 | **0 | **0 | **9 |
|                                    | 3** | 2** | 1** | 0** | 9** |
+====================================+=====+=====+=====+=====+=====+
| *Testing month*                    | No  | Fe  | Fe  | Fe  | Fe  |
|                                    | vem | bru | bru | bru | bru |
|                                    | ber | ary | ary | ary | ary |
+------------------------------------+-----+-----+-----+-----+-----+
| [Jefferson Elementary              | [1  | 92  | 94  | 100 | 84  |
| School]{.underline}                | 00] |     |     |     |     |
| **[Results]{.smallcaps}**          | {.u |     |     |     |     |
|                                    | nde |     |     |     |     |
|                                    | rli |     |     |     |     |
|                                    | ne} |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | 96  | 18  | 85  | 91  | 65  |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above* Proficient**     | **5 | **8 | **4 | **3 | **2 |
|                                    | 4** | 6** | 1** | 8** | 8** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 54  | 86  | 41  | 38  | 28  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 26  | 34  | 34  | 34  | 43  |
+------------------------------------+-----+-----+-----+-----+-----+
| *Percent of total students tested* | 100 | 91  | 94  | 91  | 83  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students excluded        | 0   | 3   | 2   | 3   | 7   |
+------------------------------------+-----+-----+-----+-----+-----+
| *Percent of students excluded*     | 0   | 9   | 6   | 6   | 17  |
+------------------------------------+-----+-----+-----+-----+-----+
|                                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [Subgroup Results]{.smallcaps}     |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| 1.\_[Economically                  |     |     |     |     |     |
| Disadvantaged]{.underline}         |     |     |     |     |     |
| (specify subgroup)                 |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | 99  | 82  | 100 | 100 | 65  |
+------------------------------------+-----+-----+-----+-----+-----+
| ***% At or* Above Proficient**     | 91  | 69  | 86  | 100 | 36  |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 33  | 27  | 29  | 15  | 12  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 12  | 16  | 7   | 13  | 17  |
+------------------------------------+-----+-----+-----+-----+-----+
| 2.\_[Disabilities]{.underline}     |     |     |     |     |     |
| \_\_\_\_\_\_\_\_\_\_\_(specify     |     |     |     |     |     |
| subgroup)                          |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At or Above* Basic             | n/a | n/a | 100 | n/a | 89  |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above* Proficient**     | n/a | n/a | 89  | n/a | 33  |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | n/a | n/a | 17  | n/a | 11  |
+------------------------------------+-----+-----+-----+-----+-----+
| Number of students tested          | 1   | 4   | 6   | 5   | 9   |
+------------------------------------+-----+-----+-----+-----+-----+
|                                    |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[Wisconsin Results 4^th^ Grade   |     |     |     |     |     |
| math:]{.smallcaps}**               |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 82% | 92% | 91% | 94% | 93% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
|                                    | *71 | *69 | *65 | *75 | *74 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 30% | >   | >   | >   | >   |
|                                    |     | 25% | 21% | 31% | 30% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 52% | 49% | 45% | 56% | 55% |
| Sub-group\                         |     |     |     |     |     |
| **% At or Above Proficient**       |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 63  | 63  | 63  | 64  | 64  |
| Score*                             | 1.6 | 9.0 | 5.7 | 5.3 | 4.0 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 3 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 3.1 | 3.1 | 2.8 | 2.6 | 1.6 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 63  | 64  | 63  | 64  | 64  |
| Score* at 50^th^ Percentile Rank   | 2.6 | 0.3 | 6.4 | 5.5 | 2.7 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent at      | 6   | 5   | 5   | 6   | 5   |
| Median Scale Score                 | 1.0 | 8.2 | 6.3 | 1.5 | 9.8 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % At or Above Proficient  | N/A | 55% | 54% | 54% | 54% |
+------------------------------------+-----+-----+-----+-----+-----+

Schools could also include their local Mean or Median Scale from the
*Evaluation* or *Scale Score Summary* (name changed in 2002-03).

Proficiency rates should report Full Academic Year (FAY) students in the
proficiency rates above since FAY is disaggregated in reports.

Show only largest subgroup(s) at the grades tested (if any; at least 10
students per subgroup), some *examples*:

(e) Economically Disadvantaged (e.g., eligible for free and reduced
    meals, not eligible for free and reduced meals),

(f) Ethnicity (*e.g.,* White, Black or African American, Hispanic,
    Asian/Pacific Islander, or American Indian/ Alaskan Native), *or*
    Students of Color (combined small groups),

(g) Students with Disabilities, or

(h) Limited English Proficient (*English Language Learner*

**[Wisconsin Reading Proficiency Summary]{.smallcaps}**

+------------------------------------+-----+-----+-----+-----+-----+
| **[Wisconsin Reading               | 20  | 20  | 20  | 19  | 19  |
| Results]{.smallcaps}**             | 02- | 01- | 00- | 99- | 98- |
|                                    | **0 | **0 | **0 | **0 | **9 |
|                                    | 3** | 2** | 1** | 0** | 9** |
+====================================+=====+=====+=====+=====+=====+
| *Testing month*                    | No  | Fe  | Fe  | Fe  | Fe  |
|                                    | vem | bru | bru | bru | bru |
|                                    | ber | ary | ary | ary | ary |
+------------------------------------+-----+-----+-----+-----+-----+
| **[WI 4^th^ Grade                  |     |     |     |     |     |
| Reading:]{.smallcaps}**            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 92% | 90% | 89% | 89% | 90% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade 4                         | *80 | *79 | *77 | *77 | *78 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 40% | >   | >   | >   | >   |
|                                    |     | 18% | 17% | 15% | 16% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 67% | 63% | 60% | 60% | 60% |
| Sub-group\                         |     |     |     |     |     |
| **% *At or Above* Proficient** at  |     |     |     |     |     |
| Grade 4                            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 64  | 65  | 65  | 65  | 65  |
| Score*                             | 6.0 | 4.7 | 4.0 | 2.8 | 3.7 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 3 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 7.1 | 5.9 | 6.9 | 4.4 | 5.1 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 64  | 65  | 65  | 65  | 65  |
| Score* at 50^th^ Percentile Rank   | 6.1 | 6.0 | 3.8 | 4.0 | 4.3 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 5   | 5   | 5   | 5   | 5   |
| Median Scale Score*                | 9.1 | 9.7 | 7.5 | 7.7 | 7.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/A | 65% | 63% | 63% | 63% |
| Proficient at Grade 4:             |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[WI 8^th^ Grade                  |     |     |     |     |     |
| Reading:]{.smallcaps}**            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 92% | 86% | 84% | 86% | 86% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade 8                         | *83 | *74 | *73 | *74 | *74 |
|                                    | %** | **% | **% | **% | **% |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 39% | 28% | 24% | 17% | 17% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 65% | 51% | 49% | 52% | 51% |
| Sub-group\                         |     |     |     |     |     |
| **% At or Above Proficient** at    |     |     |     |     |     |
| Grade 8                            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 68  | 68  | 69  | 69  | 69  |
| Score*                             | 6.9 | 9.9 | 4.2 | 0.7 | 0.4 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 3 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 6.0 | 3.8 | 7.8 | 3.4 | 3.4 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 68  | 69  | 69  | 69  | 69  |
| Score* at 50^th^ Percentile Rank   | 8.8 | 2.9 | 5.7 | 1.9 | 0.8 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 5   | 5   | 6   | 5   | 5   |
| Median Scale Score*                | 9.8 | 9.2 | 0.6 | 8.6 | 7.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/A | 53% | 54% | 54% | 54% |
| Proficient at Grade 8:             |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[Wisconsin Results 10^th^ Grade  |     |     |     |     |     |
| Reading:]{.smallcaps}**            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 85% | 83% | 86% | 85% | 84% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade10:                        | *71 | *60 | *69 | *69 | *68 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 52% | 23% | 33% | 24% | 25% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 50% | 37% | 45% | 43% | 43% |
| Sub-group\                         |     |     |     |     |     |
| **% At or Above Proficient** at    |     |     |     |     |     |
| Grade10:                           |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 71  | 70  | 71  | 70  | 70  |
| Score*                             | 8.3 | 4.9 | 4.6 | 7.4 | 7.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 4 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 2.3 | 9.0 | 6.4 | 2.2 | 2.8 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 71  | 70  | 71  | 71  | 71  |
| Score* at 50^th^ Percentile Rank   | 4.5 | 4.7 | 4.5 | 1.1 | 4.2 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 6   | 6   | 6   | 6   | 6   |
| Median Scale Score*                | 6.5 | 0.1 | 3.6 | 1.7 | 3.5 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/  | 42% | 46% | 46% | 46% |
| Proficient at Grade10:             | A\* |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+

\*Not Available: The *Wisconsin Knowledge & Concepts Examinations*
(WKCE) at 10^th^ Grade is a Wisconsin customized test utilizing a
*TerraNova*-like scale. Therefore, no national data are available for
comparisons.

**[Wisconsin Mathematics Proficiency Summary]{.smallcaps}**

+------------------------------------+-----+-----+-----+-----+-----+
| **[Wisconsin Mathematics           | 20  | 20  | 20  | 19  | 19  |
| Results]{.smallcaps}**             | 02- | 01- | 00- | 99- | 98- |
|                                    | **0 | **0 | **0 | **0 | **9 |
|                                    | 3** | 2** | 1** | 0** | 9** |
+====================================+=====+=====+=====+=====+=====+
| *Testing month*                    | No  | Fe  | Fe  | Fe  | Fe  |
|                                    | vem | bru | bru | bru | bru |
|                                    | ber | ary | ary | ary | ary |
+------------------------------------+-----+-----+-----+-----+-----+
| **[WI 4^th^ Grade                  |     |     |     |     |     |
| Mathematics:]{.smallcaps}**        |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 82% | 92% | 91% | 94% | 93% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade 4                         | *71 | *69 | *65 | *75 | *74 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 30% | 25% | 21% | 31% | 30% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 52% | 49% | 45% | 56% | 55% |
| Sub-group\                         |     |     |     |     |     |
| **% *At or Above* Proficient** at  |     |     |     |     |     |
| Grade 4                            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 63  | 63  | 63  | 64  | 64  |
| Score*                             | 1.6 | 9.0 | 5.7 | 5.3 | 4.0 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 3 | > 3 | > 3 | > 3 | > 3 |
| Deviation*                         | 3.1 | 3.1 | 2.8 | 2.6 | 1.6 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 63  | 64  | 63  | 64  | 64  |
| Score* at 50^th^ Percentile Rank   | 2.6 | 0.3 | 6.4 | 5.5 | 2.7 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 6   | 5   | 5   | 6   | 5   |
| Median Scale Score*                | 1.0 | 8.2 | 6.3 | 1.5 | 9.8 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/A | 55% | 54% | 54% | 54% |
| Proficient at Grade 4:             |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[WI 8^th^ Grade                  |     |     |     |     |     |
| Mathematics:]{.smallcaps}**        |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 86% | 79% | 79% | 80% | 80% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade 8                         | *73 | *44 | *39 | *42 | *42 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 26% | 16% | 13% | 14% | 14% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 49% | 20% | 16% | 20% | 19% |
| Sub-group\                         |     |     |     |     |     |
| **% *At or Above* Proficient** at  |     |     |     |     |     |
| Grade 8                            |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 70  | 70  | 70  | 71  | 70  |
| Score*                             | 4.9 | 9.6 | 8.3 | 0.4 | 9.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 4 | > 4 | > 4 | > 4 | > 4 |
| Deviation*                         | 1.1 | 4.8 | 2.0 | 2.5 | 1.8 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 70  | 71  | 70  | 71  | 71  |
| Score* at 50^th^ Percentile Rank   | 7.9 | 3.4 | 9.5 | 2.0 | 1.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 6   | 6   | 6   | 6   | 6   |
| Median Scale Score*                | 3.9 | 2.9 | 1.0 | 2.2 | 2.2 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/A | 24% | 24% | 24% | 24% |
| Proficient at Grade 8              |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| **[WI 10^th^ Grade                 |     |     |     |     |     |
| Mathematics:]{.smallcaps}**        |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| *% At or Above* Basic              | 81% | 65% | 69% | 65% | 63% |
+------------------------------------+-----+-----+-----+-----+-----+
| **% *At or Above*** **Proficient** | *   | *   | *   | *   | *   |
| at Grade 10                        | *69 | *43 | *46 | *39 | *38 |
|                                    | %** | %** | %** | %** | %** |
+------------------------------------+-----+-----+-----+-----+-----+
| \% *At* Advanced                   | 24% | 16% | 15% | 11% | 11% |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Economically Disadvantaged      | 43% | 20% | 21% | 16% | 16% |
| Sub-group\                         |     |     |     |     |     |
| **% *At or Above* Proficient** at  |     |     |     |     |     |
| Grade 10                           |     |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Mean Scale       | 74  | 73  | 74  | 73  | 73  |
| Score*                             | 2.5 | 6.9 | 2.5 | 3.9 | 3.3 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Standard         | > 4 | > 5 | > 5 | > 4 | > 4 |
| Deviation*                         | 3.2 | 8.6 | 1.0 | 5.8 | 6.1 |
+------------------------------------+-----+-----+-----+-----+-----+
| [WI]{.smallcaps} *Median* *Scale   | 74  | 73  | 74  | 73  | 73  |
| Score* at 50^th^ Percentile Rank   | 5.2 | 8.7 | 3.3 | 5.9 | 4.3 |
+------------------------------------+-----+-----+-----+-----+-----+
| WI Normal Curve Equivalent *at     | 7   | 6   | 6   | 6   | 6   |
| Median Scale Score*                | 1.2 | 5.6 | 7.4 | 3.7 | 2.9 |
+------------------------------------+-----+-----+-----+-----+-----+
| National % *At or Above*           | N/  | 20% | 21% | 21% | 21% |
| Proficient at Grade 10             | A\* |     |     |     |     |
+------------------------------------+-----+-----+-----+-----+-----+

\*Not Available: The *Wisconsin Knowledge & Concepts Examinations*
(WKCE) at 10^th^ Grade is a Wisconsin customized test utilizing a
*TerraNova*-like scale. Therefore, no national data are available for
comparisons.

Note: Proficiency rates are based on 100% of the students enrolled at
the tested grades (the WKCE the *Wisconsin Alternate Assessments,* and
students not tested). However, scale scores and their derived scores
(e.g., the Normal Curve Equivalent) are based on only those students
taking the WKCE. The scale scores above are on the *Terra*Nova scales.
Beginning in 2002-03, Wisconsin augmented the CTB/McGraw-Hill shelf
tests to more completely cover the Wisconsin Model Academic Standards
over time. To that end, several test questions have been added to the
4^th^ & 8^th^ grade Mathematics examinations. At Grade 10, however the
entire test battery is a customized and the WKCE was anchored to the
Level 20, *Terra*Nova scale during development.