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

*U.S. Department of Education*

**Cover Sheet** Type of School: X Elementary Middle \_\_ High \_\_ K-12

Name of Principal Mr. John A. Devine

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

Official School Name Normandale Elementary French Immersion School

(As it should appear in the official records)

School Mailing Address 5701 Normandale Road

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

Edina MN 55424-2401

City State Zip Code+4 (9 digits total)

County Hennepin School Code Number\* 533

Telephone (952) 848-4199 Fax (952) 848-4101

Website/URL www.edina.k12.mn.us/normandale E-mail
johdevine@edina.12.mn.us

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

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

(Principal's Signature)

Name of Superintendent\* Dr. Ken Dragseth

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

District Name [Edina Public Schools]{.underline} Tel. [( 952 )
848-4000]{.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. Tim Walsh]{.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 2004-2005 school
    year.

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: 6 Elementary schools

2 Middle schools

0 Junior high schools

1 High schools

Other

9 TOTAL

2\. District Per Pupil Expenditure: \$8,688

Average State Per Pupil Expenditure: \$8,450

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

4\. 4 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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**                                                  **7**                             

  **K**       38        67                     105          **8**                             

  **1**       43        60                     103          **9**                             

  **2**       41        62                     103          **10**                            

  **3**       44        55                     99           **11**                            

  **4**       52        51                     103          **12**                            

  **5**       40        52                     92           **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   605
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of 95 % White

the students in the school: % Black or African American

1 % Hispanic or Latino

4 % Asian/Pacific Islander

\% American Indian/Alaskan Native

**100 % Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year: 2.8 %

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

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      8
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2)**                   Number of students who      9
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 17
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 597
                            the school as of October 1  

  **(5)**                   Subtotal in row (3) divided .028
                            by total in row (4)         

  **(6)**                   Amount in row (5)           2.8
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: 1 %

3 Total Number Limited English Proficient

Number of languages represented: 1

Specify languages: French

9\. Students eligible for free/reduced-priced meals: 2 %

Total number students who qualify: 13

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: 8 %

49 Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

1 Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness 2 Other Health Impaired

\_\_\_\_Deaf-Blindness 10 Specific Learning Disability

2 Hearing Impairment 34 Speech or Language Impairment

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

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

Emotional Disturbance

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

Classroom teachers 25

Special resource teachers/specialists 10 7

Paraprofessionals 7 3

> Support staff 3
>
> Total number 46 10

12\. Average school student-"classroom teacher" ratio: 24

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. (Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.)

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

  Daily student attendance  97 %        97 %        97 %        97 %        97 %

  Daily teacher attendance  94 %        93 %        93 %        93 %        93 %

  Teacher turnover rate     20 %        8 %         16 %        20 %        20 %

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

Normandale Elementary School is a full language immersion program with
students in kindergarten through fifth grade. This is our fourteenth
year of existence having grown in that time from 100 students to
slightly over 600 students with a substantial waiting list. Being a
choice school in a highly competitive district it is imperative that our
students consistently achieve high academic standards.

Language immersion is an approach to second language instruction in
which the usual curricular activities are conducted in a second
language. This means that the new language is the medium of instruction
as well as the object of instruction. Immersion students acquire the
necessary language skills to understand and communicate about the
subject matter set out in the district-wide program of instruction. We
follow the same curricula, and in some instances, use the same materials
(translated into the target language) as those used in the non-immersion
schools of our district.

Hiring native French speakers or near native speakers with elementary
licensure is one exciting challenge that we face. Approximately one half
of our current classroom instructional staff is currently on either a
limited license or variance while they attend graduate school. We have
staff members from Senegal, Canada, France, and Romania as well as the
United States. Many of our professional staff members have career
experience in theatre, music, and various business fields. In addition
to our professional staff, each year we bring 17-21 young adults from
France and other native speaking French countries to broaden our
children's language skills and engulf them in the culture of these
countries.

We are strongly committed to collaborative teamwork amongst and across
grade level and work alike groups. These professional collegial
relationships promote the interchange of ideas and provide us with
opportunities to grow and learn from one another. Our Site Council
includes equal representation of parents and staff members. Its purpose
is to review policy and establish processes that continually improve the
educational setting and experience that we provide our students. Parents
are viewed as partners and are actively involved in important
interactions with the children in our school.

Formal English instruction begins in grades three continuing in grades
four and five for seventy minutes a day. In addition to focusing on
reading, writing and speaking skills it often includes elements of
social studies that are best taught in the English language. Physical
education, music and art are also taught in English although a
significant effort is made to integrate curriculum, content and skills
such that students are able to build cognitive connections. A full range
of supportive services is available to students who have needs on both
ends of the learning continuum.

**Mission** Normandale Elementary School provides students a nurturing
learning environment in a language immersion setting where staff
members, students and parents work in partnership to live and learn in a
culturally diverse, ever changing global society.

**Beliefs** We believe that:

-   a quality school bases its decisions on what's best for children

-   a primary goal of education is fostering a community of responsible
    citizens

-   emotional and social development are integral to academic
    achievement

-   creating a community of lifelong learners is essential to the
    success of our program

-   respect for persons and property promotes a caring community of
    learners

-   productive use of technology is vital to learning and helps us
    connect with the world

-   a quality education includes opportunities for the visual and
    performing arts

-   learning a second language enhances intellectual development and
    higher level thinking skills

-   second language acquisition promotes interaction that increases
    global cultural awareness and understanding

-   effective communication and collaboration must occur amongst
    parents, students and staff members

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

1.  Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them. Explain disparities among subgroups. If the school
    participates in the state assessment system, briefly explain the
    state performance levels and the performance level that demonstrates
    meeting the standard. Provide the website where information on the
    state assessment system may be found.

Information on the Minnesota Comprehensive Assessments in grades 3 and 5
can be found on the website
education.state.mn.us/html/intro_teach_mca_spec.htm and then clicking on
the respective links for grade level and subject area content. Student
achievement is measured on a five point scale with Level 1 indicating
gaps in knowledge and skills and Level 5 demonstrating superior
performance beyond grade level. Students scoring at Level 3 are
considered to be progressing satisfactorily relative to the state's
content standards. More information can be found at
education.state.mn.us/content/072526.pdf where each of the levels is
explained in more detail. The state of Minnesota has also issued a
report card that includes a number of items that provide relevant
information about Normandale Elementary at
<http://education.state.mn.us/ReportCard2004/schoolDistrictInfo.do?SCHOOL_NUM=533&DISTRICT_NUM=0273&DISTRICT_TYPE=01>.

Normandale had students in eight of the nine subcategory groupings
designated under the 2004 NCLB AYP status although numbers in
subcategories other than White and All Students are not of a sufficient
number to be ranked. All our grade 3 and grade 5 students took the exams
and for those subcategories in which students were identified, scores
ranged from 34 percent higher to 73 percent higher than the current
state target score for each subgroup. Only two of our subgroups are
eligible for identification purposes of AYP, those being White who
achieved proficiency at 98.63 percent in math and 95.92 percent in
reading and All Students who achieved proficiency at 98.70 percent in
math and 96.13 percent in reading. Importantly, the one other subgroup
with a significant number taking the test our Special Education students
(20) achieved proficiency at 95 percent in math and 87.5 percent in
reading.

The results from 2003-04 closely mirror the success of each cohort of
students in grade 3 and grade 5 over the past five years. In comparison
with their grade level mates at the state level our students have
consistently far exceeded their counterparts at the basic, proficient
and advanced levels. Similar successes are borne out in comparison with
other students in our own school district where our students have scored
as well as, and often better, across grade levels in reading and math
although receiving no formal instruction in English for the first three
years of their schooling.

In particular, we are especially pleased with our results in grade 3
reading as our students have had only slightly more than one semester of
formal English instruction at the time they take the MCA test. We have
seen 88 percent of our third graders achieve at the advanced level in
each of the last two years with less than 2 percent scoring below the
basic level. Equally important, we continue to see our fifth graders
performing exceedingly well with 89 percent of our fifth graders
achieving at the advanced level in the last two years and 100 percent of
students above the basic level. The MCA tests confirm our teacher's
classroom observations that Normandale students are able to comprehend
literally, inferentially and analytically.

Our mathematics scores have shown particular strength for some time now.
In four of five years 100 percent of our grade 5 students scored above
the basic level and in the last three years 91-96 percent of our
students scored at the advanced level. Students in grade 3 are also
achieving well with 95-100 percent of test takers scoring above the
basic level all five years and 92-95 percent demonstrating proficiency.
The MCA tests confirm that Normandale students are able to compute and
apply content knowledge to be successful mathematicians.

It is important to note during the last five years that 19 classroom
teacher changes out of a possible 25 classroom positions occurred. In
some instances more than one teacher held a particular position during
this timeframe. The result of these numerous transitions has been an
increased need for us to focus orientation and induction training on
curriculum and instruction practices.

2.  Show in one-half page (approximately 300 words) how the school uses
    assessment data to understand and improve student and school
    performance.

Over the summer our staff development team reviews the results of the
state administered MCA tests and our district administered ALT tests to
establish school improvement goals for our building. The team
disaggregates the data to look at specific strands within the tests to
determine content and/or instructional strategies to consider. SMART
(Specific, Measurable, Attainable, Relevant, Trackable) Goals are
written and shared along with test results in a fall data retreat during
the opening workshop days. Grade level and subject area teams are asked
to analyze their own practices relative to the goal that is set and to
develop an action plan. Curriculum, instruction and assessment are all
considered carefully to determine those changes needed to assist
students in achieving proficiency.

Action plans are shared so that we are able to ensure appropriate
articulation is occurring across grade levels and to encourage
collaboration. We ask that teams continually review what is being
accomplished toward the achievement of their action plans during
regularly scheduled team meetings and special inservice sessions set
during the school year. In the late spring of each year we schedule half
day retreats for grade levels to pull together their informal assessment
results, discuss progress made or the need for continuation of the plan
and to write a report for sharing with others on staff.

The Staff Development Committee communicates regularly with teams
throughout the school year to assist with addressing individual, team
and building needs. We are making a more purposeful effort to take some
time at staff meetings to keep our goals in front of us to provide one
another with support and to encourage sharing of successes.

In the last year we agreed upon a common assessment in reading to track
student progress, inform instruction and communicate progress and the
current level of achievement with next year's classroom teacher. We are
committed to the use of formative and summative assessments and their
respective use in implementing effective teaching and evaluating student
performance.

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

First and foremost, we believe it is important to involve students
directly in understanding their achievement. To this end we provide them
with ongoing feedback regarding current strengths and areas of growth
when completing informal and formal assessments. Students are exposed to
practice test situations and taught appropriate test taking skills in
order for them to best demonstrate their grasp of the content being
assessed.

We hold "Understanding Assessment Results" meetings for interested
parents in which we talk about the three standardized tests we
administer in our district and how to interpret and understand the
results shown. We also take one meeting a year in our Site Council to
review the results and to outline and discuss the school improvement
goals set based on our performance. Each year during our Kindergarten
Information Night, we briefly review our test results with prospective
parents and answer many questions regarding how our students perform and
what we do to prepare our students to be successful.

All families of students taking the tests receive a parent report along
with an explanatory letter from the respective grade level. Formal
report cards are also given three times a year with two designated
periods, in the fall and spring, for parent/teacher conferences.
Teachers in grades three, four and five provide parents with office
hours once a week enabling them to schedule more frequent and ongoing
dialogue throughout the school year.

The school district compiles all data from the three standardized tests
that are administered each year to report them in a comprehensive annual
report accessible on the district and individual school websites. In
addition to the current year's performance this document provides
longitudinal information in charts and graphs for a five-year period.
Detailed explanations are provided to assist readers in understanding
the purpose of the respective tests, the terminology and how to read the
results.

4.  Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.

Normandale School is represented on the district assessment committee
that meets several times during the year to discuss important issues
related to testing practices throughout the system. On several occasions
the district looked to us for insight due to the consistent successes
experienced by our students. To that end we developed and provided all
schools with detailed procedures for the specific steps we take to
assist our students in being successful learners. This information is
also found on the shared drive of our school network and is forwarded
annually by our district mathematics Teacher On Special Assignment
(TOSA) to classroom staff throughout the district.

We also maintain representation on the district professional development
committee that meets monthly. During the course of the year members are
regularly asked to share our school improvement goals and the related
action plans to achieve them. These goals are directly established after
thorough examination and analysis of our assessment results. We commonly
find other schools working on similar content or skills providing an
opportunity to collaborate and share proven strategies used to increase
the probability of success for our students.

Last year we invited the school improvement team from another district
elementary school to discuss our process for disaggregating data and
determining school improvement goals and ensuing action plans. This was
a marvelous opportunity for us to reflect on our current process and to
review what they are doing with the idea of benefiting from each other's
successes.

Members of our teaching staff are presenters at regional, national,
international conventions and workshops that provide others with insight
in the areas of reading, writing and second language acquisition. We are
strongly committed to encouraging the professional exchange of ideas and
eagerly accept invitations to participate and/or take a leadership role.
We were actively involved in the start up of the Minnesota Advocates for
Immersion Network (MAIN) a group whose express raison d\'être is to
bring together immersion schools to share best practices and
continuously improve our programs.

**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.
    Include art and foreign languages in the descriptions (foreign
    language instruction as a part of the core curriculum is an
    eligibility requirement in grades seven and higher).

Our curriculum reflects that of the Edina Public Schools which in turn
has as its foundation state and national recommended standards. While
each curricular area has its own well-defined goals and objectives a
strong effort is made to connect and integrate content and skills
helping students to strengthen their understanding of similar concepts
or grasp more completely the disparate elements presented in the
instructional setting. When what students learn, a comprehensive
curriculum, is married with how they are taught, effective instructional
practices, then students achieve.

Significant time and energy are devoted to the academic core subjects,
the principal of those being the language arts. Students are provided
instructional experiences that focus on and emphasize listening,
speaking, reading and writing as integral components of effective
communication. Objectives are laid out that foster the development of
proficiency in each of these sub areas both within the language arts
curriculum and woven throughout the subjects of science, social studies,
mathematics, art, music, physical education, information literacy and
ethical values. We view literacy as one skill set, but approach it
through two languages. In an immersion setting it is natural for a
heightened awareness and high expectations to be present in the
receptive and expressive development and production of language.

Our science program is guided by the principles of discovery and
observation. Students are asked to explore the physical world in
relationship to their own interdependence with the environment. We are
very process oriented expecting our students to actively engage in
hypothesizing and experimenting with the world around them. Students use
critical thinking and problem solving strategies to demonstrate and
explain their findings in our hands-on approach to learning.

Students are asked to learn not only their role within their families,
school and immediate community, but gain a deeper appreciation of their
responsibilities in the world at large in social studies. As an
immersion school, we find that language and culture are intertwined and
touch all aspects of life. Emphasis is given to developing understanding
and the evaluation of how and why events occurred in addition to knowing
when and where they took place.

In mathematics students are consistently engaged in utilizing problem
solving, data analysis and interpretation to manipulate numbers and
think critically. It is our desire to teach students to think
mathematically enabling them to more effectively and efficiently operate
in their daily lives. We expect students to compute and to comprehend
equally well. Advanced application and practice are key components
routinely experienced by our students.

In the arts and music it is our belief that students must become both
knowledgeable consumers and creative producers. In doing so they are
exposed to a vast array of enriching, unique experiences and genre.
Specific technique, form and content are taught and assessed in
combination with effort expended. It is our belief as well that students
be engaged in physical activity and skill development as part of a
health oriented physical education program. Students are asked to write,
think, speak, calculate, chart, and read in addition to running, jumping
and playing.

Recognizing that information is power, we collaborate with our media
specialist to teach our students to be sophisticated users of primary
and non-print sources of knowledge. Students learn to access, analyze,
synthesize and present findings in an appropriate manner. Effective use
of technological tools and the significance of becoming a
self-actualized learner are major areas of emphasis.

Profound wisdom is truly present only in an environment and culture
where intellect and values are evident. Respect, responsibility,
compassion and honesty are consistently stressed among adults and
children alike in our building. Our ethical values committee, school
social worker and service committee play an integral role in teaching
these necessary life skills.

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

Our reading curriculum takes a centrist approach that embraces best
practices including essential elements of phonics based instruction and
whole language. All students receive initial systematic instruction in
phonemic awareness that helps them develop necessary skills to hear the
similarities and differences found in language and then to apply those
skills in familiar and new contexts. Simultaneously, we introduce
students to the multiple strategies useful in becoming successful
readers that are often associated with whole language teaching. Students
use picture walks, prediction, story webs and other techniques to make
sense of what they read. Emphasis is always placed on comprehension
strategies with particular attention given to inferential and analytical
reasoning. Writing is an important and integrated subject area embedded
in reading instruction.

Frequent assessment is done to analyze accuracy, fluency and
comprehension. All classrooms use a set of standardized tests for the
purpose of consistency and accountability in analyzing curriculum taught
and learning mastered. The results of these individual assessments
provide ongoing insight, enabling our teachers to ascertain current
instructional levels and to design an effective program for all
students. Flexible groups are used to provide instruction in specific
identified skills that will enable developing readers to be successful
maintaining enthusiasm and motivation.

Students are taught to read in French and begin to receive formal
reading instruction in English at third grade. This makes it
particularly important that we provide students with multiple approaches
to construct meaning of the text. Using a comprehensive approach to
teaching reading that recognizes and includes important aspects of
phonics instruction alongside those of holistic practitioners allows our
immersion students to transfer skills learned in the target language to
those needed in their native tongue.

2b. **(Secondary Schools)** Describe in one-half page the school's
English language curriculum, including efforts the school makes to
improve the reading skills of students who read below grade level.

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.

Students in our immersion school follow a mathematics curriculum that is
closely aligned to state and national standards established by the
National Council for Teaching Mathematics. Two primary texts are used to
accomplish this. Quest Mathematics is used as the base for our
instruction because it is in French providing our teachers and students
with vital vocabulary and the process of learning mathematics in another
language. The Quest program is carefully and strategically supplemented
with Everyday Mathematics the standard text used in our school district.
We find Quest to be particularly strong on arithmetic principles and
Everyday Mathematics on problem solving and critical thinking. The
combination of these two distinct programs woven together provides our
students with a comprehensive approach to becoming proficient
mathematicians.

We see math as a language and being an immersion school this amplifies
the need to develop sound understanding and grasp of the concepts or
fossilized errors will occur. To this end we work hard and continue to
collaborate within and across grade levels to ensure that clear
curriculum articulation exists and is provided our students. Our staff
continues to meet reviewing vocabulary and concepts taught to maintain
agreement on uniform language and approaches used. This helps us better
reinforce the necessary developmental building blocks used in the
spiraling curriculum of Everyday Mathematics.

While the use of two texts naturally produces some challenges for both
the teacher and the learner, we see it as complementing one of the
foundational principles of our school, that being, to base our decisions
on what is best for children. In immersion education where the target
language is both the medium and the object of instruction, it is
imperative that students be presented with authentic and accurate
language models to ensure that they become highly proficient in their
own use of the language.

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

At Normandale, we use formative assessment to inform instructional
decisions made on a daily basis. Our teachers use mathematics unit
pre-tests, the Developmental Reading Assessment (DRA) and other informal
reading inventories to establish flexible groups and inform instruction
in mathematics and reading. Providing students with "just in time"
content and skills, is a key element of our efforts to differentiate for
learners at all levels. Consistent and ongoing assessment provide our
teachers and students with constant feedback enabling our instructors to
monitor and adjust as needed and our learners to be empowered and
motivated to achieve success.

Teachers use a broad mix of whole group, small group and individual
approaches based on the content, timing and demonstrated need at the
time of the lesson. Student to student interaction and active learning
are encouraged and emphasized. The process of learning and acquiring
knowledge is combined with practical application through guided practice
and project based experiences and activities. Many teachers use a
learning center approach to enable focused direct instruction, provide
students with multiple reinforcement activities and to build independent
learning skills.

Because we are teaching in a language immersion program it is crucial
that teachers are comfortable with using strategies that accentuate the
importance of addressing student learning styles through experiences
that maximize the principles of multiple intelligence theory. In
particular, a significant amount of instruction involves
musical/rhythmic, visual, and kinesthetic approaches in conjunction with
an interpersonal receptive and expressive linguistic bath. It is readily
apparent that our students' brains are activated in a way that increases
their ability to be critical thinkers and problem solvers.

High expectations for achievement are balanced with appreciation for the
importance of commitment and effort. Parents are seen as active partners
in a supportive role through regular volunteerism with programs like
Math Olympiads, Junior Great Books and the Stock Market Club. We also
ask that our parents take an active role in supporting students to
complete assigned homework.

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

Our building staff development team is made up of representatives from
our classrooms and specialist areas. This group meets monthly to design
building in-service training that supports district initiatives, develop
goals and plans specific to our school improvement needs and review
requests for individual professional development. A dedicated effort is
made to focus building level sessions on activities and training that
support the achievement of our annual goals. Because of our unique needs
as an immersion program on district level professional development days,
we often plan our own specific, separate training for our classroom
staff.

Money is made available to grade level and subject area teams for
individual or collaborative experiences that promote acquisition of
skills and knowledge that complement district and building initiatives.
Individuals attending local, national or international conferences or
workshops are asked to share their experiences and newly acquired
knowledge through either written or oral presentations. When teams meet
they are asked to complete reports that are posted on the shared drive
of our building server.

With almost half of our classroom staff in their first three years of
teaching, it is very important for us to provide ongoing mentoring by
way of our experienced teachers. The school district also provides a
teaching specialist in world languages who acts as a resource for our
new teachers. This year an additional staff meeting has been added to
the monthly calendar to focus specifically on instructional issues and
concerns within the building that would benefit from collaborative
brainstorming and action initiatives. We are currently studying the
concept of Professional Learning Communities and have initiated
professional book study groups.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS FOR NORMANDALE ELEMENTARY**

Subject Reading Grade Three Test Minnesota Comprehensive Assessments

Edition/Publication Year 1 Publisher Minnesota Department of Public
Education

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 98          99          92          98          94

  \% At or Above Proficient            92          92          80          85          83

  \% At Advanced                       88          89          62          69          67

  Number of students tested            100         96          95          86          87

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

  **STATE SCORES**                                                                     

  \% At or Above Basic                 88          88          84          84          82

  \% At or Above Proficient            73          73          67          67          62

  \% At Advanced                       60          56          49          49          45
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject Mathematics Grade Three Test Minnesota Comprehensive Assessments

Edition/Publication Year 1 Publisher Minnesota Department of Public
Education

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 100         99          96          100         99

  \% At or Above Proficient            96          93          89          89          95

  \% At Advanced                       91          71          76          77          86

  Number of students tested            99          96          97          88          87

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

  **STATE SCORES**                     92          92          90          90          90

  \% At or Above Basic                 70          72          65          66          65

  \% At or Above Proficient            55          56          48          53          46

  \% At Advanced                                                                       
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

Subject Reading Grade Five TestMinnesota Comprehensive Assessments

Edition/Publication Year 1 Publisher Minnesota Department of Public
Education

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 100         100         99          100         100

  \% At or Above Proficient            95          95          96          97          89.12

  \% At Advanced                       89.36       90.69       94.12       96.51       77

  Number of students tested            94          86          85          86          82

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

  **STATE SCORES**                                                                     

  \% At or Above Basic                 91          90          90          89          86

  \% At or Above Proficient            76          77          75          74          67

  \% At Advanced                       64          64          64          63          52
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS FOR NORMANDALE ELEMENTARY**

Subject Mathematics Grade Five Test Minnesota Comprehensive Assessments

Edition/Publication Year 1 Publisher Minnesota Department of Public
Education

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

  Testing month                        April       April       April       April       April

  **SCHOOL SCORES**                                                                    

  \% At or Above Basic                 100         100         100         100         100

  \% At or Above Proficient            99          99          98          96          94

  \% At Advanced                       95          97          92          89          88

  Number of students tested            94          86          84          90          82

  Percent of total students tested     100         100         100         100         100

  Number of students alternatively                                                     
  assessed                                                                             

  Percent of students alternatively                                                    
  assessed                                                                             

  **STATE SCORES**                                                                     

  \% At or Above Basic                 96          92          90          89          86

  \% At or Above Proficient            74          75          70          67          62

  \% At Advanced                       59          60          53          51          46
  ------------------------------------ ----------- ----------- ----------- ----------- -----------